Data+and+Assessment

Dylan Williams ||  || · Educators are faced with the challenge of how to prepare students for a world we cannot imagine. Much of the skills learned in schools will be obsolete by the time a student enters the workplace – with the exception of the ability to learn. It is better to have a lower level of student achievement (e.g., standardized tests) with a high desire for learning. · Formative assessment is making the student’s voice louder and the teacher’s listening better. It’s the intersection of classroom processes and who is engaged in the process – making instructional adjustments real-time. · Listening “evaluatively” means one listens for correct answers. Best teachers listen “interpretively” to determine what the child has learned and/or thinks. || > *District Data Team Toolkit - Massachusetts Department website > The Cycle of Inquiry and Action > Understand the Issue > Diagnose Causes > Plan for Action > Take Action > Evaluate Results > > Data Use Theory of Action > Conditions for Data Use > Quality - accurate and timely? right data? more than assessment data? classroom practice? > Capacity - data and assessment literacy? move through inquiry > Culture - harder to measure; need clear culture of commitment, to change management, school improvement, etc > Data-Driven Actions Increased Student achievement > > The Fizzle Factor > data fatigue/ fizzle factor - doesn't cause anyone to do things different; it's the work of leadership > > What gets in the way of Data Use? > Cultural Barriers - teachers have developed their own personal metric for judging the effectiveness of their teaching; decisions based on experience, intuition and anecdotal > Technical Barriers - teachers disassociate their performance from students; schools rarely provide time needed to collect and analyze data; important data unavailable > Political Barriers - data often used politically, so mistrust > > Information Gathering > looks for patterns > takes years of effort to get data in place and working well > > Framingham's Data teams (urban, suburban district outside Boston) > many cultural barriers to overcome > build culture of data use > summer 2009, 3 title 1 schools > "Unleashing the Power of Collaborative Inquiry" with Nancy Love > ACCEPT Collaborative - Technology for Data-Driven Decisions > Go Slow to go fast ... getting ready. take time to build the foundation > > Logic Model (template based on Nancy Love and RBT) > Developing an Action Plan (from District Data Team Toolkit) > avoid analysis paralysis by looking at the data identified in your monitoring tools; ensures "laser-like focus" District Data Teams: A leadership structure for improving student achievement A Practical Framework for Building a Data-Driven District or School District Data Teams: An Organization Leadership Structure for Supporting Effective Data Use ||
 * Session Topic ||  || Mana'o ||
 * **Embedding Formative Assessment**
 * with Teacher Learning Communities**
 * **District Data Teams** Robb Geier, Sarah Guernsey || Michele || > Model Research and Background
 * HANDOUTS**

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