1 / 36

Data and Learning

Mission Statement. SMART Goals. Ground Rules. Quality Tools & PDSA. Data Center. Quality Classroom. Data Folder. Class Meetings. Student-Led Conferences. Data and Learning. Quality Classroom.

tad-delacruz
Download Presentation

Data and Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mission Statement SMART Goals Ground Rules Quality Tools & PDSA Data Center Quality Classroom Data Folder Class Meetings Student-Led Conferences Data and Learning Quality Classroom

  2. Deciding to enter into a quality process in education is not because good things are not happening but because of a desire to have good things happen regularly, consistently, and predictable at every level of the school system. Random acts of excellence have little effect on the desired strategic results. ~Margaret Byrnes

  3. Essential Questions • What do we want students to know or be able to do? • How do we know? What evidence do we have of the learning? • How do we respond if they struggle or don’t learn? • How do we respond if they already know it?

  4. Student Questions • What do I need to know? • Where am I now? • How do I get there? • What happens if I struggle or fail?

  5. Assessment – What is it? • Can you define it? • Force Field Analysis • Drivers & Preventors • With your group.

  6. Types of Assessment • Formative • In-Process • Summative • High Stakes Testing • What do these terms mean? • Discuss with your group.

  7. Purpose:Assess to meet whose needs?

  8. PURPOSETwo Uses of Assessment SUMMATIVE • Assessments OFLearning • How much have students learned as of a particular point in time? FORMATIVE • Assessments FORLearning • How can we use assessment information to help students learn more?

  9. Assessment for Learning Rick Stiggins

  10. Balanced Assessment: Meeting the Needs of All Stakeholders • Annual accountability testing • Interim, short-cycle or benchmark • Ongoing, accurate classroom assessment for learning

  11. Overview Assessment OF Learning Assessment FOR Learning Improve Learning Check Status Others about students Students about themselves Enabling Targets Standards

  12. Formative assessment can and should be done BY STUDENTS, as well as by teachers.The key to improvement is how studentsand teachersuseassessment information. Key IDEA:

  13. Assessment and Student Learning • Robert J Marzanohttp://www.marzanoandassociates.com/ • Mid-Continent Research for Education and Learninghttp://www.mcrel.org/ • Rick StigginsAssessment Training Institutehttp://www.assessmentinst.com/

  14. School Teacher Student Factors Influencing Achievement 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation Marzano

  15. 100 80 Increase of 34%ile to 84%ile 60 13%ile increase to 63%ile Starting percentile 50th Starting percentile 50th %ile improvement increase 40 20 0 Teacher assessment effectiveness Student Achievement

  16. 100 Increase of 49%ile to 99%ile 80 28%ile increase to 78%ile 60 Starting percentile 50th Starting percentile 50th %ile improvement increase 40 20 0 Teacher assessment effectiveness Student Achievement

  17. John Hattie—reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

  18. Like most things in education, classroom assessment enhances student achievement under certain conditions only. • Feedback from classroom assessments should provide students with a clear picture of • their progress on learning goals and • how they might improve • Feedback from classroom assessment should encourage students to improve. • Classroom assessment should be formative in nature. • Formative classroom assessments should be quite frequent.

  19. Feedback from classroom assessments should provide students with a clear picture of • their progress on learning goals and • how they might improve Bangert-Drowns, Kulik, Kulik, & Morgan, 1991

  20. Feedback from classroom assessments should provide students with a clear picture of • their progress on learning goals and • how they might improve Fuchs & Fuchs 1988

  21. Track Learning Goals • Identify one grade level (or course) learning goal per quarter or per semester for each of the following subject areas: mathematic, reading, writing, science, and social studies. • Construct a rubric, or other type of common scale, for each learning goal. • Have teachers formally and informally assess each learning goal at least once every two weeks keeping track of each student’s score on each learning goal. (Use of appropriate computer software is highly recommended) • Have students keep track of their progress on each goal and use the data as the basis for teacher/student interactions about student progress. • Periodically (at least, once per quarter) aggregate the data by grade level. Have teachers meet to discuss student progress and how it might be improved

  22. How effective am I when I set objectives? When I set objectives, to what extent do I believe that my students • could describe what they are learning, not just describe what they are doing • focus more on learning goals than on completing assignments • personalize the learning goals Not at all To a great extent 1 2 3 4

  23. Setting Objectives and Providing Feedback Generalizations from research on Providing Feedback • Feedback should be “corrective” in nature. • Feedback should be timely. • Feedback should be specific to a criterion. • Students can effectively provide their own feedback.

  24. How do you provide feedback in a way that students • Know what they are learning and how well the are progressing • Can explain what they need to do to get better. Rubrics

  25. Clean refrigerator 4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright

  26. 2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out— Tupperware and all

  27. A generic template forrubric design

  28. On this writing task, I will be working on, and would like to receive feedback on, _______________________________. In my next writing assignment, I need to work on_____________________.

  29. Goal Effort My Progress in Writing Process—Content and Organization 4 3 2 1 Achievement Date_10/31_ Date__9/17_ Date_9/24_ Date_10/1_ Date_10/20_ Date_11/15_ Date_______ Date______

More Related