Data Session Discussion Summer 2009
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A professional development session on the different types of data available to MCPS teachers that they can use to help guide their classroom instruction. The presentation also introduced a tool teachers could use to track data on their own assessments.
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Data Session Discussion Summer 2009
- 1. 1 Directions I Give? Answers I Want? Time I Need? Analysis I Can Use? How Can Data Help You Improve Instruction… Today? Science and Engineering Team July 10, 2009
- 2. 2 Outcomes Evaluate different sources of data that can be used guide instruction and to meet the needs of all students. Review tools available to collect, organize, and analyze data on a daily, weekly, and by unit basis. Discuss how to guide department level discussion on the value of using targeted assessment data to guide instruction.
- 3. 3 As you view the data, ask… Does this data tell me anything about instruction? Does this data tell me anything about student thinking? Does this data tell me anything about how to invest my time? Does this data give me anything I can use?
- 4. 4 What does this data tell us? Who Has Attended School? Who Has Taken All HSA Tests?
- 5. 5 What does this data tell us? Who is Taking HSA Who is Passing HSA Biology Test by 11th ? Biology Test by 11th ? Did Not Take Did Not Pass Taken and Passed
- 6. 6 What does this data tell us? Who is Passing HSA Who is Passing HSA Biology Test in 10th ? Biology Test by 11th ? Did Not Take Did Not Pass Taken and Passed
- 7. 7 What does this data tell us? Who in MCPS is Passing Who in Maryland is Passing HSA Biology Test by 11th? HSA Biology Test by 11th?
- 8. 8 What does this data tell us? Grade 5 MSA Science vs. Grade 8 MSA Science
- 9. 9 How does MDK12.org data help us? Should we be concerned with the student understanding of the content? Should we be concerned with teacher clarity of instruction? Should we be concerned with the phrasing of questions or test format? Should we be concerned with the _______? Where is the data we can use to help kids learn?
- 10. 10 What does this data tell us? Achievement Series Achievement Series by Question by Indicator
- 11. 11 How does Achievement Series data help me if… I don’t teach high school biology? I don’t teach high school science? I only give a quiz? I want to plan for tomorrow? Where is the data that helps me help kids learn NOW?
- 12. 12 Grade 5 Summative Assessments A Case Study Do the unit lessons provide students the content necessary for success on the summative assessment? Do the assessment questions ask for the right information? Do the assessment answers align to what the students are taught and required to know?
- 13. 13 How can I EASILY collect data on my assessments? 1.Develop targeted SR assessment items linked to indicators. 2.Use Scantron bubble sheets to collect data. 3.Use Scantron “Detailed Test Analysis” sheets to disaggregate data. 4.Enter data into spreadsheet template. 5.Review, reflect, reteach. Scantron Directions Spreadsheet
- 14. 14 What does this data tell me? Detailed Test Analysis Using Scantron and Excel
- 15. 15 Question 1: The data tells me… Instruction needs to align to indicator language. Top Distracters
- 16. 16 Question 7 : The data tells me… Instruction needs to review that weight is NOT a force. It is determined by force of gravitygravity. Top Distracter
- 17. 17 Question 17 : The data tells me… Instruction needs to provide opportunities to challenge the misconception…Again. Top Distracter
- 18. 18 What does this IS6 data tell me? In groups, review the questions identified. Detailed Test Analysis Using Scantron and Excel Test Data on Selective Response Questions for IS 6 Butterfly Habitat 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% 1 2 3 4 5 6 7 8 9 Question Number: Correct Answer in Solid Black PercentChoosingResponse Series1 Series2 Series3 Series4 1 2 3 11 14 19 30 39 44 Assessment Questions Click for Link
- 19. 19 How can I EASILY collect data on my daily instruction? 1. Develop targeted SR assessment items linked to indicators. 2. Present the questions to students before, during, and/or after instruction. 3. Use Promethean board and ACTIVote to collect data. 4. Review, reflect, reteach.
- 20. 20 What does this data tell me? PRETTY MUCH NOTHING.
- 21. 21 This data connects: Question, Collection, Discussion… IMMEDIATELY!
- 22. 22 This data shows me: Everybody, Somebody, or Nobody… NEEDS Reteaching. Naming Eggs Updating Naming Eggs
- 23. 23 Reflection… Is data available? Is data useful? Is data available in a format that is useful? Is it possible for teachers to create and manage their own data? Is it worth the time? How can this be used back in your school?
- 24. 24 . Questions?
Editor's Notes
- As leaders, how do we support teachers in their use of student data to inform instructional practices? How can this support meeting the needs of a variety of learners?
- Review questions to frame thinking about each slide. As you present each slide of the data available from the state linked to science, point out the difference in the amount and type of information available from each graphic. Discuss the helpful data (i.e., how MCPS compares to the state, demographic trends) and point out the weaknesses: Nothing by teacher, class, or student. Anchor conversations in deciding if or when looking at the data is helpful, and identifying the type of data that is helpful. Reflect on questions around www.MDK12.org data.
- Discuss the difference in the amount and type of information available from each graphic. Discuss the helpful data (i.e., how MCPS compares to the state, demographic trends) and point out the weaknesses: Nothing by teacher, class, or student. Anchor conversations in deciding if or when looking at the data is helpful, and identifying the type of data that is helpful. Click on the “i” link to view other presentations of state and county data.
- Discuss the difference in the amount and type of information available from each graphic. Discuss the helpful data (i.e., how MCPS compares to the state, demographic trends) and point out the weaknesses: Nothing by teacher, class, or student. Anchor conversations in deciding if or when looking at the data is helpful, and identifying the type of data that is helpful.
- Discuss the difference in the amount and type of information available from each graphic. Discuss the helpful data regarding the number of students who pass by 11th, and point out the weaknesses: still nothing by teacher, class, or student. Anchor conversations in deciding if or when looking at the data is helpful, and identifying the type of data that is helpful.
- Discuss the difference in the amount and type of information available from each graphic. Discuss the importance of comparing data: How are we doing (compared to what?) It’s difficult to decide if you are doing well or need improvement without knowing how others are doing when presented with the same challenge. Anchor conversations in deciding if or when looking at the data is helpful, and identifying the type of data that is helpful.
- Discuss the type of information available from each graphic. Discuss the helpful data (i.e., comparing two grade levels) and point out the weaknesses: Nothing by teacher, class, or student. This data begs the question that if students are going from science “now and then” in elementary school, but everyday in middle school, why is the trend almost flat.
- Reflect on questions around www.MDK12.org data. Can the data available support any changes in instruction?
- Discuss the benefits of having more specific data. Achievement Series gives feedback by question, by indicator, and by student. How is this presentation compare to the data provided by the state? Discuss value of achievement by item, indicator, and student. Discuss limitations of data presentation. Discuss how it can be used, how it is being used…in reality.
- Reflect on questions around Achievement Series data and any data that is provided by the state or MCPS. How can it be used? What are the limitations?
- Background for Grade 5 curriculum. There was a need to show a connection between the new curriculum and Grade 5 MCPS-MSA success. How can data be collected that documents how the curriculum builds content knowledge? Are the assessments fair and effectively designed to measure what was taught? Does an assessment hit the mark we want to measure?
- Background for Grade 5 curriculum. There wasn’t anything to track data on one assessment, so an in-house process was developed to collect and analyze data for ANY SR assessment. Can we identify needs for revision in instruction or assessment? This was a way to gather data on the question, the correct response, and the distracters. It’s important to ask questions that align to indicators, but it’s also valuable to have distracters that align to the indicators. That way each choice can be used to infer a student’s reasoning. You don’t’ have throw away choices. They all require some reasoning.
- The process requires the use of Scantrons and Detailed Item Analysis. This breaks down the data by questions and SR choice.
- In reviewing the data collected, informed decisions could be made about the need for changes, if any. Sometimes, the data may reveal that a question was worded in an unclear way, others times it may be the graphic or answers. It can also reveal a lack of clarity in instruction. Then teachers can revise the test to make it more targeted to what they want to assess or make notes to help them with reteaching.
- This is not a time intensive task, but does require some changes in processes to collect the data needed. Use Scantrons. Run “Detailed Item Analysis” after all tests have been scored. Input data (number of students choosing each response) into spreadsheet. A student can do this since it is only data without any student information. Review the graph that is generated and look over the questions that are flagged. Decide if it was the question, the answer, or the instruction.
- Promethean has capabilities to manage data on a real-time basis during instruction. But, it’s important to plan questions that are aligned to the lesson indicators. Pre-assessments may be linked to previous year’s/unit’s indicators. Once the data is collected, depending on the needs of the teacher, results can be done immediately or after class to identify the needs of individual students.
- Once the data is collected, depending on the needs of the teacher, results can be done immediately or after class to identify the needs of individual students. This only tells you right or wrong and is not very helpful.
- Once the data is collected, these results can be used immediately to identify possible misconceptions, points of confusion, and/or needs for reteaching.
- Once the data is collected, this presentation can be used to identify the needs of individual students, or groups of students. The attached documents explain how to use ACTIVotes more effectively by assigning them to students and recording grades per student.