Data and assessment powerpoint presentation 2015
- 1. Data and Assessment Presented by: Janet Steinberg, Teachers College Reading and Writing Specialist and Erica Zigelman, Principal MS 322
- 2. 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.
- 3. 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
- 4. 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.
- 5. 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 lesson As opposed to a demo lesson? Why is this a good essential question?
- 6. 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
- 7. 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?
- 8. 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?
- 9. Types of Data Reading Writing Running 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
- 10. 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 OFTEXT
- 11. 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?
- 13. Results of Running Records
- 14. Degrees of Reading Power (DRP)
- 15. DRP and Test-Eligible ELLs
- 16. 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 context Show them illustrations Have them look at cartoons Write out some situations and talk to them about why they are absurd or came at a strange time
- 17. 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
- 18. Testing
- 20. LOOKING AT ITEM ANALYSIS • LOOK AT THE ITEM ANALYSIS WHAT DOES IT MEAN • LOOK AT TEST QUESTION • LOOK AT THE LEVELS
- 21. 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?
- 22. Strengths Next Steps Assessment They 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
- 23. 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 MultipleChoice
- 24. Look at Reading Post its Responses • Reading is a progression how can we assess our students as readers
- 25. 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
- 26. Data is all around us • Conferences • Post its or reading trail • Talk • Rubrics • Criteria • Inquiry Study • Notebooks and Drafts
- 27. GOALS • LOOKING AT GOALS AND THERE PURPOSES • TEACHER TEAMS AND HOW THEY WORK
- 28. 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.
- 29. 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
- 30. Data Across Units • Initial • Formative • Summative
- 31. IMPLEMENTATIONRUBRICDATA-DRIVEN INSTRUCTION& ASSESSMENT • DATA-DRIVEN CULTURE • ASSESSMENTS • ANALYSIS • ACTION • TIMELY • FORMATIVE • SUMMATIVE
- 32. BRING IT ALL TOGETHER • TAKE ALL THE DATA AND THINK ABOUT AN ACTION PLAN
Editor's Notes
- #6: Have them look at student work and the checklists what do we know and how do we know this
- #7: Watch a student read what do you notice what do you see
- #8: Go over sheets with the questions what do you notice the students are doing stop and try it your self
- #12: Look at a running record
- #15: Initial DRP assessment of ELA-test-eligible students. Next school-wide DRP assessment scheduled for January with a final assessment in May.
- #16: Initial DRP assessment of ELA-test-eligible ELLs. Next school-wide DRP assessment scheduled for January with a final assessment in May.
- #26: Look at the environments
- #27: Look at notebooks etc what do they show
- #28: TRY IT