using datadirector assessments to increase use of feedback to students and teachers
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USING DATADIRECTOR ASSESSMENTS TO INCREASE USE OF FEEDBACK
TO STUDENTS AND TEACHERS
Stan MastersCoordinator of Instructional Data Services
Lenawee Intermediate School District Adrian, Michigan
Michigan Digital Learning ConferenceNovember 13, 2013
WE MUST UTILIZE AN
INQUIRY APPROACH
TO DATA ANALYSIS
WE MUST USE MULTIPLE
SOURCES OF DATA
We need a data
warehouse for our
21st century schools
WE MUST FOCUS ON DATA TO INCREASE STUDENT ACHIEVEMENT
Data Warehousing Talking Points
DATA DIALOGUES
WAYS OF TALKING
Normsof
Collaboration
Dialogue Discussion
Outcome:Deep
UnderstandingOutcome:DecisionsThat Stick
Culture of Collaboration
ConversationDeliberation
The Center for Adaptive Schools www.adaptiveschools.com
DATA DRIVEN DIALOGUE
Predictions
ObservationsInferences
Adapted from Deb Clancy, Washtenaw ISD, 2008, based upon the work of Nancy Love, “Using Data/Getting Results” (2002)
FEEDBACK
Best gains in student achievement involve description:
Corrective in nature Timely in nature Specific to a criterion Including students in the feedback
Source: Marzano, R. J., Pickering, D. J. and Pollock, J. E. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (2001). Alexandria, VA: ASCD
COMMON ASSESSMENTS
A common assessment is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.
Existing Summative and Formative Classroom Tests Not Aligned with Expectations
Classroom Summative and Formative Tests Aligned to Expectations
Common Classroom Summative and Formative Assessments Aligned to Expectations
Common Formative and Summative Assessments Aligned to Expectations and Delivered Online Through
DataDirector
Implementing Assessments with DataDirector
Adapted from St. Clair RESA
MAKING IT FORMATIVE Get the scores into the
students’ hands Develop multiple worksheet
Excel file Data feeds into form with
student names Students identify “simple
mistakes” and “need help” with wrong answers
SAMPLE REPORT
COLLEGE AND CAREER READINESS
ACT’S COLLEGE READINESS BENCHMARK SCORES
12
EXPLORE PLAN ACT
English English Composition 13 15 18 Reading Social Sciences 15 17 22 Math Algebra 17 19 22 Science Biology 20 21 23
ACT SubjectArea Test
College Course(s)
“On Target”
met or exceeded
CRB
“Nearly On Target”
<2 points from CRB
“Off Target”
>2 points from CRB
PREDICTIONS USINGEXPLORE TO PLAN TO ACT
SOURCE: HTTP://WWW.ACT.ORG/RESEARCH/POLICYMAKERS/PDF/REASONABLEGROWTH.PDF
Average Growth PointsBetween Tests
“On Target”
(met or exceeded CRB)
“Nearly On Target”
(<2 points from CRB)
“Off Target”
(>2 points from CRB)
Test EXPLORE to PLAN
PLAN to
ACT
EXPLORE to PLAN
PLAN to
ACT
EXPLORE to
PLAN
PLAN to ACT
English 2-3 2-3 3-4 1 3-4 1
Math 2-3 2-3 1-2 1-2 2-3 1-2
Reading 1-2 4-5 3-4 2-3 3-4 1-2
Science 1-2 2-3 1-2 2-3 2-3 1
ITEM ANALYSIS OF EXPLORE AND PLAN
Robert Hanvey at SCCRESA developed program that pulls raw data from files
File format allows DataDirector to “read” data like an Answer Sheet Assessment
Answer sheet organized by sections aligned to test’s content areas and subscores
Taking the EXPLORE/PLAN Results to our Classrooms
Code: _________________ Key Concept(s) ______________________________________________
At what grade level is this taught and
assessed?
What unit(s) would you find the key concept(s) in the classroom?
What assessment task(s)
measured student achievement of the key
concept(s) in the classroom?
What lesson(s) allowed students to learn the key concept(s) in the classroom?
What was the student achievement on the assessment task(s) in the classroom? A B C D F
Prompt
Use of Diagnostic Assessment? Y N
Characteristics of Achievement Successful Unsuccessful
Use of Formative Assessment? Y N
Rubric
How did they learn the key concepts?
WHERE DO WE GO?
Present State
Future State
SCHOOLS ARE CELEBRATING WITH SMART GOALS
More measurable outcomes related to content expectations
More use of assessment for learning
More strategic use of resources to help students who are not meeting expectations
Making continual school improvement more meaningful
SUGGESTED NEXT STEPS Move from scores to
criteria around the scores
Move from existing rubric/scoring guides to more concise rubric/scoring guides
Move from individual analysis to team analysis
WORDS OF ENCOURAGEMENT FROM OTHER ASSESSMENTS
MINERS…All assessments are finite
resources
Having a variety of tools makes your mining experience more worthwhile
It is better to work together while in the mines!
Stan MastersCoordinator of Instructional Data ServicesLenawee Intermediate School DistrictFireside Building4107 N. Adrian HighwayAdrian, Michigan 49921
517-265-1606 (phone)517-265-7079 (fax)stan.masters@lisd.ushttp://www.lisd.us/instructional-services/curriculum-assessment--instruction/data-warehousing
/http://www.lisd.us/instructional-services/curriculum-assessment--instruction/classroom-assessment
/
CONTINUE THE CONVERSATION
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