advancing assessment literacy data gathering iii: identifying & valuing different types of data

Advancing Assessment Literacy

Data Gathering III:

Identifying & Valuing Different Types of Data

Advancing Assessment Literacy Modules: Data Gathering III (February 2008) 2

32°

• What might the above piece of data mean?

• While 32° is data, the meanings you provided were interpretation.

• All data is meaningless until interpreted.

Wellman, B. & Lipton, L. (2004). Data-driven dialogue. Mira Via, LLC.


A Data-Rich Environment

Wellman & Lipton (2004) state:

Schools and school districts are rich in data. It is important that the data a group explores are broad enough to offer a rich and deep view of the present state, but not so complex that the process becomes overwhelming and unmanageable.Wellman, B. & Lipton, L. (2004). Data-driven dialogue. Mira Via, LLC.


Types of Data

Quantitative Qualitative

Numerical in form

Efficient to analyze

Objective

Not numerical in form

Can be more than words or text – pictures, artifacts, etc.

More complex to analyze

Subjective


International Data Sources

• Programme for International Student Assessment (PISA)

• What utility can we gain from this data?

• What is its impact on classrooms?

http://snes.eas.cornell.edu/Graphics/earth%20white%20background.JPG


National Data Sources

• Pan-Canadian Achievement Program (PCAP)

• Canadian Test of Basic Skills (CTBS)

• Canadian Achievement Tests (CAT3)



http://www.recyclage.rncan.gc.ca/images/canada_map.jpg


Provincial Data Sources

• Assessment for Learning (AFL)

• Departmentals



http://regina.foundlocally.com/Images/Saskatchewan.jpg


Division Data Sources

• Division level rubrics• Division benchmark

assessments



http://www.sasked.gov.sk.ca/branches/ed_finance/north_east_sd200.shtml


Local Data Sources

• Teacher designed assessments

• Portfolios• Routine assessment

data




Nature of Assessment Data

From Understanding the numbers, Saskatchewan Learning

Definitive Indicative

Individual Classroom School Division Provincial National International

Student Evaluations System Evaluations

11

.

Marazano, 1996

Depth and Specificityof Knowledge

From Understanding the numbers, Saskatchewan Learning

Little knowledge ofspecific students

In-depth knowledge of specific students

Individual NationalSchoolClassroom InternationalDivision Provincial

Assessments

In-depth knowledge of systems


Using a Variety of Data Sources

• Thinking about the data sources available, their nature and the depth of knowledge they provide, how might the information in each impact decisions affecting classroom instruction?

• As a table group, create a statement or scenario which documents the journey of response and decision making based on different levels of data.


Local Level Sources of Data

While international, national and provincial sources of data can provide direction for system or school initiatives, the data collected at the local level is what provides the most detailed information regarding the students in classrooms.


Four MajorCategories of Data

• Demographics– Descriptive information such

as enrollment, attendance, ethnicity, grade level, etc.

– Can disaggregate other data by demographic variables.

• Perceptions– Provides information regarding

what students, parents, staff, and community think about school programs and processes.

– This data is important because people act in congruence with what they believe.

• Student Learning– Describes outcomes in terms

of standardized test results, grade averages, etc.

• School Processes– What the system and teachers

are doing to get the results they are getting.

– Includes programs, assessments, instructional strategies, and classroom practices.

Bernhardt, V. L. (2004). Data analysis for continuous school improvement, 2nd Edition. Larchmont, NY: Eye on Education.


What Data Are Useful & Available?

• Refer to the goals and the questions you created in the previous workshop.

• Using the supplied template, begin to catalogue the data you already have and the data you need to gather in order to answer the questions raised concerning the goals you have set.

• An example follows on the next slide.

Questions

What data do you have, or need, to answer the questions?

What other data do you have, or need, to gather?

Demographics • Attendance• Enrollment by gender

• Projections of future enrollment

Perceptions • Student profiles • School Community Council feedback

Student Learning • AFL and CAT3

results

• Would like school-specific benchmark assessment data

School Processes • Guided reading program data

• Impact of study hall• Effect of resource

room attendance

Bernhardt, V. L. (2004). Data analysis for continuous school improvement, 2nd Edition. Larchmont, NY: Eye on Education.


Next Steps

• More time may be needed to complete the data sources template. If so, set another time to meet or set a deadline for their submission.

• The next module will focus on ways that data can be analyzed.

advancing assessment literacy data gathering iii: identifying & valuing different types of data

Documents

datadriven dialogue

different levels of

local data sourcesteacher

data sources available

piece of data mean

assessment literacydata

nature of assessment

impact decisions