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Transcript of Competency VI
Classroom assessments Principal's Responsibilities:
With staff, find patterns and trends in the data
Identify strengths and weaknesses of curricula Principal's Responsibilities
Create school improvement goals based on data Principal's Responsibilities
Provide professional development to assist staff in achieving these goals
Provide staff with time to review data in various groups (collaboration) The Audit Audit the assessments of your school/district
Are the needs of all assessment users met?
Information about each test Audit Test Information:
How will the results be used? The audit, when done correctly, will uncover standards that are under-assessed or unassesed completely. It will also reveal standards which are over-assessed. Data Teams Comprised of school staff.
Collect and analyze data
Question outcomes and trends that surface
Questions include... How do our results compare locally? How do our results compare across the state? How do our results compare nationally? How are our sub-groups doing? Are there any achievement gaps between sub-groups? Where are our students excelling? Where do our students need to improve? Where have our students improved? Do all our assessment methods produce the same results? What does the data from our feeder schools suggest? Are standardized test results consistent with student performance in school? Where do we need to improve now? Where do we need to plan to improve in the future? What other data do we need and how can it be obtained? Longitudinal Data
The power of Excel can be harnessed What the New Stupid Looks Like:
Today’s enthusiastic embrace of data has waltzed us
directly from a petulant resistance to performance
measures to a reflexive and unsophisticated reliance
on a few simple metrics—namely, graduation rates,
expenditures, and the reading and math test scores of students in grades 3 through 8. The result has been a
nifty pirouette from one troubling mind-set to
another; with nary a misstep, we have pivoted from
the “old stupid” to the “new stupid.”
--Educational Leadership. December 2008. State tests tend to provide results that are too coarse to offer more than a snapshot of student and school performance, and few district data systems link student achievement metrics to teachers, practices, or programs in a way that can help determine what is working. More significant, successful public and private organizations monitor their operations extensively and intensively. FedEx and UPS know at any given time where millions of packages are across the United States and around the globe. Yet few districts know how long it takes to respond to a teaching applicant, how frequently teachers use formative assessments, or how rapidly school requests for supplies are processed and fulfilled. The data most useful to parents and policymakers focus on how well students and schools are doing; this is the kind of data required by No Child Left Behind and collected by state accountability systems. Although enormously useful, these assessments have also exacerbated a tendency of school and district leaders to focus on the data they have rather than on the data they need. (IR Excel example) WHY? WHAT? HOW? COMMUNICATE? BIAS EFFECTIVE ASSESSMENT What is the purpose of the assessment?
How will it be used?
Who will use the results? What is being assessed?
What standards are tested? Over-tested? Under-tested? What format will the assessment employ?
Are all formats consistent?
Have assessments been reviewed for accuracy and alignment? How will the results be communicated to all involved?
How will the data be compiled and shared?
How will the results be interpreted? Was there bias in the interpretation of the data? http://www.polleverywhere.com/multiple_choice_polls/ODYzMzQyMTYy