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Anne Bubnic

Authentic Assessment Toolbox Home Page - 12 views

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    A how-to text on creating authentic tasks, rubrics and standards for measuring and improving student learning.
Anne Bubnic

Art of Teaching - Assessing Learning - 5 views

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    Assessment is most often associated with grading, but there are in fact several other purposes for assessment which are just as (if not more) important to teaching and learning.
Anne Bubnic

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

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    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

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    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

Boosting Test Scores: Principal Strategies That Work - 0 views

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    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

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

  • 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
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    Create profound achievement gains through formative assessments
Anne Bubnic

What Is a "Professional Learning Community"? |Richard DuFour - 0 views

  • Big Idea #1: Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
  • Big Idea #2: A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • Big Idea #3: A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as "We will adopt the Junior Great Books program" or "We will create three new labs for our science course" give way to "We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent" or "We will reduce the failure rate in our course by 50 percent."
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    The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."
Anne Bubnic

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

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    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

Nine Powerful Practices to Help Raise Student Achievement - 0 views

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    Nine strategies help raise the achievement of students living in poverty. Students from families with little formal education often learn rules about how to speak, behave, and acquire knowledge that conflict with how learning happens in school. They also often come to school with less background knowledge and fewer family supports. Formal schooling, therefore, may present challenges to students living in poverty. Teachers need to recognize these challenges and help students overcome them. In my work consulting with schools that serve a large population of students living in poverty, I have found nine interventions particularly helpful in raising achievement for low-income students.
Anne Bubnic

Using Classroom Data to Improve Student Achievement - 0 views

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    Simple strategies & tools to make sense of your student achievement data from Dennis Fox. The site includes downloadable workshop handouts.
Anne Bubnic

4 Ways to Build Data-Driven Classrooms - 0 views

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    Making data part of instructional planning can be challenging, especially if teachers are not used to thinking about assessment and data as a regular part of the process. This article offers helpful tips.
Anne Bubnic

Using Data to Discipline | - 0 views

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    The primary purpose of the pro­active schoolwide discipline plan is to create a positive, safe, supportive, and welcoming environment for all students and staff. Once this environment is established, teachers and educators are in a stronger position to provide instruction.
Anne Bubnic

Data Driven Decision Making in Fulton County Schools: A Case Study from COSN - 0 views

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    This case study from the Consortium for School Networking (CoSN) provides an up-close look at how one of these trailblazers has established a sustainable strategy for data-driven decision making (DDDM).
Anne Bubnic

Improving Teaching and Learning with Data-Based Decisions - 0 views

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    "Data-based decisions"-the phrase has become a buzzword in education over the last few years. However, it does make sense that using information to help clarify issues, identify alternative solutions to problems, and target resources more effectively will lead to better decisions. The real question should not be whether to integrate the use of data in decision making, but how.Finding good data and using it effectively is actually a complex process-one that many schools and districts are just beginning to address. One specific type of data-based decision making that shows promise for helping schools dramatically increase student achievement is the use of assessment data to drive instructional improvement
Anne Bubnic

An Exploratory Analysis of School-Based Student Assessment Systems - 0 views

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    This report addresses some of these issues by summarizing findings from an exploratory study of the school-based assessment practices in a sample of elementary, middle, and secondary schools. The purposes of the study were twofold: (1) to add to the growing base of knowledge about how schools use student assessment data obtained from multiple sources to inform important decisions about programs, instruction, and individual students; and (2) to identify and describe the factors and conditions that make schools' use of the student assessment data more probable and valuable.
Anne Bubnic

Accountability That Works - 0 views

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    Teachers understand the importance of accountability and they embrace it. But an accurate and fair school accountability system remains elusive.Accountability has become a 'gotcha game'-designed to blame and punish, rather than to build capacity for improvement. Article describes four pillars of a new system of accountability.
Anne Bubnic

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

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    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

Getting Started with Data Warehousing - 0 views

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    Historically available only to large corporations due to price and complexity, data warehousing is now an affordable and manageable option for gathering, manipulating and incorporating district data. While the inclusion of a data warehouse can be a boon for districts, the process of its development and support needs careful planning and management.
Anne Bubnic

Data: Maximize Your Mining, Part Two - 0 views

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    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

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    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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