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0. Heidelberg Administrators Leadership in School Technology Integration. Module 3: ASSESSMENT AND D3M. 0. Agenda. Welcome and Introductions Goals, Objectives, and Anticipated Outcomes Session 2 Review Revisit Multiple Measures Data Safety and Transparency - PowerPoint PPT Presentation
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Heidelberg AdministratorsLeadership in School Technology Integration
Module 3: ASSESSMENT AND D3M
Agenda• Welcome and Introductions
• Goals, Objectives, and Anticipated Outcomes
• Session 2 Review
• Revisit Multiple Measures
• Data Safety and Transparency
• Tools for Data Collection and Manipulation
• SMART Goal Setting / SMART Plus Exercise
• Formative Assessment
• Discussion, Reflection and Evaluation
Goals
• Develop data literacy skills to improve achievement through informed instruction/support
• Develop professional learning communities rooted in the use of information
• Provide professional development for users as DoDDS enhances data access and use
Objectives
• Recognize the value of multiple data measures
• Recognize the importance of Data Safety and Transparency
• Access and analyze data specific to your school
• Demonstrate an understanding of the SMART goal process
3 Keys to Successful Schools
• Effective Teamwork!– “The best thing to invest in right now is collegiality.
The number one skill that teachers will need is to be team-based, collegial, sharing their knowledge and wisdom”
Alan November
– “Unfortunately, teacher isolation - the opposite of teamwork - is one of the most obvious realities of a teacher’s life”
Mike Schmoker
– You must not accept Teacher Isolationism!!
3 Keys to Successful Schools
• Effective Teamwork!– Simply placing teacher in groups, does not
make a team– Use the 30/30+ minute format
• Insure that there is always an agenda given out before the meeting
• Insure that goals and minute/meeting notes are distributed to all team members in a reasonable amount of time (including copies to administrators)
3 Keys to Successful Schools
• Set Measurable Goals– SMART Goals for Schools– SMART Goals for Teacher Teams
• “We did not find a single case in the literature where student learning increased but had not been a central goal”
Joyce, Wolf, and Calhoun
• “What gets measured, gets done!”Mike Schmoker
3 Keys to Successful Schools
• Use of Data: Summative/Formative– Data helps us to monitor and assess
performance– Build a climate of Data-Safety
Data-Driven Decisions (D3) for Teaching, Learning, and Leading
Plan
Teach
Assess
Frequent Formative
Assessments
Improved Instructional
Practices
Data Analysis by School Teams
GOOD BASELINE DATA
MEASURABLE
INSTRUCTIONAL GOALS
Two Way Interaction Analysis
Demographics by Student Learning
Example: Is there a relationship between attendance and standardized achievement results?
Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.
Demographic Data
Student Learning Data
INTERACTIONS CAN TELL US -
• Demographics by students • If subgroups of students perform differently on student learning measures
• Demographics by perceptions • If groups of students are experiencing school differently
• Demographics by school processes
• If all students are represented in the different programs and processes offered by the school
• Student learning by school processes
• If different programs are achieving similar student learning results
• Student learning by perceptions
• If student perceptions of the learning environment have an impact on their learning
• Perceptions by school processes
• If people are perceiving programs and processes differently
Two-Way Interaction Analysis
Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.
Three Way Interaction Analysis
Demographics by Student Learning and Processes
Example: What are the differences in student learning results based on who the students are, and how they are taught to read?
Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.
Demographic Data
Student Learning Data
School Processes Data
INTERACTIONS CAN TELL US -
• Demographics by student learning by perceptions
• The impact of demographic factors and attitudes about the learning environment have on student learning
• Demographics by student learning by school processes
• What processes or programs work best for different groups of students measured by student learning results
• Demographics by perceptions by school processes
• What programs or processes students like best or the impact different programs have on student attitudes
• Student learning by school processes by perceptions
• The relationship between the processes student’s prefer and learning results
Three-Way Interaction Analysis
Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.
Demographic Data
Perceptions Data
Student Learning Data
School Processes Data
All four areas must be considered.
Multiple Measures of Data
Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.
Four-Way Interaction Analysis
INTERACTIONS CAN TELL US - •Demographics by student learning by perceptions by school processes
•What processes or programs between male and female students have the greatest impact on students’ learning, according to student perceptions and as measured by student learning results
Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education.
Data-Driven Decisions (D3) for Teaching, Learning, and Leading
Plan
Teach
Assess
Frequent Formative
Assessments
Improved Instructional
Practices
Data Analysis by School Data
Teams
GOOD BASELINE DATA
MEASURABLE
INSTRUCTIONAL GOALS
Important Reminders
• Data we gather and analyze must focus on the purpose of the school or our efforts will lead to only random acts of sporadic improvement;
• Schools cannot use summative student achievement measures alone;
• To get systemic improved results, we must look at intersections of demographic, perception, student learning, and school process data.Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.
Reading Activity
Reading AssignmentPerspectives/Blind Data
February 2003 (of ASCD’s Educational Leadership)
How Will We Use the Data?
Where Did the Data Come From?
What Do the Data Really Say?
Data Transparency & Safety
• How can I create a climate of high data visibility and data safety in my schools?
• How can I foster celebration of data?
PTlI-D3 Session December 6, 2006
Dealing with the SEDUCTIVE ALLURE OF DATA
Administrations and teachers need to ask themselves the following questions:
• Significance: “Do my classroom assessments measure genuinely worthwhile skills and/or knowledge?”
• Teachability: “Will I be able to promote my students’ mastery of what’s measured in my classroom assessments?”
• Describability: “Can I describe what skills and/or knowledge my classroom tests measure in language sufficiently clear for my own instructional planning?”
• Reportability: “Do my classroom assessments yield results that allow me to tell which parts of my instruction were effective or ineffective?”
• Nonintrusiveness: “Are my classroom tests taking up too much time away from my instruction?”
Popham, “Dealing with the Seductive Allure of Data”
SMART Goal Setting
R – Relevant Is what you achieve relevant to the objectives with available resources
R – Relevant Is what you achieve relevant to the objectives with available resources
M – MeasurableShould be able to measure whether you are meeting the objectives or not
M – MeasurableShould be able to measure whether you are meeting the objectives or not
A – Attainable Are the objectives you set, achievable and attainable
A – Attainable Are the objectives you set, achievable and attainable
S – Specific Objectives should specify what is to be achieved
S – Specific Objectives should specify what is to be achieved
T – Time BoundWhen do you want to achieve the set objectives and can you track it?
T – Time BoundWhen do you want to achieve the set objectives and can you track it?
SMART Goal + Checkup1. Measurable baseline
2. Measurable target
3. Specific timeframe
4. Specific about what is being assessed
5. Specific method of assessment
6. Some ideas, based on data, for future action / focus needed to reach target
Scott McLeod, Data-Driven Teachers
Review…
SMART• Specific• Measurable• Attainable• Relevant• Time Bound
SMART +1. Specific target
2. Measurable baseline
3. Measurable target
4. Specific timeframe
5. Assessment method
6. Informed hypothesis
Looking at Data Tools
• DoDDS website: Jim Rodman• NCREL - Data Use• Atomic Learning
Formative Assessment
• "Assessments that happen once a year are not likely to be of much help to those who must make decisions every three or four minutes.
•Assessments that provide broad portraits of student achievement are not likely to help those who need high-resolution microscopes.
•Assessments that produce results two months after the test is taken are not likely to be of value to those who must make decisions right now."
• --Richard J. Stiggins (2002)
Formative AssessmentThe first active element of formative assessment is…
Sharing the learning outcomes or learning intentions with students at the beginning of a lesson.
• not only are students more motivated and task-oriented if they know the learning outcome of the task,
• but they are also able to make better decisions about how to go about the task.
The learning outcome needs to be clear and unambiguous, and explained to students in a way that they can understand.
Adapted from the Ministry of Education, Wellington, New Zealand
When Do You Assess?
Most teachers assess students at the end of an instructional unit or sequence.
When planning, teaching, and assessment are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.
Pre-assessment(Finding Out)
Formative Assessment(Keeping Track & Checking -up)
Summative Assessment
(Making sure)
Feedback and Goal Setting
Pre-testGraphing for GreatnessInventoryKWLChecklistObservationSelf-evaluationQuestioning
Conference Exit CardPeer evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk-around Self-evaluationQuestioning
Unit TestPerformance TaskProduct/ExhibitDemonstrationPortfolio Review
Teachers must share this information with other teachers.
On-going Assessment:A Diagnostic Continuum
Another Look At Formative and Summative Assessment
The garden analogyIf we think of our children as plants …
Summative assessment of the plants is the process of simply
measuring them. It might be interesting to compare and analyze
measurements but, in themselves, these do not affect the growth of
the plants.
Formative assessment, on the other hand, is the equivalent of feeding
and watering the plants appropriate to their needs - directly affecting
their growth.
Adapted from the Ministry of Education, Wellington, New Zealand
Formative Assessment Is
Formative assessment is assessment that is designed to inform instructional decisions and help you formulate plans for addressing student needs going forward.
It can be contrasted with summative assessment, which helps you evaluate a program at it’s completion and helps guide future developments.
‘Big Data’ vs. ‘Little Data’
Renaissance Learning™
BIG
little
Medium
We need more ‘Medium’ and ‘Little’ Data
What we need tobe doing more of…
Also, muchmore of…
Formative Assessments…
Include both formal and informal methods
Occur right along with instruction
Provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning
Should be aligned to DoDDS/DoDEA Standards
Formative Assessment …
Depicts a student’s life as a learner
Guides instruction to enable better teaching and learning
Is used to make instructional adjustments
Alerts the teacher about student misconceptions
Is an “early warning signal”
Allows students to build on previous experiences
Provides regular feedback
Provides evidence of progress
Aligns with instructional/curricular outcomes
Formative Assessment
Involves monitoring and adjusting
Begins in the planning process
Provides constructive feedback for improvement
Can validate techniques
Often spontaneously collected
Multiple types more valuable than single-source
Often shared informally - unlike summative data
Collected before or during implementation for immediate interventions
Formative Assessments and Walk-throughs
Key elements of formative assessment include:
The identification by teachers and learners of learning goals, intentions or outcomes and criteria for achieving these.
Rich conversations between teachers and students that continually build and go deeper.
The provision of effective, timely feedback to enable students to advance their learning.
The active involvement of students in their own learning.
Teachers responding to identified learning needs and strengths by modifying their teaching approach(es). Ministry of Education, Wellington, New Zealand
Examples of Formative Assessment
Conference
Exit Card
Peer evaluation
Portfolio Check
3-minute pause
Oral Presentations
Quiz
Observation
Journal Entry
Talkaround
Self-evaluation
Questioning
http://www.rcsdk12.org/setrc/Assessment%20Exit%20Cards%20U%20LEAD.ppt#265,14,Formatve Assessment Is..
Black and Wiliam’s research indicates that improving learning through assessment depends on five deceptively simple factors:
– Providing effective feedback to students.
– Students’ active involvement in their own learning.
– Adjusting teaching to take account of the results of assessment.
– Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning.
– Ensuring pupils assess themselves and understand how to improve.
Think about your own assessment practice and how you would incorporate the “simple factors”
Think about whether your teachers are ready to incorporate the “simple factors”
Ministry of Education, Wellington, New Zealand
The Black Box: Findings
Key Questions
• What will DoDDS Schools look like five years from now?– Curriculum?– Resources?– Programs?
• Thinking outside the box.