TAO as a Platform for an Online Diagnostic Assessment System
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1 Benő Csapó TAO as a Platform for an Online Diagnostic Assessment System TAO Days Luxembourg, 30 th March 2011 Diagnosztikus mérések Center fejlesztése for Research on Learning and Instruction, Oktatáselméleti University Kutatócsoport of Szeged
2 OUTLINE General goals of the project Work packages and results of the first phase Goals for the second phase, areas for further development Implementing a diagnostic system: changing the culture of schooling
3 Educational assessment in Hungary Diagnostic assessment system Forrás: Balázsi Ildikó, Ostorics László, Schumann Róbert, Szalay Balázs és Szepesi Ildikó, 2010
4 The diagnostic assessment project at the University of Szeged A project within the New Hungary Development Plan Financial support provided by the Hungarian Development Agency Two phases of implementation
5 The diagnostic assessment project at the University of Szeged Recipient of the support: Center for Research on Learning and Instruction, University of Szeged First phase: April 2009 August 2011 Second phase: September 2011 December 2013 Broad national and international cooperation
6 Work packages of the first phase of the project 1. Framework development in reading, mathematics and science 2. Exploring further domains 3. Developing item banks 4. Platform development adapting TAO 5. Assessing SEN students 6. In-service training of teachers 7. Meta-analyses of other assessment data
7 Reading Editors Benő Csapó and Valéria Csépe Reasoning Literacy Discipline Framework Leo Blomert Valéria Csépe Wolfgang Schnotz Edit Katalin Molnár Krisztián Józsa János Steklács development Mathematics for reading mathematics and science Cultivating mind Reasoning Terezinha Nunes Benő Csapó Editors Benő Csapó and Mária B. Szendrei Applicable knowledge Literacy Lieven Verschaffel Csaba Csíkos Science Editors Learning disciplinary content Discipline Mária B. Szendrei Júlia Szendrei Benő Csapó and Gábor Szabó Reasoning Literacy Discipline Philip Adey Benő Csapó Erzsébet Korom Mária B. Németh Gábor Szabó Erzsébet Korom
8 Reading Editors Benő Csapó and Valéria Csépe Framework Reasoning Leo Blomert Valéria Csépe Literacy Wolfgang Schnotz Edit Katalin Molnár Discipline Krisztián Józsa János Steklács development Mathematics Editors for Benő Csapó and Mária B. Szendrei reading Reasoning Literacy Discipline mathematics Terezinha Nunes Benő Csapó Lieven Verschaffel Csaba Csíkos Mária B. Szendrei Júlia Szendrei Science and science Editors Benő Csapó and Gábor Szabó Reasoning Literacy Discipline Philip Adey Benő Csapó Erzsébet Korom Mária B. Németh Gábor Szabó Erzsébet Korom
9 Exploring further areas for diagnostic assessment Visual skills Social skills English as foreign language Civic education Motivation Learning to learn Health literacy
10 Item development 600 items per domain on paper, altogether ca items 3 dimensions per domain, altogether 9 dimensions Assessments on paper, representative samples Migrating items into TAO Writing new items for TAO Online pilot assessments
11 Main goals for the second phase Upscaling reaching 20% of the school population working with municipalities Integration Training
12 The core of diagnostics
13 A diagnostic assessment system
14 Ultimate requirements of the system Serving ca students Communicating with ca teachers Making the service available in ca schools Managing ca items Maintaining and analyzing students data Providing sophisticated feedback in user friendly format
15 Diagnostic assessment should be integrated into pedagogical processes Spares teachers time and energy Identifies learning difficulties in an early phase Provided sophisticated feedback information Helps personalizing education Maintains students interest and motivation Supports self-regulated learning
16 Future is even more promising Cognitive laboratory experiments for devising school readiness tests
17 Thank you for your attention!
18 11:30-12:00 30 min
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Dear Colleagues and Friends, Welcome to Budapest, Hungary's largest cancer center at the National Institute of Oncology. Thank you for joining us for the IX. Breast and Face Plastic Surgery Symposia. 2012
Facilitated Modules 60 inservice credits. Assessment and Evaluation 60 inservice credits Facilitated
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The performance assessment shall measure the extent to which the teacher s planning:
Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.
SPECIAL EDUCATION AND DISABILITY STUDIES
SPECIAL EDUCATION AND DISABILITY STUDIES GRADUATE Master's programs Master of Arts in Education and Human Development in the field of early childhood special education (http:// bulletin.gwu.edu/education-human-development/mastersprogram/education-human-development-early-childhoodspecial-education)
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