Post on 19-Dec-2015
Using the TWS to Link Assessment to Great Teaching
Dr. Alberta Sautter, Dr. Mary Ann DeLine, Dr. Sharon Gunn, Emily Easter and Steven
NationSoutheast Missouri State University
The Teacher Work Sample (TWS) is an assessment tool and document that links candidate teaching to student performance.
The TWS “can broaden and deepen the thinking of student teachers.” (Henning & Robinson, 2004)
Description: What is the TWS?
Contextual FactorsLearning GoalsAssessmentInstructional DesignManagement PlanInstructional Decision MakingAnalysis of LearningReflection and Self Evaluation
The ProcessBefore TeachingThe Unit
During the Unit
After Teaching the Unit
Contextual FactorsLearning GoalsAssessment PlanDesign for InstructionClassroom ManagementFamily Involvement
The ProcessResearch and Planning
During the Unit
After Teaching the Unit
Instructional Decision Making
The ProcessBefore the Unit
During the Unit
After the Unit
Analysis of Learning
Reflection and Self Evaluation
The ProcessResearch and Planning
Teaching the Lessons
Analysis andReflections
Contextual FactorsLearning GoalsAssessment PlanDesign for InstructionClassroom ManagementFamily Involvement
Analysis of Learning
Reflection and Self Evaluation
InstructionalDecision Making
Before Teaching the Unit
During Teaching the Unit
After Teaching the Unit
Contextual Factors –Know your Learners & Environment
Learning Goals based on CF, Standards, GLEs, reflected throughout
Assessment Plan based on CF and LGsPre assessment (tied to LGs)
Variety of Formative AssessmentsPost Assessments
Design for Instruction based on Pretest & CF
Instructional Decision Making (ongoing reflection)
Analysis of Student Learning (Comparison of
Pre and Post Assessments)
Reflection (occurs throughout with formal reflection after the unit)
Classroom Management based on CF and Field Observations
Teacher Candidates’ Plan for Assessment
Demonstrates capabilities for critical thinking, reasoning, and analyzing.
The Assessment Plan includes:Designing a Pretest and Posttest
Understanding of Bloom’s levels, Contextual Factors
Planning for formative and summative methods
Aligning assessment methods with learning goals
Planning adaptations for special needs
Holistic approach to measure whether learning occurs
Analysis of Learning includes:
Quantitative analysis of pre and post assessment for each learning objective.
Analysis of progress by groups within the class.
Descriptive analysis of two individual students within the class.
Reflection & Self EvaluationIdentification of successful strategies and
reasons for their success.
Uses evidence to support conclusions.
Discusses the alignment of objectives, assessment and instruction.
Discusses evidence based ideas for future improvement.
Documenting Candidate Reflections
Demonstrate the ability to make informed, intelligent value decisions.
--Assessing the consequences of one’s actions, being responsible for them, and understanding the value perspective of others.
Instruction and student learning
Barriers to successful learning
Implications for future teaching
Alignment of goals,
instruction and assessment
Collaboration with colleagues,
parents, community
partners
Areas of professional
growth
THE TEACHER CANDIDATE REFLECTS ON . . .
DiscussionHow has the assessment from the TWS made me better prepared for the classroom?
Teacher Candidates:Emily Easter –Science Education Teacher CandidateSteven Nation – Special Education Teacher Candidate