Here we present instructional, training, and procedural material for educators.
2022
Literature Synthesis Writing
Guide Book Overview: In this book we describe each chapter as an incremental step in the writing process. Though they are incremental and sequential, resulting in individual components of the synthesis, they come together in your completed paper from the beginning to the end. The book provides a guide for completing a synthesis, not a description about a synthesis.
Alonzo, J., Irvin, P. S., Markedonova, Y. &
Tindal, G.
Literature Synthesis Writing Guide
2016
The Distributed Item Review System Introduction
The DIR is a secure web-based system for presenting test items to expert reviewers across broad geographic regions so they can be evaluated for important dimensions of bias, sensitivity, and alignment with standards. Irvin, P. S., Farley, D. &
Tindal, G. DIR Introduction_2016
2015
Oregon Department of Education (ODE)/ Office of Student Services (OSS) Sponsored Test Development Activities
Oregon Assessment Frameworks (EAFs) – 2015-2016 User Guide
Essentialized Assessment Frameworks (EAFs) were developed by the Oregon Department of Education (ODE) and Behavioral Research & Teaching (BRT) at the University of Oregon. The development process included review and feedback from Oregon teachers, both general and special education. Farley, D.,
Irvin, P. S., Jonas, S. &
Tindal, G.
EAF 2015 – 16 User Guide
Oregon Extended Item Development.(2014-2016) Farley, D.,
Irvin, P. S., Jonas, S. &
Tindal, G.
- Essentialization Process Flowchart Essentialization Process
- Oregon Extended Procedures for Reducing the Depth, Breadth, and Complexity of Items
Reducing the Depth, Breadth, and Complexity of Items
- Oregon Extended Assessment Test Blueprint 2015-16. The following three tables highlight the balance of standard representation by grade level for English language arts, mathematics, and scienceon the ORExt. OR Extended Assessment Test Blueprint_2015-16
- OR Extended Assessment Development Process 2015. Oregon Extended Assessment Development Process Item/Test Development Guide ORExt_Item Devt_Process_2015
- OR Extended Assessment Item Writer Trainings ORExt_Item Writer Training_2014
- OR Extended Assessment-Item Development Info. & Specifications 2014-15. In this document, we consider test specifications for the Oregon Extended Assessment (ORExt) to be an encompassing term that refers to multiple components, including subject area domain attributes and definitions, test development considerations, content standards, essentialized standards, and finally, a blueprint for sampling standards. ORExt_ Item Devt Test Specs_2014
- OR Extended Assessment Item Reviews-Fall 2014 ORExt ORExt_Item Reviews_Fall 2014
ItemReviews_Fall2014
2002
Concept-Based Instruction
Concept–based instruction (CBI) is a model to mediate curriculum, instruction, and assessment into manageable tasks that enables teachers to make appropriate content–specific information decisions to increase student achievement.
- Concept-Based Instruction: Science (2002). Ketterlin-Geller, L. & Tindal, G. CBI_Science_2002
- Concept-Based Instruction: Mathematics (2002). McDonald, M., Ketterlin-Geller, L. R. & Tindal, G. CBI_Math_2002
- Concept-Based Instruction: Social Sciences (2002). Twyman, T., Ketterlin-Geller, L. R. & Tindal, G. CBI_Social Studies_2002
- Concept-Based Instruction: Language Arts.(2002). Tindal, G. Alonzo, J. & Ketterlin-Geller, L. R. CBI_Language Arts_2002
2001
Project OUTREACH: Consulting with Teachers on Use of Student Performance Data
The professional development activities described in this module were designed to improve teachers’ and educational assistants’ (EAs) use of a particular educational intervention. Specifically, we relied on a model of consultation consisting of in-service training and on-site visits that focused on the use of student performance data to improve participants’ instructional and assessment practices.
Crawford, L., Anderson, L., Finzel, A., Butera, D. &
Tindal, G. TM5_Project OUTREACH_2001
Concept-Based Instruction: Second Languages
For students to make sense of the sheer mass of factual data presented in class, they need an overt and easily accessible strategy to not only organize information into a manageable framework but also link it in such a way that a meaningful connection between unique and different situations develops overtly. Bettesworth, L. R.,
Twyman, T.,
Ketterlin-Gelle, L. R. &
Tindal, G. CBI_2nd Language_2001
1995
Scoring Student Writing Using intellectual Operations: Examining Student Understanding Within Content Areas.
The scoring systems presented herein are reflective of student performance on tasks that are grounded in the intellectual operations evaluation, explanation, and prediction. Joehnk, D. E.,
Tindal, G. &
Nolet, V.
TM12_Intellectual Operations_1995
1993
Portfolio Assessment Using Curriculum-Based Measurement: A Model for Schools
This training module is an example of how classroom-based assessment portfolio measures are structured into a notebook. It is organized the same way as we would recommend teachers organize student portfolios with a section for each subject area in which the teacher is monitoring student progress: reading-using oral reading fluency and oral retell measures; written expression-using story starters; spelling-using dictation of word lists; and math-using computation probes.
Hall, T. &
Tindal, G.
TM10_Curriculum Based Measures_1993
District-wide Performance Assessment Using Curriculum-based Measures
This training module describes these alternative CBMs, with directions for implementing them in a local district. Included in this manual are explicit directions and scoring systems; it is part of a larger package in which student protocols and results are displayed, and it should be viewed as a beginning on the road to validation of new classroom-based measures.
Tindal, G., Hall, T. &
Nolet, V. TM9_District-Wide Assessment_1993
Focus on Assessment and Learning in Content Classes
In Training Module 3, Focus on Teaching and Learning in Content Classes,1 you had an opportunity to adapt existing curriculum materials in ways that allow instruction to focus on complex knowledge forms and higher-level intellectual operations. As part of adapting the curriculum, it was necessary for you to apply your knowledge of the content to specify what it was that you wanted your students to learn.
Nolet, V., Tindal, G. & Blake, G.
TM4_Content Classes_1993
1992
Focus on Teaching and Learning in Content Classes
This training module is designed to provide you, the content area teacher, with strategies for adapting instruction and assessment to meet the needs of students who may be at risk of failure because they lack skills in reading or writing. The following objectives are aimed at assisting teachers as they attempt to accommodate the learning needs of an increasingly diverse group of students.
Tindal, G., Nolet, V. & Blake, G.
TM3_Content Classes_1992
1991
Analytic Scoring of Writing
This training module is designed to help increase reliability with one of three most frequently used subjective scoring systems. And although reliability issues are important from test creation through data entry, this module focuses only on reliability issues associated with this one form of subjective scoring.
Jentzsch, C. &
Tindal, G. TM8_Analytic Scoring_1991
1989
Evaluating Outcomes in Consultation
Consultation for mildly handicapped and low-performing students covers three broad areas of concern: social behaviors, academic performance, and physical/motor concerns (Salvia & Ysseldyke, 1985). Two other areas also can be defined. A subcategory of both the social and academic categories is work habits/ study skills. These are the behaviors that enable students to function successfully in social and academic contexts in schools. Hasbrouck, J.
TM7_Outcomes in Consultation_1989
Data Collection Forms Used in the Resource Consultant Training Program
The Resource Consultant Training Program (RCTP) is a federally funded training program within the University of Oregon’s College of Education, Division of Teacher Education. Dr. Gerald Tindal serves as the director. Program participants develop skills to help improve the educational services provided to handicapped and low-performing children. Students are trained to use these skills within an indirect delivery system, working with and through other educators, rather than providing services directly to students. Parker, R., Hasbrouck, J., &
Tindal, G. TM6_Resource Consultant_1989
Objective and Holistic Scoring of Writing
The procedures presented in this module can help teachers identify students’ skill deficits and plan writing instruction. Hasbrouck, J.
TM2_Holistic Scoring_1989
Activity Structures Observation System
The Activity Structures Observation System Module was developed primarily to train students in the Resource Consultant Training Program in the College of Education at the University of Oregon to carry out 10-second momentary time sample classroom observations in a manner sensitive to classroom ecology. Parker, R., Hasbrouck, J. &
Tindal, G. TM1_Activity Structures_1989
