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Districts have an abundance of data but often do not know how or when to use it. Take an inventory of your existing assessments, decide if they are being used correctly and then eliminate overlaps ...

Districts have an abundance of data but often do not know how or when to use it. Take an inventory of your existing assessments, decide if they are being used correctly and then eliminate overlaps and fill in gaps. Now you are ready to develop an assessment plan based on need.

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Data, decisions, action slideshare Data, decisions, action slideshare Presentation Transcript

  • DataDecisionsActionAligning Assessments for BetterInstructional Decision Making
  • StudentprogressCCSSTeacherevaluationInstructionalTechnologyCollaborativeTeamingData baseddecisionsInitiatives inSilos ofPracticeLacks clarity about overall purpose
  • TeamingTeacherevaluationsStudent ProgressCCSSInstructionaldesignsDatabaseddecisionsThere is clarity aboutoverall purpose: studentprogressSystem methodologycoordinates silos of practice.All pieces more effective
  • What do you do to update methodology?0 Like cleaning a closet – look at what you have, discardwhat is not needed and sort remaining by use
  • Everything should be made as simpleas possible, but not simpler.Albert Einstein
  • Simplicity and NeedNeed data toinforminstructionProtectinstructionalminutes
  • An organized assessment plan
  • Looking in your Assessment Closet:The Assessment Worksheet
  • ValidityIs it testing what it claims to test?History or complicated vocabulary?Can we relate scores on the test tothe skill being targeted?Achievement or computer skills?
  • ReliabilityMinimize “measurementerror”Test taker variables –hot/cold, noise, lack ofsleepTest scoring andinterpretation
  • OK,it’s reliableand valid,now what?
  • Examine thepurposes forassessments.What do you needassessments to do?
  • What do we need assessments to do?ProblemIdentificationProblemAnalysisPlanDevelopment &ImplementationPlanEvaluation
  • Find areas of needProblemIdentificationProblemAnalysisPlanDevelopment &ImplementationPlanEvaluation
  • TypeDesirableFeaturesMost EfficientTool(s)Universal ScreeningScreeningGeneral outcomemeasureBriefLow CostSensitive toBetweenPersonsDifferencesCurriculum BasedMeasurement(CBM)Early WarningSystemUniversal BehaviordataPurpose: Problem Identification
  • What are you screening for?Traditional methodology“Within child” variables assource ofunderachievement:processing, attention,motivationUpdated methodology“Educator owned”variables as source ofunderachievement:curriculum, instructionand environmentWhat to screen for at each level…Kindergarten to 5th – basic skills, social emotionalMiddle school – basic skills (until 7th or 8th depending on population),progress toward graduation, social emotionalHigh School - Progress toward graduation, Standards based learning
  • Diagnose why there is need…ProblemIdentificationProblemAnalysisPlanDevelopment &ImplementationPlanEvaluation
  • Type Desirable FeaturesMost EfficientTool(s)DiagnosticCommon FormativeAssessmentsFormativeAssessmentsMastery MeasurementAdequate number ofitems per skillProduction-TypeResponsesLonger to administerand scoreFocus is on skills andthe thought processCurriculum series testsMAPInformal classroomevaluation (error analysisetc.)Course quizzes/examsFunctional behavioralanalysisFrequency, duration,counts – peer discrepancyInterviews/ObservationsPurpose: Problem Analysis
  • Point to the best way to address the need…ProblemIdentificationProblemAnalysisPlanDevelopment &ImplementationPlanEvaluation
  • Type Desirable FeaturesMost EfficientTool(s)All available sourcesMultiple sourcesData sourcesconverge to support ahypothesisAt least one source ofhard dataPurpose: Plan Development and Implementation
  • Is it working?ProblemIdentificationProblemAnalysisPlanDevelopment &ImplementationPlanEvaluation
  • Type Desirable FeaturesMost EfficientTool(s)General outcomemeasureMasterymeasurement/SummativeDiagnosticHigh stakes/standardizedProgress monitoringLinked to ImportantOutcomesGoals – Decision rulesSensitive to WithinPerson DifferencesCurriculum series testsMAPInformal classroomevaluation (error analysisetc.)Course quizzes/examsFunctional behavioralanalysisFrequency, duration,counts – peer discrepancyInterviews/ObservationPurpose: Plan Evaluation
  • Universal ScreeningDiagnosticPlan/ProgramEvaluationProgressMonitoringEarly Warning SystemMAPCommon Formative AssessmentCurriculum Based Measurement
  • Role that each plays ineducational decisions
  • Classroom assessments – formativeand summative – masterymeasurementAre the students learning the material I amcurrently teaching and what changes can Imake to increase their learning?How much of what was taught in thelesson/unit/course did the students learn?Universal Screening and Progress MonitoringGeneral Outcome Measurement -Common formative assessment (CFA)As a result of the programmy students are receiving,do the indicators suggestthat they are on the pathto becoming college andcareer ready? Whatchanges can I make in myprogram to improvestudent performance?Program evaluationHigh Stakes Tests - summativeHave my studentsmet the statecriteria forproficiency?Diagnostic Assessment for some studentsWhy is thisstudent(s) failingto makeprogress in thisprogram?Assessments in EducationMiller Guidance, Inc.
  • Assessment Hierarchy0 Now let’s put your clothes back in the closet.
  • What we have and what weare going to need.
  • K-5 ReadingReading CBM – K-5MAP – 2-5Reading St. Unit TestsWISC-IVDRA-2Fountas and PinnellReading CBM – K-5Reading CBM – K-5Fountas and PinnellISATMAPReading CBMReading St. Unit Tests
  • Now we can start the discard list(and sometimes a change list!)
  • PSAECourse examsEXPLOREPLANACTCourse quizzes – perteacherAttendanceExpulsions/SuspensionsGrades 9-12Cognitive andachievement tests
  • Now we can start the discard list(and sometimes an add list!)Add:Universal screenerCommon Formative AssessmentProgress monitoring
  • For more information contact:Mary MillerMiller Guidance Solutions, Inc.mary@millerguidance.comOr visit our website:www.millerguidance.com