Data Summer
Download as PPT, PDF2 likes398 views
The document discusses the importance of using data to guide instruction. It outlines key findings from research showing that formative assessment and involving students in their own learning can significantly improve student achievement. However, several inhibiting factors are also identified, such as teachers focusing more on work quantity than quality of learning. The document advocates using frequent, in-depth data analysis to inform instruction and differentiate based on student needs.
Data Summer
- 2. Why Data? We assess to see if our students are learning. Data gathering and assessment involves going beyond the grade or score a student receives on a test. Instead it seeks to help a teacher and student understand better what was learned and what comes next.
- 3. What are your primary job responsibilities? To teach the content? To ensure that students learn? What is the difference between the two?
- 4. 21 st Century Skills
- 5. Don’t confuse data with NCLB! Data gathering/analysis is an important part of NCLB You might not like NCLB but don’t hate data gathering/analysis because of NCLB Data is data…we need it to see what is happening in our classrooms. We need to make use of this data to help us get better.
- 6. Formative Assessment Black and Wiliam published a groundbreaking article in 1998 called “ Inside the Blackbox: Raising Standards through Classroom Assessment ”. Classroom (the black box) Systems Engineering Model Students, Teachers Requirements, Standards, Resources $$$, Curriculum Testing, Parent Needs, etc. INPUTS Competent students Satisfied teachers High test results OUTPUTS How Politicians See School
- 7. Black & Wiliam Synthesized 250 studies from all over the world. (yes, other countries know something about teaching and learning) Found that using formative assessment as a way to promote learning had a positive impact on student learning. The effect size (amount of growth) was .4 to .7 Further research showed the impact was even greater in low achieving students.
- 8. Amount of Growth .4 effect size would be the equivalent of an average student moving to the top 35% of a group not involved in the innovation. A .7 effect size would move the US in a recent worldwide math test from the middle of the 40 countries to the top 5.
- 9. Formative vs. Summative Formative is assessment along the way… Summative is an end of year, end of semester, end of quarter, end of unit test. Formative assessment comes before the summative assessment and should help the student perform better on the summative assessment as a result of classroom instructional practices.
- 10. Black & Wiliam findings cont. The research indicates that improving learning through assessment depends on five, deceptively simple, key factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning;
- 11. Black & Wiliam findings cont. adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve.
- 12. Providing effective feedback to pupils What is effective feedback?
- 13. Active involvement of pupils in their own learning How can we involve students in their own learning?
- 14. Adjusting teaching to take account of the results of assessment This goes back to our instructional cycle! What do we do with the assessment data?
- 15. Recognition of the influence assessment has on motivation and self-esteem of pupils, both of which are crucial influences on learning How can we use assessment to make students feel successful? How can we use assessment to motivate students? How can assessment damage a student?
- 16. Students need to be able to assess themselves and understand how to improve How do we as teachers make this possible for our learners?
- 17. Just 5 things...we can do that, right?!
- 18. At the same time, several inhibiting factors were identified. Among these are: teachers tend to assess quantity of work and presentation rather than the quality of learning; greater attention given to grading, much of it tending to lower the self-esteem of pupils, rather than to providing advice for improvement;
- 19. Inhibiting factors cont. comparing students with each other which demoralizes the less successful learners; teachers’ feedback to students often serves social and managerial purposes rather than helping them to learn more effectively; teachers not knowing enough about their students’ learning needs.
- 20. Teachers tend to assess quantity of work and presentation rather than the quality of learning We grade work…what is the grade based on? Doing it, not doing it? Quality of learning? Are all of our assignments (grades) standards aligned? UBD: Is the assignment related to the end result we seek? Crayola curriculum?
- 21. Grading practices tend to lower self-esteem of pupils, rather than provide advice for improvement Do you grade students the way you were graded when you went to school? Do students have a chance to improve upon a grade? Does our grading allow student growth?
- 22. We use assessment to compare pupils with each other which demoralizes the less successful learners What is the first thing a student does when you pass back a test? How can we get students to measure their learning not based on what others have done, but what the student has done themselves?
- 23. Teachers’ feedback to pupils often serves social and managerial purposes rather than helping them to learn more effectively What does feedback look like in your classroom? How could you make it more specific and meaningful? What if we assign less “gradable” work and increase the quality of the feedback
- 24. Teachers not knowing enough about their pupils’ learning needs. What do you know about your students’ learning needs? How do you keep track of those needs? Do those needs influence your interactions with them?
- 25. Frequent In Depth Data Use: What Kind? How Much? Formative = Diagnostic Frequent enough to show growth Focused practice between measures
- 26. Assessment that promotes learning… • is embedded in a view of teaching and learning of which it is an essential part; • involves sharing learning goals with pupils; • aims to help pupils to know and to recognize the standards they are aiming for; • involves pupils in self-assessment; • provides feedback which leads to pupils recognizing their next steps and how to take them; • is underpinned by confidence that every student can improve; • involves both teacher and pupils reviewing and reflecting on assessment data.
- 27. Instructional Cycle What if they already know it? Differentiate Differentiate Blooms update!
- 28. Data Collection Item analysis without technology is almost impossible (time-wise). Bubble tests -Remark OMR software ARS – Clickers Respondus/Bb tests Rubrics (complex tasks, subjective) Exit cards (self-assessment with bubbles, subjective)
- 29. Analyze the Results Did the student(s) learn? Can they demonstrate the skill? What do the results of the analysis tell you in terms of what to do next? (inform your instruction) Ideally we have teams (PLC) to discuss the findings What lessons, techniques, practices worked (tell the story) Retest/assess to measure growth (PLC) with questions that measure same objectives
- 30. Pinnacle Analytics District’s data warehousing software OAT, OGT, Stanford, Early Literacy, Grades, other. Still slow moving…data from spring testing not in PA because SASI rosters aren’t built yet. This means we can look at the data, but not in the most useful ways. We need admin to get class placements set earlier.
- 31. Excel PA allows you easily (really!) into Excel. What do you want to do with Excel? Rank order, compare your class to others Analyze growth from one grade to the next Means, Standard Deviation? Share results with students….allow them to play along with data results