David M. Callejo Pérez & Sebastían R. DíazWest Virginia University

Organizing Student Progress Data

Teachers assess for learning when they: Clear understanding of learning goals/outcomes Relate these understandings to their students Construct learning activities that yield rich assessment data Incorporate assessment information into descriptive feedback to increase

students’ understanding of the learning experience Adjust teaching, goals, objectives, approaches based on findings from

ongoing research Teach students to assess themselves to initiate some metacognitive

processes Develop students’ ability to articulate their current level of knowing

Linguistically Diverse Learners Impact of language and culture on learning.

Developmentally Diverse Learners NCLB and Special Education.

Policy Considerations Legislation, law, and contexts of educational language

Technical Considerations Validity and Reliability of Assessment

Involving Parents Who are they; if children are diverse—Are their parents

not diverse too?

What Constitutes Evidence of Thinking? Thinking Made Visible Gathering Thinking Evidence

Daily Anecdotal Notes Parents as Co-Observers Student Records of Thinking Evidence

Written Reflections Multiple Successful Performances

Organizing and Storing Data Effectively Considerations for Diverse Populations

Triangulating Evidence of Skill and Competency

Cross-Checking Data Data-based Decision Making Dealing with Unmet Standards

Examine Time Management Are Learning Opportunities Appropriate? Seek Alternative Data Sources

Reporting Acquisition

What Does it Mean? Educational Threads.