I feel the need to express my disappointment at this latest YPP news.
I’ve long been an advocate for progress monitoring, specifically YPP, for the very reasons you mentioned in the video. It measures growth over time, provides evidence of specific skills mastered, and shows so much more than a subjective report card. It’s the best tool we’ve had.
YPP has been around long enough for us to be efficient with its’ use. When I hear complaints about this tool, it’s usually because of time away from the classroom, teachers not seeing the value, and insufficient knowledge regarding YPPs’ capabilities. Many teachers haven’t been properly trained in the data YPP provides. They haven’t seen the WOW factor in parents’ eyes when they see the reports showing their child’s growth.
I sincerely hope that any new tool considered, will have a thorough heuristic evaluation conducted with the users that will be using the new product. ACUITY is user friendly for students, but not for teachers accessing data.
MWsays
I, too, am disappointed by the news concerning YPP. I use YPP not only as a progress monitoring tool, but also as an intervention tool. I find it easier to accommodate student’s learning needs by assigning exercises based on individual needs. Much of my PLC collaboration has been build upon the data I receive from YPP custom tests. YPP reports save me hours of grading time and help me identify patterns in my student’s learning. I also find the progress monitoring graphs a great visual tool to communicate progress to students, parents and other teachers.
Thank you so much for addressing what has been an ongoing concern about assessment; specifically the YPP tool(s).
My comment and question revolve around the idea of “leveled” technological use. When I was a Theatre specialist at Hillsdale El, I noticed the students using a program called CCC. When I asked about the program, thinking that it would be useful when I returned to the classroom, Iw as told that the program preassesses the student and then places them at that level and using a combination of assessment and video instruction, helps move the student to the next level (what ever that level may be). YPP was merely an assessment mechanism, it did not provide any advancement for the students.
As you examine other assessment tools, is it possible we can incorporate a tool that will be flexible in using both assessment and leveled instruction? This would enable teachers to move students along the learning continuum. It will also serve to address the multiple intelligences and different learning styles in each classroom.
Cheers,
Ric Kirschner
B Luka says
I feel the need to express my disappointment at this latest YPP news.
I’ve long been an advocate for progress monitoring, specifically YPP, for the very reasons you mentioned in the video. It measures growth over time, provides evidence of specific skills mastered, and shows so much more than a subjective report card. It’s the best tool we’ve had.
YPP has been around long enough for us to be efficient with its’ use. When I hear complaints about this tool, it’s usually because of time away from the classroom, teachers not seeing the value, and insufficient knowledge regarding YPPs’ capabilities. Many teachers haven’t been properly trained in the data YPP provides. They haven’t seen the WOW factor in parents’ eyes when they see the reports showing their child’s growth.
I sincerely hope that any new tool considered, will have a thorough heuristic evaluation conducted with the users that will be using the new product. ACUITY is user friendly for students, but not for teachers accessing data.
MW says
I, too, am disappointed by the news concerning YPP. I use YPP not only as a progress monitoring tool, but also as an intervention tool. I find it easier to accommodate student’s learning needs by assigning exercises based on individual needs. Much of my PLC collaboration has been build upon the data I receive from YPP custom tests. YPP reports save me hours of grading time and help me identify patterns in my student’s learning. I also find the progress monitoring graphs a great visual tool to communicate progress to students, parents and other teachers.
Richard Kirschner says
Thank you so much for addressing what has been an ongoing concern about assessment; specifically the YPP tool(s).
My comment and question revolve around the idea of “leveled” technological use. When I was a Theatre specialist at Hillsdale El, I noticed the students using a program called CCC. When I asked about the program, thinking that it would be useful when I returned to the classroom, Iw as told that the program preassesses the student and then places them at that level and using a combination of assessment and video instruction, helps move the student to the next level (what ever that level may be). YPP was merely an assessment mechanism, it did not provide any advancement for the students.
As you examine other assessment tools, is it possible we can incorporate a tool that will be flexible in using both assessment and leveled instruction? This would enable teachers to move students along the learning continuum. It will also serve to address the multiple intelligences and different learning styles in each classroom.
Cheers,
Ric Kirschner