More Related Content Similar to Ece sga accurate and meaningful measures 1.3 (20) More from Melissa Browne (10) Ece sga accurate and meaningful measures 1.31. © Relay Graduate School of Education. All rights reserved. 1
ACCURATE AND MEANINGFUL MEASURES
2. © Relay Graduate School of Education. All rights reserved. 22
Is 82% a high score or a
low score?
3. © Relay Graduate School of Education. All rights reserved. 33
If your students
finished the year with
an 82% average,
would you be proud?
4. © Relay Graduate School of Education. All rights reserved. 4
Is 82% a high score or a low score?
http://static2.businessinsider.com/image/50256389ecad047d37000004-900-675/mckayla-maroney.jpg
5. © Relay Graduate School of Education. All rights reserved. 5
As a 1st grade teacher you may say…
6. © Relay Graduate School of Education. All rights reserved. 6
“No way!
82% is a B minus grade!
That’s not good.”
7. © Relay Graduate School of Education. All rights reserved. 7
As a teacher of Advanced Placement US
History you might say…
8. © Relay Graduate School of Education. All rights reserved. 8
“Yes!
82% earns a strong five on the AP test.
It would be awesome if my students
could average such a high score!”
9. © Relay Graduate School of Education. All rights reserved. 9
Many of you may say…
11. © Relay Graduate School of Education. All rights reserved. 1111
Indeed, it does depend.
12. © Relay Graduate School of Education. All rights reserved. 12
It depends on…
13. © Relay Graduate School of Education. All rights reserved. 13
• how much (breadth) of the material was taught
It depends on…
14. © Relay Graduate School of Education. All rights reserved. 14
• how much (breadth) of the material was taught
• the extent (depth) to which the material was taught
It depends on…
15. © Relay Graduate School of Education. All rights reserved. 15
• how much (breadth) of the material was taught
• the extent (depth) to which the material was taught
• the quality, rigor, and alignment of the assessments that
were administered
It depends on…
16. © Relay Graduate School of Education. All rights reserved. 16
• how much (breadth) of the material was taught
• the extent (depth) to which the material was taught
• the quality, rigor, and alignment of the assessments that
were administered
• when and how frequently the content was assessed
It depends on…
17. © Relay Graduate School of Education. All rights reserved. 17
• how much (breadth) of the material was taught
• the extent (depth) to which the material was taught
• the quality, rigor, and alignment of the assessments that
were administered
• when and how frequently the content was assessed
• how the overall “average” was calculated
It depends on…
18. © Relay Graduate School of Education. All rights reserved. 18
• how much (breadth) of the material was taught
• the extent (depth) to which the material was taught
• The quality, rigor, and alignment of the assessments that
were administered
• when and how frequently the content was assessed
• how the overall “average” was calculated
• what counted or didn’t count in the aggregate
computation
It depends on…
19. © Relay Graduate School of Education. All rights reserved. 19
• how much (breadth) of the material was taught
• the extent (depth) to which the material was taught
• The quality, rigor, and alignment of the assessments that
were administered
• when and how frequently the content was assessed
• how the overall “average” was calculated
• what counted or didn’t count in the aggregate
computation
• other factors, too
It depends on…
20. © Relay Graduate School of Education. All rights reserved. 2020
In summary,
it depends on how
accurately & meaningfully
student growth and
development was
measured.
21. © Relay Graduate School of Education. All rights reserved. 21
An Accurate and Meaningful Measure
22. © Relay Graduate School of Education. All rights reserved. 22
Everything is Aligned!
23. © Relay Graduate School of Education. All rights reserved. 23
Everything is Aligned!
• The scope of instructional content
is most appropriate for students
in this grade and subject
24. © Relay Graduate School of Education. All rights reserved. 24
Everything is Aligned!
• The scope of instructional content
is most appropriate for students
in this grade and subject
• The assessments of learning are
aligned, rigorous, and high-
quality, and give students
sufficient at-bats to demonstrate
their learning
25. © Relay Graduate School of Education. All rights reserved. 25
Everything is Aligned!
• The scope of instructional content
is most appropriate for students
in this grade and subject
• The assessments of learning are
aligned, rigorous, and high-
quality, and give students
sufficient at-bats to demonstrate
their learning
• Average scores are calculated in a
thoughtful way that weights
content equally
26. © Relay Graduate School of Education. All rights reserved. 26
Everything is Aligned!
• The scope of instructional content
is most appropriate for students
in this grade and subject
• The assessments of learning are
aligned, rigorous, and high-
quality, and give students
sufficient at-bats to demonstrate
their learning
• Average scores are calculated in a
thoughtful way that weights
content equally
• The data is complete and error-
free
27. © Relay Graduate School of Education. All rights reserved. 27
Everything is Aligned!
• The scope of instructional content
is most appropriate for students
in this grade and subject
• The assessments of learning are
aligned, rigorous, and high-
quality, and give students
sufficient at-bats to demonstrate
their learning
• Average scores are calculated in a
thoughtful way that weights
content equally
• The data is complete and error-
free
• And so on and so on
28. © Relay Graduate School of Education. All rights reserved. 28
An Inaccurate and Meaningless Measure
29. © Relay Graduate School of Education. All rights reserved. 29
Everything is NOT aligned!
30. © Relay Graduate School of Education. All rights reserved. 30
Everything is NOT aligned!
• Only a fraction of the full year’s
required curriculum was taught
31. © Relay Graduate School of Education. All rights reserved. 31
Everything is NOT aligned!
• Only a fraction of the full year’s
required curriculum was taught
• The assessments didn’t test
everything that students were
supposed to have learned
32. © Relay Graduate School of Education. All rights reserved. 32
Everything is NOT aligned!
• Only a fraction of the full year’s
required curriculum was taught
• The assessments didn’t test
everything that students were
supposed to have learned
• A bunch of data is missing
33. © Relay Graduate School of Education. All rights reserved. 33
Everything is NOT aligned!
• Only a fraction of the full year’s
required curriculum was taught
• The assessments didn’t test
everything that students were
supposed to have learned
• A bunch of data is missing
• There was no goal to reach, or the
goal was arbitrary
34. © Relay Graduate School of Education. All rights reserved. 34
Everything is NOT aligned!
• Only a fraction of the full year’s
required curriculum was taught
• The assessments didn’t test
everything that students were
supposed to have learned
• A bunch of data is missing
• There was no goal to reach, or the
goal was arbitrary
• The data wasn’t treated with care
35. © Relay Graduate School of Education. All rights reserved. 35
Everything is NOT aligned!
• Only a fraction of the full year’s
required curriculum was taught
• The assessments didn’t test
everything that students were
supposed to have learned
• A bunch of data is missing
• There was no goal to reach, or the
goal was arbitrary
• The data wasn’t treated with care
• And so on and so on
36. © Relay Graduate School of Education. All rights reserved. 36
• Meas·ure: /ˈmeZHər/: An indication of the degree or
extent of something
What is a Measure?
37. © Relay Graduate School of Education. All rights reserved. 37
• Ac·cu·rate: /ˈakyərət/ (of information, measurements,
statistics, etc.) correct in all details
What is Accurate?
38. © Relay Graduate School of Education. All rights reserved. 38
• Mean·ing·ful: /ˈmēniNGfəl/
What is a Meaningful?
39. © Relay Graduate School of Education. All rights reserved. 39
An Accurate and Meaningful Measure
An indication of the
degree or extent of
something
40. © Relay Graduate School of Education. All rights reserved. 40
An Accurate and Meaningful Measure
An indication of the
degree or extent of
something
correct in all
details
41. © Relay Graduate School of Education. All rights reserved. 41
An Accurate and Meaningful Measure
An indication of the
degree or extent of
something
correct in all
details
42. © Relay Graduate School of Education. All rights reserved. 42
An Inaccurate and Meaningless Measure
43. © Relay Graduate School of Education. All rights reserved. 4343
How do you ensure that
your measure
of student growth and
development
is accurate and meaningful?
44. © Relay Graduate School of Education. All rights reserved. 4444
That’s what you are
going to learn how to
do in this module.
45. © Relay Graduate School of Education. All rights reserved. 45
The Hiring Decisions Have Been Made!
http://upload.wikimedia.org/wikipedia/commons/6/65/Rom%C3%A9o_et_Juliette_(Gounod)_Act2_London_1867_(Patti,_Mario)_NGO4p32.jpg
Click to the next activity to
find out what the principal
has decided about hiring
Romeo!
Editor's Notes Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results. Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results. Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results. Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results. Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results. Say:
Analogous to describing the suspect, we have a common language for describing data in this context – we would describe certain features, in particular give a quick summary of certain characteristics that identify results.