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Using formative assessment to differ...

Shelton, Dan.

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Using formative assessment to differentiate instruction: A plan to build a culture of continuous improvement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using formative assessment to differentiate instruction: A plan to build a culture of continuous improvement./
Author:	Shelton, Dan.
Description:	88 p.
Notes:	Adviser: Doug Archbald.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Economics, Agricultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267172
ISBN:	9780549058526

Using formative assessment to differentiate instruction: A plan to build a culture of continuous improvement.
Shelton, Dan.

Using formative assessment to differentiate instruction: A plan to build a culture of continuous improvement. - 88 p.

Adviser: Doug Archbald.

Thesis (Ed.D.)--University of Delaware, 2007.

Best practice today dictates that schools have reliable and accurate data about their students' performance at regular intervals. This data must be in a format that can be easily read and inform instruction. Northwest Education Association (NWEA) has developed a computer adaptive assessment titled Measures for Academic Progress or MAP in reading, math, language and science which can be given to students 4 times a year and provide teachers and schools with information about student competencies aligned with state standards. It also provides teachers with reports that show growth over time.

ISBN: 9780549058526Subjects--Topical Terms:

626648
Economics, Agricultural.

Using formative assessment to differentiate instruction: A plan to build a culture of continuous improvement.
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245 1 0 $a Using formative assessment to differentiate instruction: A plan to build a culture of continuous improvement.
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500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 2092.
502 $a Thesis (Ed.D.)--University of Delaware, 2007.
520 $a Best practice today dictates that schools have reliable and accurate data about their students' performance at regular intervals. This data must be in a format that can be easily read and inform instruction. Northwest Education Association (NWEA) has developed a computer adaptive assessment titled Measures for Academic Progress or MAP in reading, math, language and science which can be given to students 4 times a year and provide teachers and schools with information about student competencies aligned with state standards. It also provides teachers with reports that show growth over time.
520 $a In order to take full advantage of NWEA's MAP assessment, school leadership must prepare a comprehensive implementation plan which includes: (1) Establishment of a Professional Learning Community that values professional collaboration. This includes providing time for collaboration. (2) Establish a culture that values data as a means to inform instructional decisions. This includes the understanding that multiple data sources should be used when making instructional decisions. (3) Provide background knowledge in differentiated instruction in order to 'fill the teacher's toolbox' with methods to reach individual students. (4) Build a MAP implementation core team. These individuals will be part of the ongoing professional development plan for the school and will 'stay ahead of the curve' with their own training. (5) Reflect annually on progress in order to make mid course corrections to ensure that all teachers understand and use multiple data sources to inform instruction.
520 $a Maclary Elementary School began using the NWEA MAP assessment during the 2004-05 school year. The initial implementation included the establishment of a professional learning community as well as a focus on using data to differentiate instruction. Trying to accomplish both of these large initiatives simultaneously proved difficult. In the second year of implementation the administration and staff adjusted the professional development plan based on a self-evaluation of progress. From the lessons learned during this implementation, and through careful study of research on culture, leadership and best practices, schools and school districts can develop their own comprehensive implementation plan.
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