Data and Assessment

Presented by: Janet Steinberg, Teachers College Reading and Writing Specialist

and Erica Zigelman, Principal MS 322

Data • The process by which an individual collects, examines, and

interprets empirical evidence to make decision.• Sometimes we can use them to promote learning (assessment

for learning) and other times to check to see if learning has occurred—that is, for purposes of accountability (assessment of learning)."

• Sometimes they said that assessments are used for learning not for the score what do the students need and what don't they need. But sometimes they are needed for accountability. As the second key to quality, we have established that assessments must be designed to reflect the variety of achievement targets that underpin standards: mastery of content knowledge, the ability to use knowledge to reason, demonstration of performance skills and product development capabilities.

What is data?

•Pieces of information•Data is meaningless by itself but

when given context and used for instruction it serves a purpose.•Context transform data into

information that is usable to a decision maker

Words to think about• Make data part of an instructional improvement• Teach students to examine their own data and set learning

goals.• Establish a clear vision for school wide data use• Develop a data driven culture.

Data

• How?• Do I differentiate my instruction based on

the • data of my students?

• Do I find the right material for my students?

• Do I carry over what they have learned already?

• Do I access what they will learn in this unit

What? Do I know about my students? What do

They know and what do they need to do next?What have they mastered?What are their next steps?

What are the standards we need to reach?

Why?Rationale

Would I teach this but leave this out for my students?

Would I do a guided practice lessonAs opposed to a demo lesson?

Why is this a good essential question?

Observational Reading• Students and what they produce• Students and what they talk about• Students and their misconceptions• Students and the text they pick• Students and the evidence they choose

Questions • Probing Thinking – Questions that prompt for deeper thinking

in the respondent • What causes you to say that? • Could you explain what you mean? • How does this relate to what we have been talking about?

• Probing Assumptions – Questions that prompt for students to examine hidden assumptions in their thinking:

• What must be true for your thinking to be correct? • What other assumptions are correct?

Questions• Probing Reasoning – Breaking reasoning down into component parts, or

challenging rationales, can cause deeper and more specific thinking. • Why do you think so? • How do you know this? • What facts are there to support what you are saying?• Probing Alternative Perspectives – These questions help us • look at issues from more than one point of view• What’s another way to look at this? • Why is the viewpoint stronger than the other one? How do you know? • What are the strengths and weaknesses of each viewpoint?• Probing Implications and Consequences – Extending an argument to its

implications and • consequences and strengthens thoughts• What might happen next? • How does this change what we already learned?

Types of DataReading WritingRunning Records On Demand

Anecdotal Notes from Talk Or Rehearsal Talk

Post its Writing notebooks or Folders

Reading responses Drafts

Conferring Notes Conferring Notes

Performance Assessments Learning Progression

ELA Testing ELA Testing

Word Test Spelling Inventory

Content Area Responses Content Area Writing

Reading Behaviors• Class Reading Research

• AVOIDANCE• __ Takes too long to find book in schoolbag.• __ Takes too long to begin reading.• __ Tries to get a new book.• __ Asks to leave the room• __ Asks a question• __ Spends too much time on RJ / Post-it.• __ Appears unfocused• DISTRACTION• __ Looking around the room.• __ Frequent pauses / stops• __ Reacts to slight changes in environment.• __ Appears restless.• INDIFFERENCE / DISRUPTIVE• __ Clearly defiant.• __ Distract others• __Tries to communicate with others who are reading. ( verbal / nonverbal)• __ “Playing” with pen, toy…• __ Other • HANDLING OF TEXT

Running Records

How do I take a running record?How do you read a running record?How do you follow the data across the year?

Results of Running Records

Degrees of Reading Power (DRP)

DRP and Test-Eligible ELLs

Character BandsNOPQ Students have a hard

time with more literary language

Give the words context for them what do they mean and how do you use them.Have them think about why the author uses these words and for what purpose

Students have a hard time understanding irony

Put irony into real world contextShow them illustrationsHave them look at cartoonsWrite out some situations and talk to them about why they are absurd or came at a strange time

Students have a hard time following multiple characters in there story

Draw multiple time lineLet them create a story mapAllow them to think about the different scenarios and how they interact

Questions• What is holding them on this level?

• What other evidence do I have of the work the student is doing in character work, non fiction, etc?

• Is this a pattern for the class or the student?

• What else could be interfering, ie reading behaviors, volume, ells etc

Testing

LOOKING AT ITEM ANALYSIS • LOOK AT THE ITEM ANALYSIS WHAT DOES IT MEAN• LOOK AT TEST QUESTION• LOOK AT THE LEVELS

Questions to ponder• What do they master?• What do they seem to have trouble with?• What is their levels?• What are the questions asking?• What do I know about the genre?• Is there more than one questions that they are getting wrong?• What standard do I need to focus in on?

Strengths Next Steps AssessmentThey seemed to get the character questions correct when reading realistic fiction

Learning to read narrative non fiction with the same lens they used to read fiction

Check to see after instruction that they can follow the characters: their conflicts, resolution, point of view etc.

Learning how to monitor during their independent reading

Need to realize that that skill could and should be used during testing situations

As they work on the passage do they annotate, underline, question, go back and reread

They can read text and get the questions right on their own text level

Use what they know to master text of greater complexity

Watch as they tackle harder level text to see how they handle vocabulary, comprehension etc.

They can recognize the features of non fiction text

Learn how to use those features to think about why they are there and how to use them

Watch as they use the outside features of non fiction to see if they use these features to add to meaning or interpret why the author put them there

They are able to notice characters’ actions and motivations

Push to interpret why characters do what they do

Oral reading in conferences, reading responses, post its, talk, ELA

Strengths Next Steps Assessment

Can answer literal questions

Need to be taught to answer interpretative questions

Questions

Can answer predictable questions

How do we read all the questions for meaning

Questions and what do they mean

Can say answer Answering on paper Short responses

Can answer earlier types of questions

Learn to read for author’s craft or CCSS questions

Multiple Choice

Look at Reading Post its Responses

• Reading is a progression how can we assess our students as readers

Environment• How is class set up?• Where is the meeting area?• Where is the library?• Does the library have the right levels ,different

genres, reflect your data• Student examplars• Flow• Dok Level• Charts reflect student needs• Charts based not only on the unit but on what the

reader writer need and shows scaffolding and transference

• Charts are transparent

Data is all around us• Conferences• Post its or reading trail• Talk• Rubrics• Criteria• Inquiry Study• Notebooks and Drafts

GOALS• LOOKING AT GOALS AND THERE PURPOSES• TEACHER TEAMS AND HOW THEY WORK

Conference • When researching you begin to notice that the student is not elaborating and growing ideas• I love the way you describe the feelings of the character but you do it in one word and

sometimes I wonder are characters that one dimensional and could you develop your ideas more.. When I look at Journey I can say journey is upset or which is what is says here in the text but is says so much more than that doesn’t it lets read about Journey. He is upset but conflicted do you see that so I could say that Journey is conflicted he would love to blame his grandfather for his mom leaving but right her he is looking at that photograph and realizes that his mom has a history of not being happy and walking away even when he feel and needed her. So one thing I want you to work on is to think about that one idea and how You can elaborate or grow that idea just like you did when we further explored Journey.

• *2 Journey• When reading your student writing you notice that they are naming their character putting

them in a setting but really not giving them a sense of story.• I am really impressed with how you in your notebook have so many ideas about the texts you

are reading. But you seem to move from one text to another and what Im thinking is if we can slow down. Can we take a text use what we know about the character and begin to think about questions we can ask ourselves about this character. Than we can use these questions to read the text with a different lens and can help us grow and elaborate on what we want to say about the text.

Post its• Learning progression• Are they literal• Do they carry across one text two text• Do they show a deeper level of interpretation• Do they show knowledge of authors craft• Do they show evidence of the central idea in Non

fiction

Data Across Units• Initial• Formative• Summative

IMPLEMENTATION RUBRIC DATA-DRIVEN INSTRUCTION & ASSESSMENT

• DATA-DRIVEN CULTURE • ASSESSMENTS • ANALYSIS• ACTION • TIMELY• FORMATIVE• SUMMATIVE

BRING IT ALL TOGETHER• TAKE ALL THE DATA AND THINK ABOUT AN ACTION PLAN