NBPTS Chatboard – Teachers.Net

What Works Thank you for reading my book! You can make the choice whether to submit blank samples or ones filled out. I don't know how much difference it makes in a score - probably not a lot, but maybe some. Submitting forms,tests,graphic organizers etc that are filled out by the students, does show how that item is used by the student, for example. But the...See More

Jan 14, 2017

Resubmission

by Sharon

Jan 14, 2017

How do you resubmit a component if you want a better score? Do you have to pay for the component again? When can you resubmit?

What Works You register on the NB website by January 31, pay $475 per component you want to do over, then start work. You do the component all over again, just like you did the first time. Only now you're "smarter" about the process and will likely score much better. Call 1-800-22TEACH to ask for details. It's also shown in the document called Guide...See More

Jan 14, 2017

MC component 2

by Sally

Jan 13, 2017

Do students have to cite sources for the expository writing?

What Works If YOU make that a requirement for the piece, then yes. But the assessors don't require it.

On 1/13/17, Sally wrote: > Do students have to cite sources for the expository > writing?

Jan 13, 2017

HELP!! I am getting bogged down with selecting my two lessons to teach. Video one should have reading instruction as the primary focus. Could it be as simple as a small group to determine the main idea? A close read to determine main idea and supporting details?? Video two should be a lesson that integrates language arts process. I was thinking of ...See More

Comp 4 EMC lit

by MLB

Jan 13, 2017

What Works 1) Yes 2) Yes 3) Yes 4) Yes, you're on the right track! Any/all of those can work.

On 1/13/17, MLB wrote: > HELP!! I am getting bogged down with selecting my two > lessons to teach. Video one should have reading > instruction as the primary focus. Could it be as simple as > a small group to determine the main idea? A close read...See More

Jan 13, 2017

Hello. I am trying to wrap my mind around C4 for MCGeneralist. I have many great ideas for participation in learning communities that I either lead or participate in, but I'm having a difficult time deciding on one that I can provide adequate evidence.

For the professional learning need, it states that we should submit:

*evidence...See More

Evidence

by mcgeneralistnb

Jan 13, 2017

Jan 13, 2017

by cm

Jan 10, 2017

I have the What Works book and it is helpful but I am still confused. Are the 3 examples of student self assessments supposed to be:

A- the same exact self-assessment for 3 different students

B- 3 examples of 3 different self-assessments for the same student

C- 3 examples of 3 different self-assessments, each for a differ...See More

(3)

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CM On 1/10/17, What Works wrote: > Hello cm, > > The self assessments (sa) are 1 each from 3 different > students. The NB doesn't specify if they must be the > same SA or if they can be different, so I'd say you can > make that decision. My guess is that most teachers will > use the same one for all 3, but again I think it's your ...See More

Jan 13, 2017

CM Thank You!

On 1/13/17, CM wrote:
> On 1/10/17, What Works wrote:
>> Hello cm,
>>
>> The self assessments (sa) are 1 each from 3 different
>> students. The NB doesn't specify if they must be the
>> same SA or if they can be different, so I'd say you can
>> make that decision. ...See More

Jan 13, 2017

C4:Pretests, Posttests, and Formative Assessments

by What Works

Sep 5, 2016

Let's get a discussion going about pretests vs formative assessments.

Are,can they be interchangeable? Do they/can they measure the same things? Do they/can they have the same purposes? How might they be alike? How might they be different? Do you consider a pretest to be a formative assessment? Why or why not?

Do you consider a po...See More

(6)

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Early Childhood Your post has made me think! As a part of my job, I actually do diagnostic work.... using parent information, records, observation, and norm referenced assessment to determine a child's eligibility for special education. In addition to this, I then work with some students in an ongoing process on their identified areas of need/goals.

I ori...See MoreYour post has made me think! As a part of my job, I actually do diagnostic work.... using parent information, records, observation, and norm referenced assessment to determine a child's eligibility for special education. In addition to this, I then work with some students in an ongoing process on their identified areas of need/goals.

I originally wasn't sure if I could picture how to use these two parts of my job coherently to complete comp4, but I feel they are both relevant to this.

And yes, during the quarter information is gathered using a variety of methods (pictures, anecdotal records, informal assessment, etc) and all compiled in the 'system'. At the end of the quarter the teacher reviews all the information and gives the child a 'grade' on the developmental checklist (there are different domains and skills, and all are addressed for the grading) based on the information.

I am thinking that I can naturally make this all fit, what do you think?

I scored an overall of 3.2 on comp 1, and a 3.0 on both comp 2 and comp 3. Still room for improvement, but I think I found ways to explain early childhood, so hopefully I can make this work too!

On 12/24/16, What Works wrote: > Very interesting, Early Childhood. You definitely have a > challenge. Here are some thoughts and questions to > consider: > > How and when is the "authentic documentation" > collected before it's used at the "checkpoint"? Through > observation? Teacher notes? Checklists? Is the child > "rated" on a rubric continuum? (EX: On a scale of 1-5 > how well does the child ___?) Does the child do "tasks" > (for want of a better word)? The child has a need, so the > teacher works with the child (teaches) to learn a skill, and > the teacher tracks the child's progress? How is that > progress monitored before being used at the end of the > quarter at the checkpoint? All of the information gathered > DURING the quarter is then used to formulate an end > result that is used as your "grades"? Is that about right? > > The main purpose of a pretest is diagnostic, but I doubt > you use that term with your age students. Do you do > some kinds of diagnostics when a child first enters your > program, or when deciding which skills a child needs to > learn? After setting those initial goals (based on the > diagnostic), how is progress monitored? I would think the > way you monitor progress BETWEEN the diagnosis and > the "checkpoint" could be considered the formative > assessments. And if that occurs, then I'd agree that the > "checkpoint" might be the summative point/place in your > process. > > You didn't say how you did on C1, 2, and 3. Did "thinking > outside the box" work? Did you get scores you think will > help you certify ( likely the high 2s at least)? If you did, > then you must have explained things well in your writing. > Keep up that clear, consistent, and convincing way of > writing! > > Hope this spurs further thinking and helps a little! > > > > > On 12/23/16, Early Childhood wrote: >> This response is not directly related to pretests... but >> as an early childhood special education teacher > working on >> comp 4, I have been thinking a lot about formative and >> summative assessment. In my district, we use an >> authentic/documentation type process for our 3 and 4 > year >> olds. Then at the quarter, the gathered documentation > is >> systematically examined by the teachers and given a >> 'checkpoint' (which is our 'grading' or report cards for >> our level). So while the method seems to fall under the >> formative assessment side, the 'sum' of the child is >> taken, and it is our grading, hence 'high stakes'... so I >> see it being summative for this purpose. I have > bouncing >> ideas off of some of my colleagues on how to complete > comp >> 4 (I work with 3 and 4 year olds in a variety of >> settings... most with significant needs), and I have been >> leaning towards using this as my summative > assessment and >> fully explaining my reasoning, however some of my > peers >> feel that it is not a 'safe' path. After completing >> components 1-3 last year and similarly doing what my > gut >> was telling me (and fully explaining it in my writing), I >> feel that I need to think outside the box again here and >> explain what I do and why.... Any thoughts on this? >> >> >> >> On 9/13/16, What Works wrote: >>> No, they aren't out yet. These questions are based on > the >>> Field Test. It's highly probable that the final versions >>> will be identical to, or nearly identical to the Field >>> Tests. >>> >>> >>> >>> On 9/13/16, SMS wrote: >>>> Are the C4 instructions out?! I don't see them on the >>>> website yet :( >>>> >>>> On 9/05/16, What Works wrote: >>>>> Let's get a discussion going about pretests vs >>>>> formative assessments. >>>>> >>>>> Are,can they be interchangeable? Do they/can they >>>>> measure the same things? Do they/can they have > the same >>>>> purposes? How might they be alike? How might > they be >>>>> different? Do you consider a pretest to be a > formative >>>>> assessment? Why or why not? >>>>> >>>>> Do you consider a posttest to be a summative >>>>> assessment? Why or why not? >>>>> >>>>> Component 4 asks you to give a formative and > summative >>>>> assessment within a unit of study. Many teachers > use >>>>> pre and post assessments to measure learning. > Given the >>>>> definition of a formative assessment, what might > you >>>>> choose - and why? >>>>> >>>>> I'm anxious to see your thoughts on this topic. > Could >>>>> be an important decision for Component 4.

Jan 11, 2017

What Works Early Childhood, it seems to me that the work you describe should address the requirements of C4. I think you'll be able to make it fit!

On 1/11/17, Early Childhood wrote: > Your post has made me think! > As a part of my job, I actually do diagnostic work.... using > parent information, records, observation, and norm referenced &g...See MoreEarly Childhood, it seems to me that the work you describe should address the requirements of C4. I think you'll be able to make it fit!

On 1/11/17, Early Childhood wrote: > Your post has made me think! > As a part of my job, I actually do diagnostic work.... using > parent information, records, observation, and norm referenced > assessment to determine a child's eligibility for special > education. In addition to this, I then work with some students in > an ongoing process on their identified areas of need/goals. > > I originally wasn't sure if I could picture how to use these two > parts of my job coherently to complete comp4, but I feel they > are both relevant to this. > > And yes, during the quarter information is gathered using a > variety of methods (pictures, anecdotal records, informal > assessment, etc) and all compiled in the 'system'. At the end of > the quarter the teacher reviews all the information and gives the > child a 'grade' on the developmental checklist (there are > different domains and skills, and all are addressed for the > grading) based on the information. > > I am thinking that I can naturally make this all fit, what do you > think? > > I scored an overall of 3.2 on comp 1, and a 3.0 on both comp 2 > and comp 3. Still room for improvement, but I think I found > ways to explain early childhood, so hopefully I can make this > work too! > > On 12/24/16, What Works wrote: >> Very interesting, Early Childhood. You definitely have a >> challenge. Here are some thoughts and questions to >> consider: >> >> How and when is the "authentic documentation" >> collected before it's used at the "checkpoint"? Through >> observation? Teacher notes? Checklists? Is the child >> "rated" on a rubric continuum? (EX: On a scale of 1-5 >> how well does the child ___?) Does the child do "tasks" >> (for want of a better word)? The child has a need, so the >> teacher works with the child (teaches) to learn a skill, and >> the teacher tracks the child's progress? How is that >> progress monitored before being used at the end of the >> quarter at the checkpoint? All of the information gathered >> DURING the quarter is then used to formulate an end >> result that is used as your "grades"? Is that about right? >> >> The main purpose of a pretest is diagnostic, but I doubt >> you use that term with your age students. Do you do >> some kinds of diagnostics when a child first enters your >> program, or when deciding which skills a child needs to >> learn? After setting those initial goals (based on the >> diagnostic), how is progress monitored? I would think the >> way you monitor progress BETWEEN the diagnosis and >> the "checkpoint" could be considered the formative >> assessments. And if that occurs, then I'd agree that the >> "checkpoint" might be the summative point/place in your >> process. >> >> You didn't say how you did on C1, 2, and 3. Did "thinking >> outside the box" work? Did you get scores you think will >> help you certify ( likely the high 2s at least)? If you did, >> then you must have explained things well in your writing. >> Keep up that clear, consistent, and convincing way of >> writing! >> >> Hope this spurs further thinking and helps a little! >> >> >> >> >> On 12/23/16, Early Childhood wrote: >>> This response is not directly related to pretests... but >>> as an early childhood special education teacher >> working on >>> comp 4, I have been thinking a lot about formative and >>> summative assessment. In my district, we use an >>> authentic/documentation type process for our 3 and 4 >> year >>> olds. Then at the quarter, the gathered documentation >> is >>> systematically examined by the teachers and given a >>> 'checkpoint' (which is our 'grading' or report cards for >>> our level). So while the method seems to fall under the >>> formative assessment side, the 'sum' of the child is >>> taken, and it is our grading, hence 'high stakes'... so I >>> see it being summative for this purpose. I have >> bouncing >>> ideas off of some of my colleagues on how to complete >> comp >>> 4 (I work with 3 and 4 year olds in a variety of >>> settings... most with significant needs), and I have been >>> leaning towards using this as my summative >> assessment and >>> fully explaining my reasoning, however some of my >> peers >>> feel that it is not a 'safe' path. After completing >>> components 1-3 last year and similarly doing what my >> gut >>> was telling me (and fully explaining it in my writing), I >>> feel that I need to think outside the box again here and >>> explain what I do and why.... Any thoughts on this? >>> >>> >>> >>> On 9/13/16, What Works wrote: >>>> No, they aren't out yet. These questions are based on >> the >>>> Field Test. It's highly probable that the final versions >>>> will be identical to, or nearly identical to the Field >>>> Tests. >>>> >>>> >>>> >>>> On 9/13/16, SMS wrote: >>>>> Are the C4 instructions out?! I don't see them on the >>>>> website yet :( >>>>> >>>>> On 9/05/16, What Works wrote: >>>>>> Let's get a discussion going about pretests vs >>>>>> formative assessments. >>>>>> >>>>>> Are,can they be interchangeable? Do they/can they >>>>>> measure the same things? Do they/can they have >> the same >>>>>> purposes? How might they be alike? How might >> they be >>>>>> different? Do you consider a pretest to be a >> formative >>>>>> assessment? Why or why not? >>>>>> >>>>>> Do you consider a posttest to be a summative >>>>>> assessment? Why or why not? >>>>>> >>>>>> Component 4 asks you to give a formative and >> summative >>>>>> assessment within a unit of study. Many teachers >> use >>>>>> pre and post assessments to measure learning. >> Given the >>>>>> definition of a formative assessment, what might >> you >>>>>> choose - and why? >>>>>> >>>>>> I'm anxious to see your thoughts on this topic. >> Could >>>>>> be an important decision for Component 4.

Jan 11, 2017

Formative Assessment vs Self Assessment

by Steph

Jan 8, 2017

Help with formative assessment and self assessment! My colleagues and I have mixed views on the requirements for this.

1. Is the formative assessment and self assessment separate entities? Do I need to submit a formative assessment, then a separate self assessment? OR utilize them simultaneously?

2. Do the 3 student samples from...See More

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What Works tptgal, what is your question? I can't see what it is.

On 1/10/17, tptgal wrote: > On 1/08/17, What Works wrote: >> I'll try to supply some guidance to your questions. >> >> 1) The formative assessment IS NOT the self-assessment. >> The formative assessment is an assessment YOU give at >> one or more points...See More

Jan 10, 2017

tptgal On 1/10/17, What Works wrote:

Would it be better to show 3 different self assessments or
3 completed examples of the same one? Also, can you take a
picture of exit slips (mine are smaller than 8x11)& submit
as one evidence? Any suggestions would be appreciated

Jan 11, 2017