TPA_tenure_Manual_.doc

Trend data conference the observer will share data

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“As you plan your instruction, what informs your decisions about the kinds of assessment that you choose/construct?” Trend Data Conference: The observer will share data and engage in reflective dialogue with the teacher. The purpose is to engage the teacher in inquiry, analysis, and reflection. June 2006 53
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(C-3) Bloom’s Taxonomy I. Knowledge II. Comprehension III. Application IV. Analysis V. Synthesis VI. Evaluation Benjamin Bloom defined a taxonomy of cognition with six components – knowledge, comprehension, application, analysis, synthesis, and evaluation. The observer would expect to observe students working within all six levels over time. The levels can be observed through student responses to teacher questions, samples of student work posted in the classroom, work students are completing in class, work in groups as well as individually, class discussions, samples of assessments, etc. Students can think, work, and respond across the taxonomial range in a given lesson as well as in a complete unit of instruction, but a single Walk-Through will only capture a “snapshot” of the taxonomy. (Bloom’s Lower Level) I. Knowledge (drawing out factual answers, testing recall and recognition) Recall of appropriate, previously learned information, terminology, specific facts: who where describe identify which one what how define enumerate what is the best one why match choose label how much when select omit list what does it mean II. Comprehension (translating, interpreting and extrapolating) Understanding the meaning of informational materials: state in your own words classify which are facts what does this mean cite is this the same as give an example infer select the best definition condense this paragraph show what would happen if state in one word indicate explain what is happening what part doesn't fit tell explain what is meant what expectations are there translate read the graph, table what are they saying select this represents what seems to be match is it valid that what seems likely explain show in a graph, table which statements support represent demonstrate what restrictions would you add June 2006 54
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(Bloom’s Middle Level) III. Application (to situations that are new, unfamiliar, or have a new slant for students): Use previously learned information in new and concrete situations to solve problems that have single or best answers: predict what would happen if explain use choose the best statements that apply select transfer judge the effects determine produce what would result develop solve tell how, when, where, why discover teach tell how much change there would be collect inform tell what would happen compute relate identify the results of establish predict IV. Analysis (breaking down into parts, forms): Identifying motives or causes, making inferences, finding evidence to support generalizations: distinguish break down what is the function of identify correlate what's fact, opinion what assumptions diagram what statement is relevant what motive is there differentiate related to, extraneous to, not applicable what conclusions distinguish what does author believe, assume make a distinction prioritize
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