Case Study Review-John Spinoza and Shadylawn Teachers: Approaches to Assessing S

timer Asked: Oct 3rd, 2015

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Case Study Review-John Spinoza and Shadylawn Teachers: Approaches to Assessing Student Learning

The approaches to assessing student learning have changed dramatically in the last 30 years. In most cases, teachers have conducted individual assessments that only applied to their learning situations. There was a minimal set of opportunities, in many cases, or necessity to share the data. Thus, the aggregated school needs and performance were rarely known except at the individual classroom levels. Another variable was the lack of standardized assessments with specific rubrics. Unfortunately, very limited data was available for the educators to form the basis for determining the effectiveness of the programming. Even less time was provided for reviewing grade-level or subject-specific data as well as the research-based programming that could possibly improve the teaching and learning environments. 

Review the Case Study on Shadylawn Elementary found in Chapter 11 of the course text.  In a 10-page or longer narrative, respond to the situation in regards to assessing student learning. In addition, find three or more related educational websites or articles in addition to the text that can supplement your findings and conclusions about the case study.

Step 1: Accountability Models

  • Review the essential elements for the four different accountability models (e.g., status, improvement, growth, and value-added)
  • Consider the most relevant accountability model(s) that would relate to the case study
  • Consider potential problems with using just one of these methods to ascertain a school’s effectiveness and student performance
Step 2: 10-Page Narrative on the Case Study
The 10-page narrative (not including the title and reference pages) should also contain the following elements:
  • Introduction – Develop at least one page explaining the process of change, based on the following criteria:
    • The level of “think” or “blink” oriented change process for schools
    • The factors that contributed to the “think” or “blink” experience
    • At least two reasons that educators should be more “think” oriented when confronting issues such as Shadylawn
    • An analysis of one of the level factors: the school, teacher, or student (View Figure 11.4 in the text)
  • Evaluate at least two aspects for the school, teacher, and student level factors that are not considered when doing comprehensive data analysis in schools in at least two pages.
  • Describe at least two methods of monitoring student growth through assessments that would be relevant to the classroom teacher in one page.
  • Analyze at least three approaches that ensure the methods of monitoring student growth are both sufficient and appropriate in two or more pages.

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