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