Tuesday, March 4
8:00 AM-9:15 AM
UTC

Analyzing Instructional Artifacts as a Strategy for Evaluation and Professional Development

Keynote ID: 22912
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    Barbara Means
    Center for Technology in Learning, SRI International

Abstract: Despite evaluators’ good intentions and the commitment of schools to improving the instruction they provide, the primary goals and constraints of evaluation activities and those of practitioners are different, if not at odds. Especially in large-scale research and evaluation activities, the need for efficient, standardized data collection approaches works against providing individual schools, teachers, and students with something of value in return for their participation. The systematic collection and analysis of teachers’ assignments and associated student work, as pioneered by Fred Newmann, Tony Bryk and their associates, has proven its potential as a strategy for resolving this tension. In contrast to the administration of surveys or experimental assessments, teachers and students are not asked to do anything other than their normal activities to satisfy the needs of evaluation. By providing a set of theoretically based, reliable analytic constructs for reflecting on not just students’ work but also the activities that teachers ask students to undertake, evaluators provide tools that schools are finding useful for professional development purposes. SRI has extended this approach to research on schools that are striving to integrate technology into teaching and learning. The approach will be illustrated with examples from studies including the evaluation of schools from 12 different countries participating in Microsoft’s Innovative Schools Project.

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