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InterContinental Hotel - Abu Dhabi

Natalie Bolton

Associate Professor, Department of Education Sciences and Professional Programs at the University of Missouri-St. Louis, College of Education.



Full Bio

NATALIE BOLTON is an associate professor at the University of Missouri-St. Louis (UMSL). She earned her Ph.D. in educational leadership from the University of Louisville. She also has an M.A. in secondary education with emphasis in social studies education, and a B.A. in secondary education, social sciences.

Her prior work experiences include middle school teacher, middle school assistant principal, Kentucky Department of Education Social Studies Consultant, Director of the Office of Civic Education and Engagement, University of Louisville, and assistant professor.

Dr Bolton conducts research in the areas of assessment, program evaluation, and social studies/civic education. At UMSL, she teaches graduate level courses related to education research, quantitative statistics, and program evaluation and serves as a research methodologist on doctoral dissertation committees.

Additionally, she works as an assessment and program evaluation consultant independently and with the Assessment Training Institute/Pearson. She works with schools and education organizations in the U.S. and internationally on designing assessments, program evaluations, and assessment literacy practices.

Dr Bolton demonstrates an unwavering commitment to students becoming successful learners by embedding formative assessment into her teaching practices. She was recognized in 2012 for UMSL’s most prestigious teaching award, The Gerald and Deanne Gitner Excellence in Teaching Award.

3-Hour Workshop: Thursday, Oct. 19

Monitoring the Assessment Process

Assessment is a constant cycle of improvement. Data gathering is ongoing. The goal of assessment, whether for an academic department or a program, is to provide: (a) a clear conceptualization of intended student learning outcomes, (b) a description of how these outcomes are assessed and measured, (c) a description of the results obtained from these measures, and (d) a description of how these results validate current practices or point to changes needed to improve student learning.

Monitoring four steps of the assessment process to achieve the goals of assessment will be discussed with participants.

Additionally, participants will learn about and engage with informal and formal tools that can be used with a variety of stakeholders to monitor each step of the assessment cycle.

Target Audience: All

Continuum Levels: 3, 4 = Initiating Implementation (setting structures, developing skills, piloting practice, scaffolding support) | Extending Implementation (reflecting, evaluating, modifying practice, improving skills)

NESA's Learning Continuum:

Learn more about how NESA plans Professional Learning

3-Hour Workshop: Sunday, Oct. 22

Exploring the Role of Leaders in the Creation and Critique of High Quality Learning Tasks

Participants will enhance their knowledge of designing and critiquing four types of assessments (selected response, written response, performance assessment tasks, and written communication) using an assessment development cycle. The assessment development cycle consists of eight steps within three stages (planning, development, use).

Additionally, the specific role leaders should play within the assessment development cycle to enhance student learning and improve programs will be discussed. Several assessment tools will be shared with and used by participants during the workshop to actively apply the workshop content.

Target Audience: All

Continuum Levels: 3, 4 = Initiating Implementation (setting structures, developing skills, piloting practice, scaffolding support) | Extending Implementation (reflecting, evaluating, modifying practice, improving skills)

NESA's Learning Continuum:

Learn more about how NESA plans Professional Learning
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