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Requirements |
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Support |
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Design Ideas |
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1.1 |
Teachers should be able to see what their kids need to know
and prioritize skills/standards |
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1. Skills that should be mastered/ skills that only require
exposure need to be differentiated [U2]
2. Teachers care
about if kids get the big idea, and these are not explicitly
represented in the sum of skills- in assistments/skillometer they
don't represent big idea [S]
3. Need to allow teachers to
highlight particular skills for more information to be gathered by
system (give students more problems/practice) by weighting them
heavier and having them show up more often in problem line up
(diagnostic, not remedy) [U9 2.1]
4. Need information on
whether this is the one they've been introduced to, whether we've
covered it or not.(artifact 1, 4) [U16]
5. We mapped the NCTM
standards to PSSA standards like this. Useful to know which
standards we already covered and which we didn't. We prioritized
what standards to teach and choose lesson topics based on the
standards. Then added additional stuff kids would need. |
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1. Allow teachers to differentiate between skills that should
be mastered versus skills that only require exposure --> Provide
plot with exposure level as well as performance level to show
diagnosis in relation to expected performance.
2. Separate between standards that need to be
addressed now from standards that haven't been tested yet.
3. Show standards in different sizes in relation to
their importance/frequency in curriculum
4. Visually categorize standards into 3
areas-expected to have mastered / expected to be familiar / not
encountered |
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1.2 |
Teachers should be able to draw comparison between
classes |
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1. Provide task analysis and measurements/metrics of
improvement for comparing classes between curriculums to aid in
lesson study [U1 6.3]
2. Enable combining multiple tests to show trend
[N/A]
3. Cares about seeing the class average
[U6] |
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1.3 |
Teachers will want to see questions class misses the
most/access to questions |
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1. Teachers can use their report generating software to
generate their own reports: aligns with our idea of giving teachers
more freedom to organize information in terms of what they thing is
important mind. [N/A]
2. Teachers liked seeing the five most missed
questions and wanted to see them [U14, U20] |
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1. Show questions that link to particular standard, and
show skills needed to solve problem (standard-question-skill
relationship) |
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1.4 |
Teachers need to be able to read/tell progress |
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1. Allow teachers to gauge progress, and maybe weight
progress in the system to calculate a grade based on progress?
[N/A]
2. ¡°Check-gate¡±/stages rather than print out a report each
day, segregate the assessment material into stages, i.e. ¡°all
students have completed stage 1¡± and then print out a report (or
whatever) [U10 3a]
3. Continually monitor progress and adjust
prescription. After each 36-hour learning segment, measure child's
progress and give a Progress Assessment. [CA]
4. Provide feedback
regarding assessment performance, progress or improvement in
reports. [N/A]
5. Show pretest/posttest scores and improvement
(growth report) [N/A]
6. Show improvement after a period of time
[N/A] |
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1. Per reporting category or standard, provide
time-based view on consecutive assistment performance
2. Show on
one screen stats(score) for each week on one view |
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1.5 |
Teachers need to see how students' skills relate to
standards |
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1. Show standard description [U1 artifact3]
2. [breakdown] District/board requires standard test
results align with classroom grades [U2] |
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1. Show standard description on the same screen and
show upon mouse over or click.
2. Make visible the link between
standards and skills (through questions) on the screen
3.
Showing and explaining how the skills and standards relate to each
other via the test questions may help win the teacher¡¯s confidence
in Assisments¡¯ predictions and evaluations |
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1.6 |
Teachers need to see possible remedies at the class
level |
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1. Provide help to teachers in understanding the
standards and what they need to address in class to meet them. [U1
3.1]
2. Teachers want to know if kids do poorly on
Assistments, what should they do???[U3]
3. List of ¡°suggestions for best growth¡± [N/A see
diagnostic report at demo link] |
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1. Provide visual link between elements -standards that
need to be addressed, questions that show how it is addressed,
skills that are needed to meet the standard - in single
view |