Blending Assessment with Instruction BAIP

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Blending Assessment with Instruction (BAIP)

• Development History

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The BAIP Vision of CETE

• The reality.
• The need for instructional support to compliment
  Kansas Assessments has been a ten year goal of
  CETE.
• Curriculum and assessment standards must be
  aligned with instruction
• Teachers need resources to help them in the
  alignment process
• All students benefit from instruction aligned
  with curriculum and assessment standards.
• Todays technology enhances the design and
  distribution of instructional resources for
  teachers and students.

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The BAIP Vision of CETE

• The future
• BAIP has been designed to fulfill the
  instructional vision of CETE.
• BAIP strengthens the practice of evidence based
  decision making.
• The principles and design of BAIP generalize to
  other subjects.
• BAIP has implications for teacher education
• BAIP has implications for parent involvement in
  instruction.
• BAIP represents a major development effort that
  is in place for the future.

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Enhanced Student Achievement
Curriculum Alignment
Goals
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Standards Based Assessment
Standards Based Curriculum
NCLB
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Translating Standards to Instruction
Aligning Assessment with Instruction
Challenge
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Student Performance
A Y P
Consequence
Teacher Performance
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Technology
Research Based Practices
Opportunities
Standards
National Assessment Climate
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Alignment
Teacher Lessons
Student Tutorials
BAIP Solution
Immediate Feedback
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Student Learning Opportunity
Assessment
Instruction
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BAIP Validation Procedures

• Researched state assessment impact
• Engaged subject matter experts (SMEs)
• Reviewed research-based practices
• Reviewed web-based supports
• Engaged technical designers

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Development Procedures

• Determined requirements for lesson design
• Identified technology needs
• Developed preliminary lesson design
• Validated the design repeat review
• Developed-validated online lesson
• Repeated same steps for tutorial design
• Created prototypes
• Developed content for prototypes
• Revised based on formative input

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Lesson/Tutorial Field Testing Procedures

• Conducted internal reviews
• Alpha tested
• Conducted external reviews
• Revised

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Lesson Writers

• Initial Phase
• Established selection procedures
• Established two-teacher teams
• Provided writing guidelines and samples
• Communications via email/voice

• Second Phase
• Recruited teachers with assistance from KNEA
• 38 writers recruited from across the state
• Recruited SME writers

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Lesson Writing Process

• Assign assessed indicators
• Writer writes lesson within 2 weeks
• Completed lesson reviewed by SME
• Feedback provided to writer
• Writer completes edits
• Lesson prepared for the web

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Tutorial Writers

• Selected subject matter experts familiar with
• Standards
• Textbook authoring
• Test preparation
• Math instruction
• Writer prepares content for tutorial model

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Tutorial Writing Process

• Assign assessed indicators
• Specifications for tutorial model
• Writer submits content according to
  specifications
• SME reviews content
• Tutorial prepared for the web
• Writer reviews web version
• Final edits made

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BAIP Management System

• Transfers data immediately to teachers account
• Teachers can assign and monitor student
  performance on each tutorial
• Provides individual student and classroom
  performance data on each tutorial
• Data are presented in graphic form

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Lessons Learned

• Relating indicators to teaching concepts and
  applied examples is important to teachers
• Writing lessons against a research based model is
  difficult but effective
• Language of math is not always uniform among
  teachers
• Activities are easier to write than teaching
  concepts
• For standards to be understood the focus must be
  on teaching concepts
• Teachers appreciate the self contained model.
• Assessment, subject matter, technology,
  instruction and content management expertise are
  central to creating BAIP type products

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Future Directions

• Modify BAIP resources based on field test results
• Enhance instructional strategies for students
  with special learning needs
• Begin developing BAIP resources for other subjects