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“The Leader analyzes student assessment information accurately, uses the information to improve curriculum and instruction, and assists teachers in doing the same.”
Principal's Responsibilities
Principal's Responsibilities
Audit the assessments of your school/district
Audit Test Information:
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?
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.
(IR Excel example)
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?