Discovering Data: The Adventure Begins

Buckland Elementary1/23/2013

• Setting the Course

• Rating Your Level of Comfort with Analyzing Data

• Tie-In to the NCEES

• Types of Assessment

• Break

• Analyzing Data from Formative Assessment

• Group Discussion

• Break

• Next Steps: Classroom Management Techniques

• Exit Slip Activity

• Reflection

• Evaluation of Presentation

• Additional CEU Credit

DREAMER

RESEARCHER/PLANNER

TRAVELER

TRAVEL AGENT/EXPERT

DOES THIS SOUND FAMILIAR??

• DEVELOPING...I know about it, I understand it, I research it, I do it occasionally, I am getting comfortable with the process

• PROFICIENT...I know about it, I do it, I use data

• ACCOMPLISHED...I know about it, I do it, I use data consistently, I participate/serve and offer solutions for a data-driven classroom

• DISTINGUISHED...I do all of the above and... I HELP ENCOURAGE OTHERS TO BE DATA DRIVEN INSTRUCTORS!!

IN A NUTSHELL

LET'S BRAINSTORM FOR A MOMENT

• With your table group, brainstorm the various ways that you assess students in your classroom. List as many as possible.

• We will share out in a moment in another activity.

What is your level of understanding in terms of Formative and Summative

Assessment?

ESSENTIAL QUESTION

FIST-TO-FIVE ACTIVITY

FIST - Indicates you are still thinking ONE FINGER - Indicates no understanding(I am a blank slate.)TWO FINGERS - Indicates developing level of understanding(I have heard of the types of assessment but do not actively use the

information in classroom practice.)THREE FINGERS - Indicates proficient level of understanding(I am researching the types of assessments and use the information

in my classroom practice.)FOUR FINGERS - Indicates accomplished level of understanding(I understand and use formative assessments/data regularly in my

classroom practice.)FIVE FINGERS - Indicates distinguished level of understanding(I understand and use formative assessments/data consistently in

my classroom practice...my students are included in this process as well. I also encourage others to be data-driven practitioners.)

Formative assessment or diagnostic testing is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify

teaching and learning activities to improve student attainment.

(Wikipedia)

Formative Assessment is part of the instructional process. When incorporated

into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this

sense, formative assessment informs both teachers and students about student understanding at a point when timely

adjustments can be made. These adjustments help to ensure students

achieve, targeted standards-based learning goals within a set time frame.

AMLE (Assosication for Middle Level Education)

FORMATIVE ASSESSMENT

Educational consultant Rick Stiggins suggests "the

student's role is to strive to understand what success looks like and to use each

assessment to try to understand how to do better

the next time." Formative assessments help us

differentiate instruction and thus improve student

achievement.

SUMMATIVE ASSESSMENT

The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it

against some standard or benchmark.

Carnegie Melllon

Summative assessments are cumulative evaluations used to measure student

growth after instruction and are generally given at the end of a course in

order to determine whether long term learning goals have been met.

LEARN NC

Summative assessments are assessments of student learning. They are given at a

point in time to measure the students’ achievement in relation to a clearly

defined set of standards. These assessments are given after learning is

supposed to occur.

Iowa Department of Education

Summative assessments (or more accurately, large-scale, standardized

assessments) are frequently criticized for a variety of reasons. Nevertheless, summative assessments can provide critical information about students'

overall learning as well as an indication of the quality of classroom instruction, especially when they are accompanied by other sources of information and are used to inform practice rather than to

reward or sanction.

The Gale Group

WANT MORE ON FORMATIVE ASSESSMENT??

Assessment Video

LET'S ASSESS OUR ASSESSMENTS!!

TICKET-OUT ACTIVITY• Record your answers to this

assessment on your airplane ticket.

• Give your completed ticket to one of the presenters as you head out for the break.

• WE WILL SEE YOU BACK IN 15 MINUTES!!!

"ROCK ON"1. Name the three types

of rocks.

2. What type of rock is shown in the picture to the right?

3. Give details to support your answer.

4. Where might you find this type of rock? Explain.

Digging though the Data

• Let’s say you give this math assessment to the class on basic addition, basic subtraction, addition with regrouping and subtraction with regrouping

• How can we use the assessment data to inform instruction?

Determining Proficiency• Look at overall scores

• First, what determines whether the students are proficient in the particular skills?

• Let’s say that 80% or above is an appropriate proficiency level.

• 9 out of 15 or 60% of the class met or exceeded the determined proficiency level

• 6 out of 15 or 40% did not

Look for Patterns in Data• Once you have determined who hasn’t

met proficiency, look at the test items and determine how many students missed each skill assessed.

• Look for patterns to see if there are groups of students who missed the same skill.

• Let’s look at the data sheet to see if we can find any patterns.

DataStudent Addition

 (out of 10)

Subtraction 

(out of 10)

AdditionRegrouping

(out of 5)

SubtractionRegrouping

(out of 5)

Total Score(out of 30)

Percentile

A 10 10 5 5 30 100

B 10 10 5 4 29 97

C 10 9 5 4 28 93

D 10 10 4 3 27 90

E 9 9 5 4 27 90

F 10 8 5 3 26 87

G 9 9 4 4 26 87

H 9 8 5 3 25 83

I 9 9 4 3 25 83

J 10 10 0 3 23 77

K 10 8 5 0 23 77

L 9 9 0 5 23 77

M 10 8 4 0 22 73

N 9 8 5 0 22 73

O 8 4 0 0 12 40

Look for Skill Breakdowns• All of the students except Student O are

proficient in 2-digit by 1-digit addition and subtraction.

• Students J and L are still struggling with addition with regrouping.

• Students K, M, and N are still struggling with subtraction with regrouping.

• Student O is still struggling with basic subtraction.

Instructional Decisions

• Continue current instruction

• Reteach skills to whole class

• Flexible grouping

• What classroom management techniques have you used to group students?

HERE'S MY DATA...NOW WHAT??

DATA FOR DATA'S SAKE...I THINK NOT!!

I CAN SEE CLEARLY NOW!• Now that you have "collected" your data, it is time

to do something with it!!

• Move into grade-level groups.

• In your groups, discuss/brainstorm strategies that you, a partner teacher, or your entire grade-level would use to address the learning needs of the students based on the addition/subtraction data.

• Then, create a visual representation of what your classroom/ classrooms/grade level would look like if Ms. Goldsby was observing!!

• We will share out in 15 minutes!!

LET'S WALK...GALLERY WALK THAT IS!!

• Before you head out for a short break, use the big stickies to comment on and/or ask questions about the visual representations presented by the different grade-levels.

• Stick them on the appropriate chart and head for your last short break

• See you in 5!!

WHAT HAPPENED TO THE ROCK-ON ASSESSMENT??

IN CLOSING

• Reflection

• Evaluation

• Follow-Up Activity

• Extra CEU's

FOLLOW-UP ACTIVITY• Individual

• Choose an assessment

• Determine proficiency requirements

• Analyze/disaggregate the data (report in chart format)

• Look for patterns

• Group students...describe how and why you grouped them

• Design an intervention plan

• Implement the intervention plan

• Reflect on the process and the results

• Due February 22

• Total of 1.0 CEU vs 0.3

• Using data to drive instruction....PRICELESS!!