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Tools and Resources to Increase Data Use Capacity

Tools and Resources to Increase Data Use Capacity. Rebecca Cohen, AACC & CRESST/UCLA Ellen Osmundson, AACC & CRESST/UCLA Neal Gibson, Arkansas Department of Education. CCSSO Leadership Conference September 8, 2008 Milwaukee, Wisconsin. Overview. Background Data Use Web Based Tools

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Tools and Resources to Increase Data Use Capacity

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  1. Tools and Resources to Increase Data Use Capacity Rebecca Cohen, AACC & CRESST/UCLA Ellen Osmundson, AACC & CRESST/UCLA Neal Gibson, Arkansas Department of Education CCSSO Leadership Conference September 8, 2008 Milwaukee, Wisconsin

  2. Overview • Background • Data Use Web Based Tools Key Capacities Map Inventory Formative Assessment Data Use Scenarios • Collaboration with Arkansas Department of Education

  3. Background

  4. Assessment and Accountability Comprehensive Center • Supports the use of data to achieve the goals of No Child Left Behind • Offers Regional Comprehensive Centers and states a national perspective on research-based resources and access to effective models, research syntheses, toolkits, and software systems • Operated by WestEd in partnership with CRESST/UCLA • http://www.aacompcenter.org/

  5. What is Data Use? Data use involves systematically collecting, analyzing, and interpreting various types of data to guide educational decisions at the state, district, school, and classroom level for improved student achievement.

  6. Data Use for Continuous Quality Improvement • Website: http://datause.cse.ucla.edu/ • 18-month, iterative process, drawing on current educational research and consultations with expert scholars, and national and state leaders in the area of data use for school and student improvement • Conceptually based representations, tools, and resources of the domain of data use in educational organizations (classrooms, schools, districts, states)

  7. What is on the Data Use Website • Defines a process for data use linked to foundational core capacities • Organizes and makes available research and research-based guidance • Presents criteria for evaluating data tools and selecting and using diagnostic tests • Offers professional development for assessing data use in organizations, and selecting and using diagnostic tests

  8. Data Use Process Guide

  9. Criteria for SelectingData Tools

  10. Criteria for Selecting Diagnostic Assessments

  11. Professional Development Tool for SelectingDiagnostic Assessments

  12. Library

  13. Map of Key Capacities for Data Use • Multi-faceted representation of the dependent and dynamic network of capacities crucial for effective data use • Iterative process, drawing on current educational research and consultations with expert scholars, and national and state leaders in the area of data use for school and student improvement • Emphasizes five key concepts, and their relationships to each other and more than twenty other sub-concepts

  14. Leadership • Significance of leadership for the process of data use in educational organizations • Essential for fostering the policies for educational improvement • Establishes standards for learning and data quality, and assessment use and institutional capacity and improvement • Responsible for developing a culture of inquiry and collaboration among data users, establishing expectations for data use, and building capacity to support data use • Facilitate communication with stakeholders

  15. Inventory

  16. Inventory • Tool for Organizations to Assess Data Use Capacity • Aligned with the 5 Key Capacities • Leadership, Data Quality Assurance, Infrastructure, Communication, Action for Learning • General Inventory • Provides a broad overview of each capacity • In-depth Inventory • Provides a more detailed analysis of each capacity • Options for individual or group scores • Resources • Aligned with library • Transformation Plan • Plan next steps, outline responsibilities, tasks

  17. Develop Dept. of Education knowledge and skills associated with formative assessment

  18. Formative Assessment

  19. Working Definition of Formative Assessment The following working definition of formative assessment has been derived from a review of definitions of formative assessment presented in the literature. This definition provides the framework for the assessment cycle. Formative assessment is an ongoing process that provides feedback during the course of instruction to teachers and students to close the gap between current learning and a desired goal.

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