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CDE Special Report: Measuring Learning Success


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The use of digital and online tools to measure performance is causing educators to rethink not only how we collect assessment data but also how we teach and learn in information age schools. The upcoming Common Core online assessments are driving school districts to build out infrastructure, purchase devices, shift to digital content and capture student performance data that would be extremely difficult using paper and pencil methods. Regardless of whether your state is participating in the Common Core, online assessments will play a critical role in the future of education.

Please join the Center for Digital Education as we discuss the future of assessment in a digital world and how to best prepare for that future. On this interactive webinar, we will cover:

• The changing role of assessment
• Trends and opportunities with online assessment
• Expert advice on implementing assessment technology and tools
• Review of emerging assessment technologies
• Educator insights on implementing successful assessment programs

Published in: Education, Technology
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CDE Special Report: Measuring Learning Success

  1. 1. Q1 Special Report Webinar April 10, 2014
  2. 2. DECEMBER 17, 2013April 10, 2014
  3. 3. DECEMBER 17, 2013 • Special Report Overview • Guest Speakers • Q&A Today’s Agenda Tom Ryan, Ph.D. Sr. Fellow Center for Digital Education Former CIO, Albuquerque Public Schools April 10, 2014
  4. 4. April 10, 2014
  5. 5. Q & A Participation •To ask a question, enter it into the “Ask a Question” box and click “Submit” •We will answer as many questions as possible in the available time •This webcast will be posted to April 10, 2014
  6. 6. April 10, 2014 Assessment is much more than accountability The focus of assessment is shifting to authentic, ongoing measurements, relevant feedback to inform personalized instructional practices
  7. 7. April 10, 2014 “OLD SCHOOL” ASSESSMENTS Paper-based Limited Not Applicable to real world Infrequent Unwieldy and error-prone Difficult to customize Limits how to assess higher order thinking
  8. 8. April 10, 2014 Knowledge Test Performance Test Both are Essential
  9. 9. April 10, 2014 Reduced Grading Burden Increased instructional Time Quick Return on Results Improved Test Security Accessibility & Accommodation
  10. 10. April 10, 2014 Instructional Objectives Executive Sponsorship Buy-in Start Small Add Technology Incrementally Professional development PLCs Research compatibility Total Cost of Ownership Vendor relationships Thoughtful Approach Measure Success
  11. 11. April 10, 2014 Platforms to aggregate data Dashboards Learning Analytics Predictive Diagnostic
  12. 12. April 10, 2014
  13. 13. April 10, 2014
  14. 14. Our 1st Guest Speaker Bill James Teacher Milford High School Highland, Michigan April 10, 2014
  15. 15. Using data properly Bill James Milford High School Highland, MI
  16. 16. Examining Examinations O Central tendency O Not sufficient though O Need to examine a detailed report
  17. 17. Item analysis
  18. 18. Numbers to focus on… O KR20 O Measures overall test reliability O Range from 0.0 – 1.0 O Closer to 1.0 = more reliable O Point biserial O Measures item reliability O Range from -1.0 – 1.0 O Closer to 1.0 = more reliable O 0.3 = very good items O 0.09 and less = poor items O Negative should prompt review of question O Student who did well on test overall did not do well on that question
  19. 19. Another look
  20. 20. Formative assessments O In class and spur of moment O Assessment of lesson O Change on the fly too
  21. 21. Feedback is key
  22. 22. Question types
  23. 23. Question construction
  24. 24. Know where to review
  25. 25. Students keep track
  26. 26. Our 2nd Guest Speaker Jack Horan Director of Technology Oratory Preparatory School Summit, NJ April 10, 2014
  27. 27. Non-Traditional Assessments (or maybe traditional ones done in new ways) Jack Horan AP Teacher/ Director of Technology Oratory Preparatory School Summit, NJ
  28. 28. Some assessment types Formative or Summative • Online simulations/experiments • Writing Assignments • Multiple Choice (and similar) testing
  29. 29. Online Simulation Benefits • speed of setup • speed of feedback • ability to involve students (or teachers) from a distance • take advantage of coolness factor
  30. 30. AP Econ Simulation Never underestimate the power of enjoyment! Game-style assessments can grab student attention
  31. 31. Writing Assignments • Best with shared documents (e.g. Google Docs) • Faster feedback/rewrite cycle • Easier to share rubrics • Long-lasting feedback • Automatic portfolio creation
  32. 32. Multiple Choice Benefits • T- faster, easier grading • T- see problems and adjust accordingly • S- quicker feedback • S- Higher scores by students – questions easier to read – less distraction other questions – easy to see graphs, etc that accompany questions
  33. 33. Student Benefits • Easier to read • No other questions to distract • images, etc. stay with question • Can even add video clip
  34. 34. Important Issues • compatibility with student devices • ability to upload assessments from your test- generator programs • ability to easily embed images, text, and even video/audio clips with questions • ability to easily correlate questions with whatever standards
  35. 35. Tech Director Concerns • THE NETWORK MUST WORK!!!!!!!!!!! • Devices must work • One device per student is optimal, but not necessary
  36. 36. Teacher Planning •Groups of teachers can plan and develop common assessments, and collect group data more quickly and easily •schoolwide (or district- wide) data can perform the same function •more effective and quicker intervention, for individuals and groups
  37. 37. Specific help for students and parents • No more “he needs to work harder (or smarter, etc.)” • Link data to standards • Find specific areas of weakness • “In math class, she has trouble the distributive property, but she really nails the commutative.”
  38. 38. April 10, 2014
  39. 39. Wrap Up Access to this Special Report and Webinar Archive April 10, 2014
  40. 40. April 10, 2014