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Anne Bubnic

Continuous Improvement: It Takes More Than Test Scores [Bernhardt] - 0 views

findarticles.com/...ai_n9483524

ctap4data state_assessment vickie_bernhardt

shared by Anne Bubnic on 26 Aug 08 - Cached
  • Schools in our country hear that data makes the difference in improving student achievement. Not all schools, however, have felt the positive impact from what they believe is data-driven decision making. The most common reason: Most school districts in this country believe they are being data-driven when they have analyzed the dickens out of their state assessment results.
  • Anne Bubnic on 26 Aug 08
     
    Continuous Improvement: It takes more than test scores. Analyzing state assessment results is only the beginning of effective data-driven decision making. There is no question that the passage of No Child Left Behind in 2001 has impacted schools in at least two ways: First and foremost, NCLB has made the use of data to improve student achievement imperative; and second, NCLB has increased the need for continuous improvement processes within schools. Summative data just the beginning
Anne Bubnic

The 10 principles: Assessment for Learning - 0 views

www.qca.org.uk/qca_4336.aspx

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shared by Anne Bubnic on 30 Apr 08 - Cached
  • Anne Bubnic on 30 Apr 08
     
    10 Research-Based Principles to Guide Classroom Practice. You can also download a free poster on the 10 principles from this site.
Anne Bubnic

Data-Driven Decision-Making [John Cradler] - 0 views

www.clrn.org/dddm.cfm

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shared by Anne Bubnic on 19 Aug 08 - Cached
  • Anne Bubnic on 19 Aug 08
     
    What is Data-Driven Decision-Making (DDDM) and what should be considered before selecting and implementing Electronic Learning Assessment Resources (ELAR)? The following questions should be understood and/or addressed prior to making the time and funding investment to use an ELAR in your school or district.
Anne Bubnic

Taking data to new depths [Nancy Love] - 0 views

www.nsdc.org/...love254.cfm

ctap4data nsdc

shared by Anne Bubnic on 05 Jun 08 - Cached
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  • While collaborative inquiry is appropriate for any content area, it is particularly relevant for mathematics and science because the process mirrors for the adults what students experience in our best mathematics and science classrooms. Data teams investigate not scientific phenomena or mathematics problems, but how to improve teaching and learning. They raise questions, examine student learning and other data, test their hypotheses, and share findings with their colleagues.
  • Typically, one or two teachers, one administrator, and one NSF project staff member become data facilitators for a school. They then convene school-based data teams to focus on improving mathematics and science. Sometimes team members are from the mathematics or science department or are existing grade-level teams. Other times, the team is schoolwide.
  • If data facilitators have only one source of data on student learning, they collect additional data such as local assessments or common grade-level and course assessments for the next data facilitator session. The process emphasizes triangulating data, using three different sources of student learning data before identifying the student learning problem. By triangulating, data facilitators guide data teams to test hunches with other data instead of drawing conclusions from a single measure.
  • ...1 more annotation...
  • In their data facilitator workshops, data facilitators use the "go visual" principle, first developed by nonverbal communications expert Michael Grinder (1997). Grinder revealed the power of large, visually vibrant and color-coded displays of data in fostering group ownership and engagement. Data facilitators work with the team on one data report at a time to avoid overload and confusion. For each report, they create a colorful newsprint-sized graph displaying the results and post it on their "data wall." Then they record their observations and inferences on additional pieces of newsprint that they post under their chart. As they work with additional data, they add more graphs and more observations and inferences to their data wall.
  • Anne Bubnic on 05 Jun 08
     
    There's a ton of data being collected. The trick is to know how to use it effectively.
Anne Bubnic

21st Century Teaching and Learning: Assessing New Knowledge - 0 views

www.thejournal.com/22531

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shared by Anne Bubnic on 01 May 08 - Cached
  • Anne Bubnic on 01 May 08
     
    May 2008 : THE Journal. The challenge for teachers is to find ways to support in-depth learning and increased student achievement, "...while also employing a variety of measures, including standardized tests." What kinds of new methods would provide the kind of learning environments and learning measurements that truly reflect the learning that is taking place? What new skills are needed if instructors are to meet this challenge?
Anne Bubnic

PI Tools At Your Fingertips - 0 views

www.ctap4.org/pi

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shared by Anne Bubnic on 26 Apr 08 - Cached
  • Anne Bubnic on 26 Apr 08
     
    CTAP Region IV and Regional System of District and School Support (RSDSS) developed these Microsoft Excel® templates to assist you in analyzing CST and benchmark assessments.
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 Cached
  • 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

Ackerman releases 5-part accountability program | - 0 views

www.philly.com/...rt_accountability_program.html

accountability assessment ctap4data

shared by Anne Bubnic on 14 Aug 08 - Cached
  • The five assessment areas are: student achievement, which could include success on state tests and graduation rates; school operations, which could include teacher vacancies, class sizes and serious incidents; constituent satisfaction, which will look at results of student, parent and teacher surveys; school-selected indicators, which could include the percentage of students passing advanced classes, for example; and extra credit, which would be improvement in areas identified as challenging, such as increasing the number of students in the advanced category on the state's math and reading test.
  • Anne Bubnic on 14 Aug 08
     
    Philadelphia School District Superintendent Arlene Ackerman yesterday unveiled a new accountability system that will go far beyond standardized test scores to determine how well each school and region is performing. Ackerman is the former county superintendent of schools in San Francisco.
Anne Bubnic

Achieving Equity in Assessment - 0 views

www.hightechhigh.org/...equity_in_assessment

assessment ctap4data equity

shared by Anne Bubnic on 13 Aug 08 - Cached
  • Anne Bubnic on 13 Aug 08
     
    Our goal as educators should be to veer from an equal learning experience toward an equitable learning experience. Our job is to make sure all students have a fair, and possibly unequal, learning experience. Ensuring that each student has a fair opportunity to succeed means that one student's path may look very different from another's.
Anne Bubnic

Using Data to Drive Student Achievement in the Classroom and on High-Stakes Tests - 0 views

www.thejournal.com/16259

ctap4data student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    How can we improve student learning in the classroom and raise student performance on high-stakes tests? The key is continuing assessment and evaluation throughout the school year, as well as a commitment to the success of all students.
Anne Bubnic

Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Lea... - 0 views

www.essentialschools.org/...559

assessment ctap4data data_book

shared by Anne Bubnic on 27 Aug 08 - Cached
  • The scenarios that illustrate each chapter come from two case studies, one based on a K-8th grade scenario and the other a 9th-12th grade setting. Data Wise grounds its discussion in examples from those contexts, keeping the material accessible and focused on realistic problems and solutions. Data Wise's process depends on collaboration and full faculty participation. With a sympathetic understanding of the inevitable limits on staff time, the authors discuss the best ways to structure collaborative faculty time and include three protocols to involve faculty and staff in gaining insight from data.
  • Anne Bubnic on 27 Aug 08
     
    Demystify that data! A powerful asset to data driven inquiry and improvement, Data Wise comes out of a work group of Boston Public School leaders and Harvard Graduate School of Education faculty and doctoral students and is informed by the development of a data system now used by all Boston Public Schools. Data Wise guides schools and school systems through the growth of comprehensive data systems that encompass classroom work samples as well as standardized tests.
RightPeople

Largest Range of Psychometric and Skills Tests - RightPeople - 0 views

www.rightpeople.com.au

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shared by RightPeople on 24 Apr 19 - No Cached
  • RightPeople on 24 Apr 19
     
    We believe that pre-hire screening technology needs to be cost-effective and accessible by organisations of any size. Our disruptive pricing model means that job applicants can now be assessed early in the recruitment process. Our Pre-employment testing systems have been designed to identify the strongest talent in the shortest possible time. We believe that good people are the cornerstone of business success, and our mission is to help our customers avoid damaging hiring mistakes.
Anne Bubnic

Assessment FOR Learning: What a Difference A Word Makes [pdf] - 7 views

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

ctap4data formative assessment nsdc

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

Yargıtay, AKP, Anayasa Mahkemesi Mağdurları | Çek Mağdurları - 0 views

www.cekmagdurlari.com/...ayasa-mahkemesi-magdurlar.html

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shared by biugra biugra on 12 Nov 10 - No Cached
  • biugra biugra on 12 Nov 10
     
    Önce Yargıtay mağduruyduk, Yargıtay 3167 sayılı çek kanunu'nun uygulanamaz olduğunu görmezden geldi, sonra AKP tarafından 5941 sayılı çek kanunu daha ağırlaştırılmış olarak çıktı, umutlarımız Anayasa Mahkemesindeydi ve oradan bir karar çıkmış değil, zaman ise tükenmek üzere.
Anne Bubnic

Turning Data into Knowledge [COSN Video] - 1 views

video.google.com/videoplay

assessment cosn ctap4data d3m data driven decision making video

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    Karen Greenwood Henke: Presentation at the 12th Annual COSN Conference, San Francisco. Report on the COSN Data Driven Decision Making Initiative.
Anne Bubnic

Data done right - 0 views

www.dangerouslyirrelevant.org/...data-done-right.html

ctap4data d3m learning_outcomes

shared by Anne Bubnic on 14 Aug 08 - Cached
  • This is the NCLB model. Schools are expected to collect data once a year, slice and dice them in various ways, set some goals based on the analyses, do some things differently, and then wait another whole year to see if their efforts were successful. Somehow, this model is supposed to get schools to 100% proficiency on key learning outcomes.
  • he key difference in this model is an emphasis on ongoing progress monitoring and continuous, useful data flow to teachers
  • Under this approach, schools have good baseline data available to them, which means that the data are useful for diagnostic purposes in the classroom and thus relevant to instruction. The data also are timely, meaning that teachers rarely have to wait more than a few days to get results. In an effective data-driven school, educators also are very clear about what essential instructional outcomes they are trying to achieve (this is actually much rarer than one would suppose) and set both short- and long-term measurable instructional goals from their data.
  • ...2 more annotations...
  • It is this middle part of the model that often is missing in school organizations. When it is in place and functioning well, schools are much more likely to achieve their short- and long-term instructional goals and students are much more likely to achieve proficiency on accountability-oriented standardized tests. Teachers in schools that have this part of the model mastered rarely, if ever, complain about assessment because the data they are getting are helpful to their classroom practice.
  • When done right, data-driven decision-making is about helping educators make informed decisions to benefit students. It is about helping schools know whether what they are doing is working or not
  • Anne Bubnic on 14 Aug 08
     
    Thoughtful analysis from Scott McLeod. In his work with numerous school organizations in multiple states, he has seen the power of data firsthand. When done right, data-driven education can have powerful impacts on the learning outcomes of students. Unfortunately, most school districts still are struggling with their data-driven practice. Much of this is because they continue to think about using data from a compliance mindset rather than using data for meaningful school improvement
Anne Bubnic

Consistent ELL Guides Proposed - 0 views

www.edweek.org/...37interpret.h27.html

achievement gap assessment ctap4data ell

shared by Anne Bubnic on 19 May 08 - Cached
  • Anne Bubnic on 19 May 08
     
    In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services.
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