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Anne Bubnic

Data: Maximize Your Mining, Part Two - 0 views

www.techlearning.com/showArticle.php

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  • Anne Bubnic on 21 Apr 08
     
    Delivering targeted instruction to students at all levels isn't easy. Here are some straightforward strategies. June 15, 2005
Anne Bubnic

Data: Maximize Your Mining, Part One - 0 views

www.techlearning.com/showArticle.php

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shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    How schools can harness data over the long term to raise student achievement in a consistent, sustained manner. Technology & Learning Magazine, Oct 2005.
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Redefining Data-Driven Decision Making - 0 views

www.schoolcio.com/showArticle.php

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shared by Anne Bubnic on 30 Apr 08 - Cached
  • Anne Bubnic on 30 Apr 08
     
    How schools can move beyond D3M to embrace a culture of education performance management.
Anne Bubnic

What a difference a word makes. [Rick Stiggins] - 0 views

www.nsdc.org/...stiggins271.cfm

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shared by Anne Bubnic on 17 Aug 08 - Cached
  • Anne Bubnic on 17 Aug 08
     
    Article by Rick Stiggins [Journal of Staff Development]. Assessment FOR learning rather than assessment OF learning helps students succeed.
Anne Bubnic

NCREL: School Improvement Through Data-Driven Decision Making - 0 views

www.ncrel.org/datause

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shared by Anne Bubnic on 23 Apr 08 - Cached
  • Anne Bubnic on 23 Apr 08
     
    NCREL has gathered a selection of web-based tools for collecting information, ranging from checklists to surveys, and including information about software tools for data collection and analysis. A tutorial provides an overview of the use of data in school improvement; a bibliography and background section are also included.
Anne Bubnic

Data building better teachers - 0 views

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shared by Anne Bubnic on 19 Aug 08 - Cached
  • The popular term for what's going on in the Richmond School District and other school systems throughout the region is data-driven decision making. How that plays out varies from school district to school district, from weekly meetings and annual data retreats to regular standardized assessments of student performance. What it means is educators are getting more scientific in how they approach teaching and learning in today's schools.
  • Use of the data for instruction is still in its infancy, according to Laura Maly, a math instructional coach who works with teachers at Bradley Tech and Pulaski high schools on applying the benchmark assessments to their classroom work. But she's optimistic that the more teachers learn about what information is available to them on their students, the greater impact it will have.
  • One of the main obstacles that schools say they face in taking advantage of the plethora of information available to them in the technological age is finding time for teachers to study their students' academic performance on objective measures and plan ways to address any shortcomings. In the Oconomowoc School District, each school has held a "data day" for staff before the start of school for the last four years. The Wauwatosa School District is experimenting in several schools with having teachers gather to figure out how to take information from the MAP test and apply it in their classrooms.
  • Anne Bubnic on 19 Aug 08
     
    Districts use new methods to learn what works best for kids
    No longer is it viewed as acceptable for teachers to deliver lectures, administer grades and expect their students to simply try harder. Teachers are increasingly being asked to use assessments and collect data on student learning to gauge whether their methods are succeeding and what more needs to be done.
Anne Bubnic

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

www.districtadministration.com/VIEWARTICLE.ASPX

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shared by Anne Bubnic on 05 Sep 08 - Cached
  • 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.
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  • 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 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

Enhancing Student Learning [Rick Stiggins, Jan 2008] - 0 views

www.districtadministration.com/viewarticle.aspx

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shared by Anne Bubnic on 04 Sep 08 - Cached
  • Both formative assessment and assessment for learning are intended to provide information early enough in the decision-making process to influence student learning. As traditionally conceived, formative assessment helps teachers group students more effectively and select appropriate instructional interventions. The teacher uses the assessment information. However, the litmus test of an effective assessment for learning is that it informs students about their own learning, helping them focus their learning energies where they are likely to be most effective. So formative assessment enlightens the teacher, while assessment for learning enlightens the student
  • Anne Bubnic on 04 Sep 08
     
    Create profound achievement gains through formative assessments
Anne Bubnic

Early algebra-takers can make standardized test scores misleading - 0 views

www.pe.com/...Local_S_algebra26.3a8918a.html

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shared by Anne Bubnic on 26 Aug 08 - Cached
  • Anne Bubnic on 26 Aug 08
     
    Seventh-graders who take algebra are ahead of the game but can throw off attempts to use state test results to judge their schools' performance. Most students don't take Algebra 1 until eighth or ninth grade, but a few school districts offer it to a significant number of seventh-graders. So the results released earlier this month on state math tests can be misleading, districts such as Murrieta Unified point out.
Anne Bubnic

Online Assessment: Put Down Your Pencils - 0 views

www.aasa.org/...saarticledetail.cfm

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shared by Anne Bubnic on 17 Aug 08 - Cached
  • Online testing will require skills beyond those finely honed copying, collating and stapling skills we have acquired from our years of paper-and-pencil testing. Selecting the online assessment tool that works best for your school district can be facilitated by ensuring communication among all potential users of the application from the beginning of the selection process.
  • While online testing shares many of the same preparation requirements as traditional paper-based tests, they now take different forms. Rather than making sure you have enough printed copies of a test, an evaluation of the viability of online testing should involve a review of a district’s ability to provide for sufficient online access within the schedule for administration. For example, based on the number of computers and the network load, how many students can take the assessment during an exam period? Does the software restrict the number of concurrent users? Teachers likely will want the ability to create multiple forms of the test for security within the test administration. Can the application easily provide for this function?  
  • Further, the use of computers for online testing necessitates that students and teachers are already comfortable with using this technology as a regular part of daily instruction. Focused professional development on the usage of the application as well as what to do if things go awry will help the transition for staff. Issues to address could include what to do if a student needs to change an answer after a section of the testing is complete, how are unique log-ins provided for the students or if there is a technical problem during an administration can students resume where they were in the test.
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  • While many students are digital natives, they also should be involved in the preparation for the transition to online testing. Their feedback on the format and presentation of the items and the applications’ usability should not be overlooked. A key part of the selection process should also focus on whether the assessment application can provide for accommodations for all learners. For example, does the application provide read-aloud functionality or large print for students with visual impairments? A related consideration is whether the application can provide assessments in a variety of languages for non-native speakers.
  • Anne Bubnic on 17 Aug 08
     
    No. 2 lead pencils might be suffering from "bubbling withdrawal" in many school systems across the country as more schools introduce online testing to assess student learning. Ranging from handheld devices to web-based and local server applications, online testing is now a viable option for formative and summative assessments.
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Anne Bubnic

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

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

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