1 / 15

What is the Purpose of Triangulating Data?

What is the Purpose of Triangulating Data? . What Does T his L ook Like?. Take Another Guess…. Would More Information Make a Difference?. Still Not Enough Information?. More Pieces of the Puzzle = Clearer Picture. How about this…?.

zahina
Download Presentation

What is the Purpose of Triangulating Data?

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. What is the Purpose of Triangulating Data?

  2. What Does This Look Like? Benedictine University

  3. Take Another Guess… Would More Information Make a Difference? Still Not Enough Information? Benedictine University

  4. More Pieces of the Puzzle = Clearer Picture How about this…? Benedictine University

  5. Triangulation ofScreening Data Large Group Activity: • Look at the R-CBM (one minute oral reading) data for a sample 6thgrade class: • Which students would you be concerned about based on these scores? • Please explain why you are concerned Benedictine University

  6. How Can Assessment Data be Analyzed to Identify Individual Students’ Strengths and Areas of Need?

  7. Identifying Strengths & Areas of Need The following areas should be considered: Benedictine University

  8. Identifying Strengths & Areas of Need Questions to consider while looking at assessment data: • Can the student identify words accurately? • Can the student identify words automatically? • What is the depth of the student’s prior knowledge? • Can the student comprehend successfully? • Can the student answer questions? • Can the student use look-backs to locate answers in the text? • What is the quality of the student’s think-alouds during reading? • Does the student organize recall? Benedictine University

  9. How Can a Hierarchy of Instructional Needs for Individual Students be Created Based on Assessment Data? Unless otherwise stated the content of this section is based on: Shea, M. Murray, R. Harlin, R. Drowning in data: how to collect, organize, and document student performance (2005) Portsmouth, NH, Heinemann

  10. Prioritizing Areas of Concern • Choose where to focus remediation first: • Primary deficit • Most concerning area impacting reading • Secondary deficit • Additional concern area of importance • Break down general areas (e.g., comprehension) into more specific skills Benedictine University

  11. Prioritizing Areas of Concern Activity Individual Activity:30 Minutes • Analyze your case study student’s areas of concern • Prioritize these concern areas by determining the student’s primary and secondary deficits • Be prepared to debrief with the class Benedictine University

  12. Prioritizing Areas of Concern Activity Large Group Activity: • How did you prioritize the areas of concern? • What are the primary areas of concern? • What are the secondary areas of concern? Benedictine University

  13. The Assessment Feedback Loop CARP • Collect Data • Analyze Data • Report Data • Plan Instruction Benedictine University

  14. The Assessment Feedback Loop CARP • Collect Data (on a daily/weekly basis) • Data should be in the TWIN categories: • Thinking • Work samples • In the classroom-benchmarks • Norm-referenced/standardized tests • Data can be anecdotal notes, checklists, rubrics, criterion tests, running records • Analyze Data • Is more data needed? Three data sources are needed to have a fair assessment of students • Evaluate data either with or without the student • Use the assessments to determine what needs to be taught Benedictine University

  15. The Assessment Feedback Loop CARP • Report Data • Ensure that all stakeholders in the child’s education are present • Plan Instruction • Determine what instructional changes are needed • Repeat the cycle after an appropriate amount of time has been devoted to instruction Benedictine University

More Related