I've signed up for component 1 for EMC-Literacy (which I now realize I should have done at the end). Is it worth signing up for Component 2 for this year before the deadline? Would this be manageable or is it something I should start in the fall? Any advice appreciated.
Hi On any assessments if they are adapted from a purchased curriculum can we submit pictures of that? Ex such as a graphic organizer that I made digital but the information was from my purchased curriculum/textbook.
On 1/24/17, Cm wrote: > Hi > On any assessments if they are adapted from a > purchased curriculum can we submit pictures of that? Ex > such as a graphic organizer that I made digital but the > information was from my purchased curriculum/textbook.
Then, last week I gave a more formal formative quiz. As a self-assessment I asked students to work corrections on their graded quizzes and rate their confidence level on all standards of the unit. I feel this self-assessment is a great way to prep for the summative assessment, but I wonder if I can use it since it came a week after the formative I hoped to submit?
Anyone have any idea if this is allowed or if the self- assessment has to directly connect to the formative we submit?
On 1/14/17, sbriggs wrote: > Hi, > I am working on my formative and self- assessments.SO my > question is..the 3 self-assessments DO NOT have to be > connected with the formative do they? For example, my > formative is an activity where I am checking for transfer of > objectives students have learned within the unit. My summative > is an informative piece. Can my self assessments be different > from those two but still fit in the unit?
My teacher need is becoming Google certified. My school will be going one-to-one and my sped students need to start training how to use the programs. I plan on using a technology use survey to prove they improved after my certification.
I've got several ideas for student needs, such as needing to change from a fixed to a growth mindset related to math, and I could use learning to help them (and their parents) with that for my professional need too. Is that okay, versus a specific mathematical skill?
On 1/16/17, mathinmiddle wrote: > I'm wre...See MorePerhaps fractions is a prerequisite skill for a topic in your curriculum? Since you have identified it as a need, you would teach students this skill before moving on to the curriculum topic. Would give you plenty of chances to explain how you used the data to modify the unit for these students.
On 1/16/17, mathinmiddle wrote: > I'm wrestling with the rationale for the assessment section. > How do I demonstrate a "need" for a particular standard I am > required to teach that students haven't been exposed to before. > Or, if my students show a need for practice with fractions, do > I do a mini-unit on that even though it isn't an 8th grade > standard? > > On 1/16/17, What Works wrote: >> The student need and the professional need do not need >> to be content specific the same way the assessment >> section needs to be. The student need and the >> professional need CAN be related but don't HAVE to be. >> Hope that helps. >> >> >> >> >> On 1/16/17, mathinmiddle wrote: >>> I'm working on Component 4. I teach 8th grade math. I >> was >>> going over my parent surveys that I gave at the >> beginning >>> of the year, and many parents said their students >> struggled >>> with fractions. I have seen this also (every year) when >>> solving equations or simplifying slope ratios. Anyway, >>> fraction operations and simplifying fractions are not 8th >>> grade standards, so how could I use this for my >> assessment >>> piece? Or would it be better for the "student need"? >>> >>> I've got several ideas for student needs, such as >> needing >>> to change from a fixed to a growth mindset related to >> math, >>> and I could use learning to help them (and their parents) >>> with that for my professional need too. Is that okay, >>> versus a specific mathematical skill?
On 1/16/17, Biophysteach wrote: > Perhaps fractions is a prerequisite skill for a topic in > your curriculum? Since you have identified it as a need, > you would teach students this skill before moving on to > the curriculum topic. Would give you plenty of chances to > explain how you used the data to modify the unit for > these students. > > On 1/16/17, mathinmiddle wrote: >> I'm wrestling with the rationale for the assessment >> section. How do I demonstrate a "need" for a particular >> standard I am required to teach that students haven't >> been exposed to before. Or, if my students show a need >> for practice with fractions, do I do a mini-unit on that >> even though it isn't an 8th grade standard? >> >> On 1/16/17, What Works wrote: >>> The student need and the professional need do not need >>> to be content specific the same way the assessment >>> section needs to be. The student need and the >>> professional need CAN be related but don't HAVE to be. >>> Hope that helps. >>> >>> >>> >>> >>> On 1/16/17, mathinmiddle wrote: >>>> I'm working on Component 4. I teach 8th grade math. I >>> was >>>> going over my parent surveys that I gave at the >>> beginning >>>> of the year, and many parents said their students >>> struggled >>>> with fractions. I have seen this also (every year) >>>> when solving equations or simplifying slope ratios. >>>> Anyway, fraction operations and simplifying fractions >>>> are not 8th grade standards, so how could I use this >>>> for my >>> assessment >>>> piece? Or would it be better for the "student need"? >>>> >>>> I've got several ideas for student needs, such as >>> needing >>>> to change from a fixed to a growth mindset related to >>> math, >>>> and I could use learning to help them (and their >>>> parents) with that for my professional need too. Is >>>> that okay, versus a specific mathematical skill?
Anyone have suggestions for additional practice in answering the constructed response questions, specifically the math? Any study materials or field test questions out there I could practice with? Thx
I would say just study and know how to do the constructed responses in the Component 1 instructions. That's basically the constructed response part of the test just different questions but same skills.
I'm glad there's going to be some kind of legal action against NBPTS. I've seen too many good colleagues receive utterly random scores. I'm starting this think this whole thing is a scam.
How do I join a class action lawsuit? I feel I was scammed and spent almost $6000 and 3 years of my time!I missed passing by 3 points! Many educators I know also think it is a scam.
On 1/24/17, Cm wrote: > Hi > On any assessments if they are adapted from a > purchased curriculum can we submit pictures of that? Ex > such as a graphic organizer...See More