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Thursda= y, April 12, 2018
9:30 AM - 11:30 AM |
Assessment Working Group |
These bro= ad session notes attempt to capture the spirit of the discussion and should= not be interpreted as a transcript. Although Ed-Fi Alliance staff were inv= olved in capturing these observations, the notes below should not be constr= ued as official, complete, or 100% accurate.
Governance process has been working well in several a= reas: participatory, seeks out expertise, how to make decisions and execute= upon them for addressing needs of the community.
BUT, the scale and growth of the movement and communi= ty caused the consideration to review and research governance models that w= ill build the structure to allow Ed-Fi to grow larger more successfully whi= le maintaining community involvement and voice balanced with fidelity and s= ustainability.
Ensure alignment of Ed-Fi direction with Ed-Fi comm= unity needs.
Governance is multi-tiered, and will be a 2-way proce= ss of review/clarification/approval, etc.
As the governance process evolves, what about the lic= ense? Is it a topic for governance to consider changes to licensing to move= toward more open source and correlated impact/changes to IP?
Yes, the governance structure is exactly why and ho= w this would be discussed / considered / worked through
How do we expect vendors to commit and work toward th= ese standards/certifications before workgroups are spun up to inform those = efforts?
Refer to the TAO of the Ed-Fi Alliance. We start an= d begin work to effect change and participation and involvement and then fi= ne tune, iterate and improve the work in these emerging areas.
= li>How do we protect and balance the demand side (agenci= es/customers) with the supply side (vendors/providers) such that as we seek= sustainable directions they aren=E2=80=99t co-opted by powerful supply sid= e interests?
We will prioritize raising awareness on the demand = side along with commitment to participate, pull in domain expertise to fles= h out use cases for agency IT groups, and provide a demand side balance wit= h the supply side perspectives.
How do we get involved?
See Nancy Wilson to join the sign on sheet today. A= ll attendees today will get an email next week about next steps. Can also c= ontact anyone on the Ed-Fi team by email, etc.
Priority Use Cases and examples from attendees=
Teacher developed assessments and item level data w= ith teacher authored items, need to be able to do stats analysis, scale sco= res, and return that back post analysis for learning/instructional interven= tion
Which answer chosen, not just right/wrong
TEI items
Cross reference standards with questions, like a bl= ueprint
Type of assessment, mapped to multiple standards (C= C, but also SEL, behavior frame, etc.) and mapped to multiple scores, and v= ariable scores
Looking at multiple grade bands. A standard that sp= ans multiple grades.
Competency frameworks. See Chris sturgis & Susa= n Patrick =E2=80=9Ccompetency works=E2=80=9D at iNacol
More info at: https://www.competencyworks.org/
Item types; constructed response versus selected re= sponse
Learning standards, broken down to learning targets=
CASE specs. How to we support or interact/intersect= ?
Gamification data; usage/utilization type data
Competencies vs standards
Use of student assessment data for teacher effectiv= eness assessment and program evaluation
This is an area to be very careful with. It=E2=80= =99s a lightning rod issue politically that could ignite a huge pushback fr= om unions, states, etc.
Self assessment and SEL
Performance based assessments
Question around how flexible the tech stack is to sup= port the various types of items/data needed by these assessment considerati= ons
Yes, flexible. Can describe these things in metadat= a, point to actual URI of the content (eg. like portfolio items, etc) BUT, = fleshing out these requirements could really help to justify those tech sta= ck needs.
Eric Jansson will be point of contact for this work. =
eric.jansson@ed-fi.org
Identifiers for learning standards
Diversity of ecosystem metadata
Who owns controlled vocabularies?
= li>Key values
One API or Two?
Relationships to =E2=80=9Cgradebook=E2=80=9D data<= /span>
General positive reaction to governance/workgroup = model.
Lack of participatory model can be a block to = adoption.
Concern re maintaining active agency input for spe= cifications, both due to inequities in finances but also due to difficulty = for agencies to finance participation.
Developed an initial list of use cases, and will l= ikely need to prioritize these as there was considerable diversity.<= /p>
A number of domain data model issues, including:= span>
Representation of grade bands
Applicability to other kinds of assessments, l= ike SEL assessments
Connecting back to item-level data and respons= es, including for technology-enhanced items