Introducing MasteryView Assessments - By CanvasLMS
Transcript
00:12 | Yeah . Mm Hello and welcome to another live stream | |
00:26 | . And I don't know if you've been hanging out | |
00:29 | on the wire this morning , but in structure and | |
00:32 | mastery connect have launched a really cool product this morning | |
00:37 | . That is going to I believe have a lot | |
00:40 | of solutions and opportunities for school districts in our specific | |
00:43 | markets that are going to be able to have this | |
00:45 | available to them for the 2021 2022 school year Master | |
00:50 | review assessments . Very exciting thing that we've been talking | |
00:53 | about over the course of of the last few months | |
00:56 | internally and finally gets to kind of launch it and | |
00:59 | have this discussion . So we're really excited and to | |
01:02 | have the opportunity to have Trenton Goebel and Tracy weeks | |
01:05 | with us this morning . We'll give you kind of | |
01:06 | a brief overview of what that looks like in today's | |
01:10 | session . What we really want to encourage you to | |
01:13 | do is check out the description in the links below | |
01:16 | . There should be a link to the actual webinar | |
01:19 | that will give you a step by step walkthrough of | |
01:22 | Master Review assessment . So what in the world are | |
01:25 | Mastery view assessments ? They are a collection of expert | |
01:28 | developed , tightly aligned formative assessments built to identify student | |
01:32 | mastery levels of key standards . So teachers are more | |
01:35 | equipped to assess and address individual learning needs . Now | |
01:38 | these short pre built are designed to be a seamless | |
01:42 | part of instruction for you inside canvas , inside mastery | |
01:46 | connect and inside the in structure platform . So we're | |
01:50 | really excited so that we can have these two here | |
01:54 | with us today because it's a busy day on the | |
01:56 | assessments platform and the assessments front and just welcome both | |
02:00 | Trenton and Tracy to the live stream . Thanks teddy | |
02:05 | . Well go ahead Trenton , we'll let you get | |
02:09 | started . You want to share your screen here and | |
02:10 | we'll roll yep . Yeah , this is this is | |
02:14 | a very exciting day for us at in structure . | |
02:17 | Um , it's an exciting day for me personally . | |
02:20 | Um uh it's interesting because I would not have thought | |
02:24 | , you know , there would be a time when | |
02:25 | I would be excited about assessments . You know , | |
02:28 | new assessments getting released out into the world because as | |
02:32 | a teacher , you know , the thing that mattered | |
02:34 | the most to me really was , you know , | |
02:37 | what was happening in my classroom . You know , | |
02:38 | I always felt like , um especially when it came | |
02:42 | to like the end of level assessments , I was | |
02:44 | never surprised . You know , I would , I | |
02:46 | would work with my kids all year long and you | |
02:48 | know , when the results came back in the fall | |
02:51 | , the kids were no longer mine . But even | |
02:54 | in analyzing that data , I don't ever recall a | |
02:57 | time when I went , oh my gosh , I | |
02:59 | can't believe this child did this well or this child | |
03:02 | didn't do as well as I thought they were going | |
03:04 | to do so . So do you do you wish | |
03:07 | you had that information earlier in the year then ? | |
03:09 | Yeah . I wish I would have had it in | |
03:11 | , you know , in real time in context , | |
03:13 | you know and that and so that to me is | |
03:15 | what makes the master review assessments I think exciting because | |
03:20 | we're going to give a high level overview . Um | |
03:24 | but next week we'll do a webinar where we kind | |
03:28 | of get down deep into those assessments so you get | |
03:31 | a better idea but I think you'll leave here today | |
03:32 | feeling pretty , pretty comfortable with what the master review | |
03:36 | assessments are all about . So Just by quick introductions | |
03:40 | um it's been a while since I've done a live | |
03:42 | stream . So I'm trans global . I'm the vice | |
03:45 | president of K-12 product strategy and Tracy and hi , | |
03:50 | I'm Tracy weeks and I lead our government affairs work | |
03:53 | here at in structure . So both Tracy and I | |
03:56 | are longtime educators . We spent most of our adult | |
03:59 | lives working in schools in district offices , Tracy worked | |
04:03 | at the state office . Um and so however you | |
04:07 | feel about assessment , you know , I think Tracy | |
04:09 | and I both kind of have run the full gamut | |
04:11 | of , you know , thinking about what makes assessment | |
04:15 | valuable . Um and and that I think really goes | |
04:18 | highlights when we talk about the master review assessments what | |
04:22 | they are . And so when you think about the | |
04:25 | last year , over a year at this point , | |
04:28 | you know , I think there's a lot of concern | |
04:30 | around the impact that Covid has had on learning in | |
04:35 | the classroom . You know , what impact has that | |
04:37 | had on students ? You know , I think there's | |
04:40 | plenty of kids who have gone through Covid in had | |
04:43 | support at home and you know , had good experience | |
04:46 | in an online environment and are probably doing just fine | |
04:50 | . And I think there are a lot of kids | |
04:51 | who struggled during this time , you know , that | |
04:54 | learning has not been as consistent , it hasn't been | |
04:56 | as deep . Um there hasn't been the touch points | |
05:00 | that so many of these kids need when we're talking | |
05:02 | about real person to person interaction . And so the | |
05:07 | opportunity for us as we start to transition . And | |
05:10 | some of you have probably been working with students in | |
05:13 | a classroom environment for some time . But I'm I | |
05:16 | imagine that many of you are probably feeling that paying | |
05:20 | of , you know , where are my students at | |
05:23 | and how do I begin to help those students ? | |
05:25 | What are your thoughts traces you think about the impacts | |
05:28 | of Covid ? Yeah . You know , you know | |
05:31 | , you and I are both parents and we've had | |
05:33 | , you know , students who we we've watched go | |
05:36 | through this not just through the educator lens , but | |
05:38 | also through the parent lens . And and my two | |
05:42 | kids in particular have such very different approaches to learning | |
05:46 | and the ways that they sort of understand things and | |
05:49 | demonstrate things . Um , and so the balance of | |
05:53 | remote and and back to school and the in between | |
05:57 | has really affected each of them differently . Um , | |
06:00 | so and that's just within my one household with my | |
06:02 | two kids . You know , if you think about | |
06:05 | the number of students of school is trying to wrap | |
06:09 | their heads around or even a classroom , um , | |
06:13 | you know , that that ability to kind of come | |
06:17 | out of this and be able to make sense of | |
06:20 | , well , what really happened this last year , | |
06:23 | because we know that teachers have done amazing things this | |
06:28 | year , um , and have really worked their hearts | |
06:31 | out , um , you know , and in some | |
06:34 | cases it's just a matter of , you know , | |
06:37 | how easily were students able to be connected and to | |
06:41 | keep up with the learning and , and so on | |
06:44 | and so really being able to kind of go through | |
06:46 | that whole , what I call assess and then address | |
06:50 | , you know , we hear catchphrase of addressing learning | |
06:53 | laws and that , you know , there's been a | |
06:56 | lot of conversation about whether that's even a fair term | |
06:59 | and I think that's a good conversation to have , | |
07:02 | but I think we've got to kind of know whether | |
07:06 | and how much of unfinished learning there even is before | |
07:10 | we can make that plan for how to go forward | |
07:13 | and address and make sure that every single student is | |
07:18 | , you know , getting what they need to finish | |
07:21 | that learning and move ahead and move forward in the | |
07:24 | next year . Yeah . You know what's interesting is | |
07:27 | I think that too , last spring , as we | |
07:31 | were seeing schools begin to transition to a remote learning | |
07:34 | environment , I remember having conversations with folks and we | |
07:39 | were talking about the stages that this probably would go | |
07:43 | through the first really being the teachers just struggling to | |
07:47 | figure out how to connect with their students in a | |
07:50 | remote environment and do , we just do packets and | |
07:52 | , you know , have kids , pick them up | |
07:54 | at the school and , you know , will this | |
07:56 | last for any period of time and then that next | |
07:59 | kind of transition period is the holy cow , this | |
08:02 | is gonna , this is gonna be a while and | |
08:04 | we've got to really rethink and revamp and get good | |
08:08 | at this and make sure that all of our kids | |
08:10 | have access and that we're addressing the infrastructure challenges and | |
08:14 | then eventually that that stage will occur when we come | |
08:20 | back together and we didn't give end of level assessments | |
08:23 | last year and we're feeling kind of a little overwhelmed | |
08:27 | and I'm sure there's plenty of people who are like | |
08:29 | good , you know , that we didn't do end | |
08:32 | of level assessments , but that stage of what has | |
08:35 | the impact really been on students and how do we | |
08:39 | begin to address their individual needs ? Because it is | |
08:43 | going to vary , you know , you're right Tracy | |
08:45 | . My kids could not have been more opposite . | |
08:48 | My son was like , this is great . He | |
08:50 | was in his last semester of college and he's like | |
08:53 | , you know , it doesn't matter , you know | |
08:54 | , it's all the same to me and my daughter | |
08:58 | took the , took the year off from college because | |
09:01 | she just felt so disconnected and you know , it | |
09:06 | didn't work for her . And so we know that | |
09:08 | that that's going to be a challenge for folks . | |
09:11 | And one of my big concerns when this first started | |
09:14 | was that when we got to that stage of coming | |
09:17 | back together and we were thinking about how do we | |
09:19 | assess kids that we might overdo it ? We might | |
09:22 | get trap of , oh my gosh . You know | |
09:25 | , we , we've got to hammer these kids with | |
09:27 | heavyweight benchmark assessments and you know , we've got to | |
09:29 | really dive into , um , and assess the crowd | |
09:33 | out of these poor kids . When I think in | |
09:35 | reality kids are going to have that need for transition | |
09:38 | back to school , you know , in the social | |
09:41 | emotional range of getting them back into a routine and | |
09:45 | getting them comfortable with , with being back in a | |
09:50 | , you know , a regimented day that's , you | |
09:53 | know , six plus hours long and so not hammering | |
09:57 | him over the head with assessments . So as all | |
09:59 | of that happened , we started thinking about assessment and | |
10:04 | what we could do to begin to address , you | |
10:07 | know , what might make sure my biggest fear didn't | |
10:10 | kind of come to fruition that we would just go | |
10:12 | crazy on the assessment side , that we would provide | |
10:15 | some real quality assessments um that teachers could actually use | |
10:23 | . And I think that's the key Trenton making it | |
10:26 | something that teachers can actually use that students can actually | |
10:30 | use , the parents can actually use . Right ? | |
10:32 | How quickly can I get that data that is actually | |
10:35 | meaningful ? That actually tells me , you know , | |
10:38 | what we needed to move forward , yep . Exactly | |
10:42 | . And so you know , what are the Master | |
10:44 | review assessments ? Well they are pre built formative assessments | |
10:48 | . Um They come bundled together and one of the | |
10:51 | things that I think is really key in this is | |
10:53 | that they're available directly to the teachers . You know | |
10:57 | , that teachers can then take those assessments and align | |
11:01 | them too where they are in their curriculum , you | |
11:04 | know , and how they want to , you know | |
11:05 | , whatever they're pacing ideas where that's a district creating | |
11:09 | that structure or its teachers driving that process the and | |
11:12 | that teachers have the ability to then use those assessments | |
11:15 | as needed when needed . Um , so it's not | |
11:18 | a regimented time timeframe and that's available exclusively through mastery | |
11:22 | connect , which is a very targeted standards based mastery | |
11:27 | based um formative and interim assessment platform that allows for | |
11:32 | a lot of customization around how those assessments are presented | |
11:38 | and utilized and not only that , but is integrated | |
11:41 | into canvas in a way that allows students , if | |
11:44 | you're using canvas as your primary go to place for | |
11:47 | students , those assessments can be delivered directly through canvas | |
11:51 | . Students wouldn't know any different . You know , | |
11:53 | try and I'm going to pop in here really quick | |
11:55 | because we did have a question and you're on the | |
11:57 | topic of mastery connect and I kind of put it | |
11:59 | up there . I was like maybe we should wait | |
12:00 | till we actually kind of dive into the so the | |
12:03 | meat and potatoes of mastery view and mastery connect . | |
12:05 | We had a question here from sorry , on our | |
12:07 | youtube channel or sherry apologize . I'm not saying that | |
12:10 | right , terrible . It names hi everyone knew Dick | |
12:12 | mastery connect . Is it a K through 12 focused | |
12:15 | tool or something that higher ed can benefit from ? | |
12:18 | It is primarily K-12 focused . We do have some | |
12:21 | higher ed institutions that use mastery connect for for various | |
12:25 | reasons but it is , it is primarily focused in | |
12:28 | that K- 12 area . Thanks there you go . | |
12:33 | So , so key things in here there . They'll | |
12:36 | exclusively through mastery connect if you have access to mastery | |
12:40 | connecting the item bank . They were completely seamlessly together | |
12:43 | . They're not items that are coming from that particular | |
12:47 | item bank . These are incredibly well built built by | |
12:51 | many of you probably know we acquired Surdulica um not | |
12:55 | that long ago . Um and the surgical team has | |
12:58 | been working incredibly hard to map out these assessments . | |
13:02 | Um and they're really right now targeted through grades three | |
13:05 | through eight for math and english language arts . And | |
13:09 | then there's also assessments for english one and two and | |
13:12 | then the last one I'm gonna touch on just a | |
13:14 | little bit because it's kind of the magical element of | |
13:17 | these assessments . They utilize the DcM reliability algorithm and | |
13:22 | DCM stands for diagnostic classification model . Um we'll talk | |
13:26 | a lot more about that next week , but basically | |
13:29 | what you need to know is that we have been | |
13:31 | working very closely with dr Jonathan Templin um at the | |
13:35 | University of Iowa , previously the university of Kansas um | |
13:38 | for a number of years now on utilizing this psychometric | |
13:43 | model to be able to take small formative assessments and | |
13:48 | get the same kind of reliability out of those assessments | |
13:51 | that you would get if you were using . Um | |
13:54 | and I . R . T . Model or classical | |
13:55 | test theory model right like that you would get the | |
13:59 | same degree of validity and reliability from an assessment with | |
14:03 | say eight questions that you might might take 2030 questions | |
14:07 | on an I . R . T . Based assessment | |
14:09 | . So so it's really exciting . It's really cool | |
14:12 | um and I think is what's that key component is | |
14:17 | something to kind of keep in the back of your | |
14:18 | head as you think about coming to the webinar next | |
14:20 | week and as we get a little further into discussing | |
14:24 | why I think these assessments are unique in a lot | |
14:28 | of ways and why they present so much value . | |
14:31 | I think too our customers who are looking for ways | |
14:35 | as you come back um in the fall and think | |
14:39 | about how do we how do we begin to assess | |
14:41 | our students ? So again , just gives you an | |
14:43 | idea of the focus . Um it's important in the | |
14:46 | math that there will be um we've targeted priority standards | |
14:52 | . So there will be about 15 priority standards in | |
14:54 | math and english language arts and Math . There will | |
14:56 | be multiple assessments for each standard . So you can | |
14:59 | give like a pre test , post test , they | |
15:01 | are single standard aligned . Um And so again that | |
15:06 | allows you to kind of plug and play those whenever | |
15:08 | and wherever you need them . And I always try | |
15:10 | to tell people when we talk about single standard assessments | |
15:13 | , The idea isn't to go teach a standard and | |
15:16 | then give the assessment and then go teach another standard | |
15:19 | . It is it is that you're teaching these concepts | |
15:22 | and you're using these assessments to help drive your intervention | |
15:25 | strategies , drive your your own evaluation of your own | |
15:29 | efficacy as a teacher . And so there's a lot | |
15:32 | of value there Tracy . You want to add any | |
15:35 | comments ? I felt like I just rambled for a | |
15:37 | minute . No , I mean I think this is | |
15:39 | exactly where , you know , there's a sweet spot | |
15:42 | here where teachers kind of need this this help and | |
15:45 | assistance . Um we know that at some point accountability | |
15:50 | is going to kick back in . Um you know | |
15:53 | , it may vary across the country this year as | |
15:56 | States apply for individual waivers . Um but eventually , | |
16:00 | you know , it it is going to get back | |
16:02 | into place . Maybe it it takes the opportunity to | |
16:05 | evolve . We'd love to see that . But certainly | |
16:08 | , you know , our math and ela areas are | |
16:10 | where schools and teachers are held the most accountable . | |
16:15 | Um and so we want to provide the sort of | |
16:19 | those insights both for students , for teachers and for | |
16:22 | um our school leader . Yeah . So important . | |
16:25 | So as we , as we think about this , | |
16:27 | just highlight the valve and reliable pieces . Right ? | |
16:30 | So number one , they're very tightly aligned to the | |
16:34 | priority standards and learning standards based on your state standards | |
16:39 | . Right ? So whatever standards you're using in your | |
16:42 | state , they will be tightly aligned to your um | |
16:45 | to your state standards , which is actually one of | |
16:48 | the really challenging part of trying to develop this type | |
16:51 | of an assessment is how do we do this for | |
16:54 | as many states as humanly possible ? They are rigorous | |
16:58 | high quality questions . Right . That that that we | |
17:02 | have a lot of um uh experience with these particular | |
17:07 | items and a lot of data that allows us to | |
17:10 | do some really interesting things on the psychometric side . | |
17:14 | Right . So that that becomes really key . And | |
17:17 | Trenton , we should probably note that trying to get | |
17:20 | these out quickly um and aligning to standards um that | |
17:25 | there are some states where master review is not going | |
17:28 | to be available initially . We do have some other | |
17:31 | opportunities I think in in those states . Um but | |
17:34 | but I think it is to know that , you | |
17:37 | know , the vast majority of states will have this | |
17:39 | available to them . But there are some where there | |
17:43 | um whether it's , you know , because of some | |
17:45 | of the variability of the standards uh that that we | |
17:49 | may have to to to pause before we have those | |
17:51 | ready there . Yeah , a handful of states , | |
17:54 | because we are really , really working hard to make | |
17:58 | sure that these assessments are the kind of assessments that | |
18:02 | give you the kind of data that you can really | |
18:05 | rely on right like that . They are they are | |
18:09 | able to produce the results that you need as a | |
18:12 | teacher . And again have them be very formative . | |
18:15 | But from a district administrator or a principal level . | |
18:19 | The other thing that's really exciting , I think about | |
18:21 | these assessments that gives you those common assessments that allow | |
18:25 | , you know , if you have teachers who are | |
18:27 | giving those common assessments that data that's coming in through | |
18:30 | mastery connect to be able to make , you know | |
18:33 | , supported decisions , you know , around how students | |
18:37 | are doing in your school . Are you seeing students | |
18:40 | in this classroom about performing this classroom ? You know | |
18:43 | , what what's going on , the more information that | |
18:45 | we can provide you to help you dial into that | |
18:49 | , the more opportunities we're going to have to see | |
18:50 | students doing better . And again , they're very much | |
18:53 | a short form , um , you know , through | |
18:57 | course type formative assessments . But I think the real | |
19:00 | challenges we think about this , you know , this | |
19:02 | is a new assessment offering the they're they're relatively inexpensive | |
19:07 | for the amount of um time , effort and work | |
19:10 | that's going into putting them together because we want them | |
19:14 | to be available to as many of you as possible | |
19:18 | . But Tracy , you're kind of an expert in | |
19:20 | this area when it comes to , you know , | |
19:23 | how are these assessments eligible for that stimulus funding ? | |
19:28 | Yeah , absolutely . There's language included in both the | |
19:32 | christa the C . R . R . S . | |
19:33 | A . Funds and the american Rescue Plan funds , | |
19:37 | the most recent stimulus funds um , that really does | |
19:40 | allow and encourage the use of those stimulus funds um | |
19:45 | to assess and address learning laws and in particular , | |
19:49 | um Both of those stimulus packages call out the need | |
19:53 | for high quality assessments , um that they are valid | |
19:56 | and reliable , um and that they help to differentiate | |
19:59 | instruction and that's exactly what mass review is intended to | |
20:03 | do so , um As you know , I think | |
20:07 | schools and leaders are thinking about ways that they might | |
20:11 | want to spend those stimulus dollars in ways that are | |
20:15 | going to have a really powerful impact on students and | |
20:20 | teachers . Um This I think is a must have | |
20:24 | , I really think that we can't even have the | |
20:26 | conversation about addressing learning loss without um taking some time | |
20:30 | to actually assess and understand um what our students need | |
20:34 | to know in a way that's going to provide teachers | |
20:37 | with that actionable data . So it's really well um | |
20:41 | well tailored to these , these two funds , um | |
20:45 | and it would be a great investment I think for | |
20:47 | schools at this time . Yeah . And I started | |
20:50 | off by saying at the very beginning that , You | |
20:53 | know , I if you would have told me 15 | |
20:56 | years ago that I would spend most of the rest | |
20:58 | of my professional life focusing on assessment , I would | |
21:01 | have said , could . I can't believe that because | |
21:04 | that's , you know , my passion for making sure | |
21:07 | that we were reaching all kids , you know , | |
21:10 | making sure that every single student in our building was | |
21:15 | was being supported in meaningful ways , led me into | |
21:20 | assessment . You know , I didn't go down this | |
21:22 | path because I was um super interested in assessment . | |
21:26 | I was super interested in trying to provide teachers with | |
21:30 | the kind of information that they need to be able | |
21:33 | to address student need . And these assessments to me | |
21:36 | as I think about , you know , the challenges | |
21:39 | that we have , as you know , we don't | |
21:41 | we didn't give end of level last year . I | |
21:43 | think some states will be giving in the level assessments | |
21:46 | , but at the end of the day , you | |
21:48 | know , those that opportunity for us to day in | |
21:52 | and day out , be able to identify the needs | |
21:55 | of our students with valid and reliable short form formative | |
21:58 | assessments is I think a huge trend and Tracy . | |
22:02 | What Marcus has a great comment here about , you | |
22:05 | know , we don't we're not sure there are a | |
22:06 | lot of teachers out there who absolutely love assessing students | |
22:09 | , right ? They're not they're not in it because | |
22:10 | they just love to test that um you know what | |
22:13 | they desperately wanted something aligned with content , easy to | |
22:16 | use , easy of implementation and this really streamlines all | |
22:18 | of that . Um you know , like you said | |
22:20 | , it's it's kind of easy um to say , | |
22:23 | let's do something different than than an end of level | |
22:26 | assessment model from a company standpoint , but what has | |
22:29 | made it difficult on the leader end to really implement | |
22:34 | something like this in the past , you know , | |
22:38 | I tell you what , never underestimate the power of | |
22:42 | accountability to have assessment , dr , teaching and learning | |
22:46 | , rather than doing the teaching and learning and then | |
22:49 | having the assessment that's actually going to determine , you | |
22:51 | know , what took place there . Um and and | |
22:55 | certainly , you know , we do have accountability systems | |
22:58 | , you know , in place across the country and | |
23:01 | and really , you know , they took a big | |
23:03 | uptick during the no Child left behind era um in | |
23:07 | the heart behind that right was a sense of equity | |
23:10 | and wanting to make sure that all kids have access | |
23:13 | to a high quality um teaching and learning experience . | |
23:16 | So , so the meaning behind it , you know | |
23:19 | , was a good one . Um , what I | |
23:22 | think it has evolved into , I think is this | |
23:24 | whole sort of machine that has , has turned into | |
23:28 | , you know , assessment driving learning . And we'd | |
23:31 | love to kind of flip that on its head , | |
23:35 | you know , and even when S A was passed | |
23:38 | back in 2015 , there was a clause in there | |
23:41 | that allowed for states to take up um , innovative | |
23:44 | assessment pilots . And we've actually only had four states | |
23:48 | even apply for for that opportunity . And a big | |
23:51 | part of that is because of costs , it costs | |
23:53 | a lot of money to build these state level assessments | |
23:57 | . Um , so , you know , what we | |
23:59 | end up with are these big clunky things at the | |
24:02 | end of the year that don't give teachers the data | |
24:04 | that they need , and and and that's what , | |
24:06 | that's what drives the need for a product , like | |
24:10 | master review , right ? What's actually going to give | |
24:12 | us the information that we need so that we can | |
24:15 | take action and and actually make things meaningful for students | |
24:18 | . Um , but my hope is that we take | |
24:22 | this moment , we as the education field to really | |
24:25 | rethink how we do accountability . Um , I would | |
24:28 | love , you know , if our federal government is | |
24:31 | interested in investing , uh , you know , dollars | |
24:33 | into education , let's really take a look at what | |
24:36 | we're doing with accountability to see if we can truly | |
24:38 | come up with something more innovative and more creative . | |
24:41 | And I actually think the stimulus dollars that are available | |
24:43 | now , it is an opportunity for states to take | |
24:46 | that funding and , and really do something different and | |
24:48 | innovative going forward . And I'd love to see more | |
24:51 | states step up to the plate . Yeah . And | |
24:54 | I was just going to add to that to Tracy | |
24:56 | . I think one of the things especially we as | |
24:58 | educators , I liked what Marcus said when he said | |
25:01 | I can be passionate about assessment if it's done focus | |
25:03 | proper alignment and with truly usable and impactful data . | |
25:07 | Um I feel the same way . You know , | |
25:09 | I'm surprised at how passionate I get around this particular | |
25:13 | subject , but a lot of us , especially those | |
25:15 | of us who really focused on the more formative side | |
25:18 | of assessment . Teacher created formative assessment . The challenge | |
25:23 | that we have is that second uh element there on | |
25:27 | the screen . The valid and reliable measures of student | |
25:30 | mastery of learning that has always been an obstacle in | |
25:35 | the formative assessment world . Because current psychometric models like | |
25:40 | the I . R . T . Model make it | |
25:42 | really hard to build smaller , more formative assessments . | |
25:48 | Um and so in a lot of ways we needed | |
25:50 | to see innovation in psychometric models that would allow us | |
25:55 | to be more innovative in our formative approaches in order | |
25:58 | to have valid and reliable results . And I think | |
26:01 | that's that's one of the things that you know for | |
26:04 | us having spent the last what three years working with | |
26:09 | Dr Templin building out the technology to be able to | |
26:12 | support the diagnostic classification model within the platform has been | |
26:18 | you know , I think it's it's been an investment | |
26:21 | in time and energy and passion to try to get | |
26:24 | us to a place where we can address that those | |
26:27 | valid and reliable measures . So that's exciting . Right | |
26:31 | ? So next week we are going to die deep | |
26:34 | into these particular assessments we just launched today we just | |
26:38 | made our first announcement of the Master Review assessments . | |
26:41 | We wanted to just take a minute and share with | |
26:44 | you what they are , um you know , how | |
26:47 | you're going to be able to utilize those assessments in | |
26:51 | your classroom . And I think also the opportunity to | |
26:56 | to be able to think about , you know , | |
26:57 | how we can utilize stimulus funds to begin to think | |
27:00 | about , you know , bringing in new forms of | |
27:03 | assessment that are going to address . I think the | |
27:06 | changing needs of of our teachers and our students in | |
27:10 | the classroom Tracy , I'm gonna give you the last | |
27:12 | word . Oh wow , that's a dangerous thing to | |
27:16 | do . I'm very excited . I'll tell you what | |
27:19 | um the whole nation has had to respond to the | |
27:25 | shifts in teaching and learning over the last year plus | |
27:30 | , uh in ways we never imagined we would need | |
27:34 | to and it's it's made us um , you know | |
27:37 | , sort of stay nimble , stay on our toes | |
27:39 | . But it also has provided us , if we | |
27:42 | will , we will take it this opportunity this moment | |
27:47 | to rethink how we do things and to do them | |
27:50 | a little bit differently . It is my fervent hope | |
27:54 | that when um the way that all of our kids | |
27:57 | are back , face to face in the fall and | |
28:00 | be that when they are , it's not automatically back | |
28:04 | to the way we used to do things all the | |
28:05 | time . Hope that even with all the struggles we've | |
28:08 | had over the last year that we've also learned some | |
28:11 | really cool things and the weakest moment um to build | |
28:14 | and do it bigger and better um for our kids | |
28:17 | going forward . Mm here here , Right , Trenton | |
28:22 | , let's see trends already clapping through here here . | |
28:24 | We really appreciate you guys taking the time . You | |
28:27 | know , the one thing that when I was a | |
28:29 | coach in , in my days of being a teacher | |
28:32 | leader um there was always like you always had like | |
28:35 | a litmus test or the criteria for what makes tools | |
28:39 | like this really impactful and the one to me it | |
28:42 | was always like saving teachers time and what what mastery | |
28:46 | of you assessments do in the way that they're supporting | |
28:48 | teachers number one on the list . I believe when | |
28:51 | the team started creating Master of You assessments was we | |
28:54 | need to save teachers time , but we also have | |
28:56 | to ensure that it has proper alignment and that , | |
29:00 | you know , the company in itself should get a | |
29:02 | big round of applause for reaching this moment in such | |
29:07 | a way to provide those specific needs , right ? | |
29:10 | Because part of this is we had to identify that | |
29:13 | there were going to be learning needs . You know | |
29:16 | , again , we don't want to say learning again | |
29:18 | , the buzzword right of what other words are out | |
29:21 | there for what's happening with learning right now . But | |
29:24 | um there are there are going to be learning needs | |
29:26 | associated with school closures and remote and hybrid learning and | |
29:30 | we've provided now in a way to assess student mastery | |
29:33 | and academic progress that will happen without disrupting instruction . | |
29:38 | So I'm just really excited about mastery of you assessments | |
29:41 | . We've had a ton of people on today and | |
29:43 | they've been really excited as well appreciate your time . | |
29:46 | Thank you guys for joining us . As always , | |
29:49 | we have tried to provide numerous ways to get to | |
29:52 | our webinar and instruction . We've got a comment coming | |
29:55 | in . We better talk to carry here so important | |
29:57 | to use this time to do things differently . Even | |
29:59 | though attempting to go back to our comfort zone , | |
30:01 | we owe it to our students to evaluate what we | |
30:03 | should change and what should stay the same . We | |
30:06 | love that . That's a great parting word . Right | |
30:09 | As always if you're interested in the upcoming webinar , | |
30:11 | that will be more of a here is the tool | |
30:14 | and here is how you use it . As I | |
30:15 | understand for the upcoming webinar . This was kind of | |
30:17 | a brief launch , an overview but also this kind | |
30:21 | of gets down into those really cool features that mastery | |
30:25 | view assessment has to offer and that is called accelerate | |
30:27 | learning with better assessments . We've provided the registration link | |
30:30 | and all of the comments that we tried to make | |
30:32 | today . It is also buried in the show notes | |
30:35 | and description of today's stream . As always , we | |
30:38 | thank you for joining us , Trenton and Tracy and | |
30:41 | everyone else out there in canvas and structure land , | |
30:44 | mastery connect land to learn more about Mastery view assessments | |
00:0-1 | . |
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