0.3 3. changing assessment, changing instruction; ella burton  (Page 3/6)

Emphasis on student learning requires that faculty know what to look for (through research), to see themselves as life-long learners (self-reflection), and to be much more sensitive to the range of learning styles present in their students (Cross, 2005).

The task facing the professoriate is to move towards accountability by constructing course syllabi with an emphasis around national and state standards. In school leadership that means courses must address the standards of the Leadership Policy Standards (CCSSO, 2008) and Educational Leadership Constituent Council (ELCC, 2002). Common assessments that reflect the knowledge, skill and understanding of the students who have completed identified courses must be developed. Data about student performance on the assessments must be collected and used to guide program improvement. These data can prove informative when evaluating the quality of the teaching and learning experiences of students. Accreditation requirements mean development of assessments, rubrics (scoring guides) and a method of gathering that data that will show evidence those students know their area of study.

As degree programs implement standards and embed performance assessments in the course offerings, faculty face the need to examine their own instructional skills and give consideration to research-based strategies for increasing student achievement. Through the lens of a researcher, teaching must be acknowledged as both a skill and an art. Marzano , Pickering and Pollock (2001) identified nine instructional strategies linked to improved student learning. In Classroom Instruction that Works: Research-Based Strategies For Increased Student Achievement the authors provide examples of how to utilize these strategies when considering best teaching practices. Questions about successful teaching led to inquires high quality classroom learning. What works in education? How do we know? How can teachers find out? How can education research find its way into the classroom? How can we apply research to help the individual student? arise in most programs and instructors do not have time to find the answers. Marzano, Pickering, Pollock (2001) have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning. These strategies are:

• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Generating and testing hypotheses
• Questions, cues, and advance organizers

These strategies are appropriate for all age levels and have positive effects on student learning. None of the identified strategies are new; however Marzano’s research provided evidence through a meta-analysis that emphasized how students gain knowledge when these instructional approaches are embedded into the teaching and learning experience. To assure quality instruction and to support expectations for greater accountability, faculty must embed the best research practices into course preparation and delivery. Such an approach affirms the learning experience and includes the knowledge, skills and dispositions that cause students to synthesize learning in a way that adds value to both their careers and personal lives.