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Competency VI

Data sources

  • State tests
  • District-Level assessments
  • Common assessments
  • Classroom assessments

“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:

  • 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)

Audit the assessments of your school/district

  • Are the needs of all assessment users met?
  • Information about each test

Audit Test Information:

  • Test purposes?
  • Standards assessed?
  • 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

What next?

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

  • Student-by-student plan
  • Software-based
  • 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.

http://www.polleverywhere.com/multiple_choice_polls/ODYzMzQyMTYy

(IR Excel example)

The Audit

WHAT?

WHY?

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?

HOW?

What format will the assessment employ?

Are all formats consistent?

Have assessments been reviewed for accuracy and alignment?

COMMUNICATE?

How will the results be communicated to all involved?

How will the data be compiled and shared?

How will the results be interpreted?

BIAS

Was there bias in the interpretation of the data?

EFFECTIVE ASSESSMENT

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