The importance of formative data Scott McLeod, J.D., Ph.D. University of Minnesota

DDDM ≠ NCLB NCLB = external accountability to federal government and citizenry We have to stop equating these

DDDM ≠ NCLB

NCLB = external accountability to federal government and citizenry

DDDM ≠ NCLB DDDM = getting better information into the hands of educators so that they can make good instructional decisions for the benefit of students We have to stop equating these

DDDM ≠ NCLB

DDDM = getting better information into the hands of educators so that they can make good instructional decisions for the benefit of students

DDDM ≠ NCLB DDDM = helping schools know whether what they are doing is working We have to stop equating these

DDDM ≠ NCLB

DDDM = helping schools know whether what they are doing is working

DDDM ≠ NCLB DDDM = helping schools navigate the educational change process more intelligently We have to stop equating these

DDDM ≠ NCLB

DDDM = helping schools navigate the educational change process more intelligently

What most schools are doing Good baseline data Measurable instructional goals

The problem with what most schools are doing Good baseline data Measurable instructional goals This is important but insufficient to drive meaningful changes in student achievement There has been too much focus on ‘big data’ and not enough on ‘little data’

Frequency of assessment Renaissance Learning ™ big little

9 essential elements of data-driven PLCs Frequent formative assessments Professional learning communities rooted in student information Making instructional changes Data safety Data transparency Technology Alignment for results Good baseline data Measurable instructional goals

Data safety Data transparency

Technology Alignment for results

The power of formative assessments Quicker feedback to teachers Not “autopsy data” Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . Review of over 280 research articles Effect sizes of 0.4 to 0.7  this is HUGE!

Quicker feedback to teachers

Not “autopsy data”

Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan .

Review of over 280 research articles

Effect sizes of 0.4 to 0.7  this is HUGE!

The power of formative assessments Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . (continued) “ Formative assessment … can raise standards of achievement … no other [intervention] for which such a strong prima facie case can be made” Helps low achievers more than other students

Black & Wiliam. (1998). Inside the black box. Phi Delta Kappan . (continued)

“ Formative assessment … can raise standards of achievement … no other [intervention] for which such a strong prima facie case can be made”

Helps low achievers more than other students

‘ Little data’ is useful! CPRE

Formative assessments should be common Typically periodic, not daily Given by all teachers to all students Grade level Subject area Formats Pre-made Teacher-created from item banks of questions Teacher-created from self-made questions

Typically periodic, not daily

Given by all teachers to all students

Grade level

Subject area

Formats

Pre-made

Teacher-created from item banks of questions

Teacher-created from self-made questions

The power of common assessments Teachers have shared understanding and consensus agreement about what is important to teach / learn Common language for discussions

Teachers have shared understanding and consensus agreement about what is important to teach / learn

Common language for discussions

The power of common assessments Similar information for comparison Reduced variability across teachers Highlight strengths Replication of best practice More chances to make changes to benefit kids while you have them in front of you

Similar information for comparison

Reduced variability across teachers

Highlight strengths

Replication of best practice

More chances to make changes to benefit kids while you have them in front of you

Regular team meetings Old model Topic A Topic B Topic C Topic A Topic A Topic A New model

Old model

New model

When teacher teams (PLCs) meet… Note the expectation that teacher conversations will be rooted in data / information Also the expectation that changes will be made based on the results teachers are seeing “Subtle accountability,” but reporting for support and information up, not just to be held accountable

Note the expectation that teacher conversations will be rooted in data / information

Also the expectation that changes will be made based on the results teachers are seeing

“Subtle accountability,” but reporting for support and information up, not just to be held accountable

Statewide DDDM readiness study Teachers (n = 3,135 / 11,120?) (28%?) Principals (n = 791 / 1,770) (45%) Superintendents (n = 202 / 351) (58%) District technology coordinators (n = 139 / 351) (40%) 4,267 Minnesota educators Awesome!

Teachers (n = 3,135 / 11,120?) (28%?)

Principals (n = 791 / 1,770) (45%)

Superintendents (n = 202 / 351) (58%)

District technology coordinators (n = 139 / 351) (40%)

4,267 Minnesota educators

Awesome!

Measurable instructional goals

Teacher teams (PLCs) that meet regularly

Making instructional changes

Data access and transparency

Data safety

Technology

Alignment for results

Leadership and support

Professional development

Beliefs

Technology You can do data-driven decision-making without technology, but it’s awfully difficult. - McLeod, 2005

You can do data-driven decision-making without technology, but it’s awfully difficult.

- McLeod, 2005

Useful Excel skills www.scottmcleod.net/yorkbarr www.schooldatatutorials.org

www.scottmcleod.net/yorkbarr

www.schooldatatutorials.org

Wrap-up Questions / comments? Thanks for the invite! [email_address]

Questions / comments?

Thanks for the invite!

[email_address]