Using Data to Promote Student Success

Using Data to Promote Student Success

Analyzing and Interpreting EQAO Results

Guiding Principles:

Large-scale assessment provides comparable year-to-year data on student achievement that can be helpful to schools and boards in improvement planning

Results should be considered in conjunction with other school information related to student performance

Each school, and school community, is unique and results need to be interpreted in context

It is important to use caution when interpreting percentage results where numbers are small

4 Cs of Interpreting Data

Are the data: Complete? Consistent? Comparative? Concealing?

Source: Assessment Training Consortium/ Ottawa Carlton District School Board

Complete

Large-scale assessment is a snapshot Consider other information:

Classroom assessments, report cards District assessments Surveys Demographic data School characteristics


Consistent: Are there any surprises?

Are results from different sources consistent? e.g. EQAO and report cards

Are results consistent with expectations? Consider consistencies with respect to:

Individual students School results Past experience


Comparisons

Norms (school vs. provincial data) Similar schools Curriculum standard Sub-groups (e.g. boys/girls, different

programs) Trends over time


Concealing

Look at distribution of scores Averages may be misleading, esp. if

numbers are small


Contextual Data

EQAO sources: Demographics of eligible/participating students Participation rates Student Questionnaire responses Principal Questionnaire responses

Other sources: Socio-economic data Enrollment patterns Mobility rates Absenteeism rates

Contextual Data

Key Questions: How do the current contextual and demographic data for your

school compare with previous years? How does your school’s demographic information compare

with that of the board and province? How do your school’s exemption, deferral and absentee rates

compare with the board and province? Does your school have significant numbers of ESL/ELD or

special education students? What do students report about computer access and use and

reading and writing outside of school?

Achievement Data

EQAO sources: Detailed School Results Item Information Reports Student Questionnaire responses Teacher Questionnaire responses

Other sources: Report card data District assessments Classroom assessments Reading assessments Diagnostic assessments

Achievement Data

Key Questions: How do overall results compare over time? Is the pattern of results similar to those of the board

or province? How do the overall results compare to those of

similar schools? Are there differences in the performance of males

and females? Is the performance of ESL/ELD students

significantly different from that of other students?

Item Information Reports:Ideas for Reviewing Reports

Identify the strong performance areas in the school On which items did your school perform well?

Identify the performance areas that require attention Which items presented a challenge for your students?

Where do you expect the school to be in relation to the Board and Province?

Relate other data to the observations Consider what improvement strategies are indicated for the areas

needing attention

Examining your data:

Involves a process of asking questions and searching for meaning

Provides insight into strengths and weaknesses

Is only one step in the process of school improvement

Documents

Using Data to Promote Student Success