Skip to main content

Diigo Home
Home/ CTAP4 Data Assessment/ Group items tagged ctap4data

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Anne Bubnic

Assessment FOR Learning: What a Difference A Word Makes [pdf] - 0 views

www.nsdc.org/...stiggins271.pdf

ctap4data formative assessment nsdc

shared by Anne Bubnic on 17 Aug 08 - Snapshot
  • Anne Bubnic
    Anne Bubnic on 17 Aug 08
     
    Article by Rick Stiggins.
Anne Bubnic

Finding Balance: Assessment in the Middle School Classroom [Stiggins] - 0 views

www.nmsa.org/...Default.aspx

ctap4data assessment stiggins

shared by Anne Bubnic on 23 Nov 08 - Snapshot
  • Anne Bubnic
    Anne Bubnic on 23 Nov 08
     
    Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
Anne Bubnic

Improving School Board Decision-Making: The Data Connection - 0 views

www.schoolboarddata.org

ctap4data data driven decision making data analysis school board

shared by Anne Bubnic on 25 Jun 09 - Snapshot
  • Anne Bubnic
    Anne Bubnic on 25 Jun 09
     
    These materials are for school board members who want to know more about how to use data to make good decisions for children in public schools. Trainers who work with school board members also can use these materials at state and national conferences or in local training sessions.
Anne Bubnic

Student Grouping in a PLC - 0 views

www.allthingsplc.info/wordpress

ctap4data differentiated instruction achievement gap

shared by Anne Bubnic on 04 Sep 08 - Snapshot
  • Anne Bubnic
    Anne Bubnic on 04 Sep 08
     
    There is a significant difference between differentiated instruction and differentiated curriculum. Tracking is dedicated to the later. Differentiated instruction is not just clustering all students with similar learning needs into one group and providing them with different curriculum, but rather it requires giving students who are struggling to learn the essentials more time, more support, and new learning experiences with different strategies and different structures such as small-group instruction and individual tutoring.
Anne Bubnic

Integrating Data Into the Decision-Making Equation. - 0 views

3d2know.cosn.org/...page_4.html

ctap4data

shared by Anne Bubnic on 08 May 09 - Snapshot

  • As school districts embark on the change process, they face many barriers to the adoption of data-driven decision making.


    • School district leaders have not embraced continuous improvement.
    • Priorities are not clear and goals are not tied to measurable objectives.
    • Data is not collected uniformly between organizations and over time.
    • Outdated technology cannot be used effectively.
    • Educators lack training to define data requirements and apply data.
    • Stakeholders do not trust the data collected or how it will be used.

  • Reports need to be timely, tied to objectives, and available to people with the responsibility and ability to act on them. Data
    reports that show data in different ways such as tables, charts, graphs, and trends enable more people to access and understand
    the information. Some of the decisions that might be made with data reports include:


  • Tracking student achievement for diagnosis and placement
  • Changing beliefs and attitudes that all students can learn
  • Guiding teacher professional development
  • Linking interventions to results
  • Using data to create school improvement plans and assess progress
  • Allocating district resources
  • The IT infrastructure underpinning most data-driven decision making systems requires a significant investment in hardware, software,
    implementation, and maintenance.
    • Anne Bubnic
      Anne Bubnic on 08 May 09
       
      The successful integration of data into a district's decision-making process requires both a culture of change and a data management system to support change. Nice chart of progress quadrants included in the discussion.
    Anne Bubnic

    What are Benchmark Assessments and How Do They Work? - - 0 views

    www.relnei.org/newsletters.php

    ctap4data

    shared by Anne Bubnic on 04 May 09 - Snapshot
    Anne Bubnic

    Pivot Tables and Charts [Video Tutorials] - 0 views

    www.schooltechleadership.org/pivot-tables-charts

    ctap4data pivot_table excel video

    shared by Anne Bubnic on 23 Apr 09 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 23 Apr 09
       
      The Pivot tables and chartsfeature in Excel lets educators begin disaggregating and analyzing data within seconds (literally) of receiving original data files from state departments, testing companies, and/or school districts. These ten tutorials show how to use what is perhaps the most powerful data analysis tool within Excel
    Anne Bubnic

    Wake-Up Call Brings a Jolt of Alignment to the Curriculum - 0 views

    www.nsdc.org/...martin271.pdf

    ctap4data common_assessment

    shared by Anne Bubnic on 19 Nov 08 - No snapshot
    • Anne Bubnic
      Anne Bubnic on 19 Nov 08
       
      From the National Staff Development Council. Teacher leaders hear the warning and develop common assessments to improve student achievement.
    Anne Bubnic

    ISTE Classroom Observation Tool - 0 views

    icot.craftyspace.com

    ctap4data assessment ISTE digital_learning

    shared by Anne Bubnic on 03 Apr 09 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 03 Apr 09
       
      The ISTE Classroom Observation Tool (ICOT®) is a FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration.
      1. TEACHERS can use ICOT to learn from colleagues.
      2.
    Anne Bubnic

    Consider the Evidence: Evidence-driven decision-making - 0 views

    www.tki.org.nz/...what-evidence_e.php

    ctap4data student_achievement perceptions school_processes demographics

    shared by Anne Bubnic on 24 Feb 09 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 24 Feb 09
       
      All schools have data about student achievement. To make the most of these data to improve learning, we need to take be aware of many other factors - evidence that describes our students' wider learning environment.
    Anne Bubnic

    Framework for a Comprehensive Ed Data System in California - 0 views

    www.cde.ca.gov/...yr08mckinsey1218.pdf

    ctap4data calpads caltides student_achievement

    shared by Anne Bubnic on 23 Jan 09 - No snapshot
    • Anne Bubnic
      Anne Bubnic on 23 Jan 09
       
      The 118 page report, "Framework for a Comprehensive Education Data System in California - Unlocking the Power of Data to Continually Improve Public Education," recommends significantly expanding and linking information from California's K-12 system to data from pre-K, higher education, workforce, and social services data systems to inform decisions that extend beyond K-12.
    Anne Bubnic

    Have You Ever Wondered About the Use of Multiple Measures in Math? - 0 views

    www.cmc-math.org/HYEWA5

    ctap4data assessments math

    shared by Anne Bubnic on 25 Nov 08 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 25 Nov 08
       
      One of the current buzzwords in use in the state of California and across the nation is multiple measures. But what does this phrase really mean for students, teachers, schools, and districts? Quite simply by multiple measures we mean the use of a variety of assessment formats that allow educators to identify the strengths and weaknesses of their students so that the curriculum can be adjusted to meet the needs of those students.
    Anne Bubnic

    Measuring Student Progress: How Do You Develop Reliable Assessments? - 0 views

    teacher.scholastic.com/...studentprogress.htm

    ctap4data student achievement student assessment

    shared by Anne Bubnic on 19 Nov 08 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 19 Nov 08
       
      Assessment Guru Grant Wiggins on Measuring Student Progress. All the talk about changing the way we measure student progress raises important questions. What do we mean by assessment - as opposed to grading? How do you design reliable assessments? Should you "teach to" standardized tests? How can you evaluate an individual performance on a cooperative project? And how do we explain it all to parents? To get answers, Instructor senior editor Meg Bozzone interviewed assessment expert Grant Wiggins, president of the nonprofit Center on Learning Assessment and School Structure (CLASS).
    Anne Bubnic

    Boosting Test Scores: Principal Strategies That Work - 0 views

    www.education-world.com/...admin366.shtml

    ctap4data student_achievement test_score_data

    shared by Anne Bubnic on 13 Sep 08 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 13 Sep 08
       
      Did your students' test scores rise last year? If you're like many of our Principal Files team members, you've witnessed an increase in scores over the past several years. Seldom is it by chance that those scores have risen; it's the result of a concerted effort by an entire staff -- an effort that is very likely to include extensive data analysis, focused teacher training, frequent monitoring of student progress, practice testing throughout the year, student and staff incentives, and other strategies.
    Anne Bubnic

    Professional Learning Communities - 0 views

    www.districtadministration.com/viewarticle.aspx

    achievement ctap4data plc student

    shared by Anne Bubnic on 05 Sep 08 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 05 Sep 08
       
      On-the-fly conversations regarding students occur on a regular basis among teachers. They have many positive components: conversations are student centered, teachers are supportive of each other and they meet on their own time. However, they are limited and are subject to the interruptions of daily school events, and teacher collaboration is left to chance. These teachers need administrative support to improve the likelihood that their efforts will raise student achievement to a significant degree.
    Anne Bubnic

    The Benefits of Teacher Collaboration [PLC's] - 0 views

    www.districtadministration.com/VIEWARTICLE.ASPX

    achievement ctap4data plc student

    shared by Anne Bubnic on 05 Sep 08 - Snapshot
    • Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California,concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships.
    • School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.
    • n Tennessee, school performance coaches receive specialized training to facilitate improvements in low-performing schools and districts. Helping teachers collaborate in meaningful ways is part of the work.
    • ...2 more annotations...
    • The researchers suggest that school leaders foster a sense of shared responsibility, engage veteran teachers in the induction of new teachers and in their own professional growth, and earmark resources to support collaborative planning, mentoring, and classroom observations.
    • To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
    • Anne Bubnic
      Anne Bubnic on 05 Sep 08
       
      Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
    Anne Bubnic

    California falling way behind No Child Left Behind - 0 views

    www.sfgate.com/...article.cgi

    ayp cst ctap4data improvement program

    shared by Anne Bubnic on 05 Sep 08 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 05 Sep 08
       
      California schools, required by the federal No Child Left Behind Act to lift more students over a higher academic hurdle this year, instead stumbled and slipped back, as nearly 1,400 fewer schools met test-score targets.
    Anne Bubnic

    Formative Assessment, Secondary Ed [Video] - 0 views

    www.teachers.tv/565

    best_practice ctap4data formative_assessment

    shared by Anne Bubnic on 04 Sep 08 - Snapshot
    • Anne Bubnic
      Anne Bubnic on 04 Sep 08
       
      In this program, Paul Black and Chris Harrison, authors of the influential pamphlet Working Inside the Black Box, outline what they see as the key features of formative assessment. They focus on effective questioning, peer and self-assessment, feedback and marking.
    Anne Bubnic

    Drilling Deeper in a Professional Learning Community - 0 views

    www.allthingsplc.info/wordpress

    ctap4data data plc

    shared by Anne Bubnic on 04 Sep 08 - Snapshot

    • A Way of Thinking in a Professional Learning Community: Four Principles


      Begin with Building a Guiding Coalition

    • Anne Bubnic
      Anne Bubnic on 04 Sep 08
       
      If schools are to function as true professional learning communities, they cannot avoid difficult and complex issues. Recognizing that a professional learning community involves a way of thinking will increase the likelihood of success when addressing such topics-topics that impact student learning. This article offers four ways of thinking that will produce results:
      1. Begin with Building a Guiding Coalition
      2. Build Shared-Knowledge
      3. Engage in Experimentation
      4. Focus on Results
    1 - 20 of 123 Next › Last »
    Showing 20▼ items per page

    Selected Tags

    Related tags