Skip to main content

Home/ CTAP4 Data Assessment/ Group items matching "How" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Anne Bubnic

Using the CST Analyzer - 0 views

www.ctap4.org/...player.html

analyzer ctap4data

shared by Anne Bubnic on 22 Apr 08 - Cached
Anne Bubnic liked it
  • Anne Bubnic on 22 Apr 08
     
    A Breeze Presentation created by CTAP4 and RSDSS to help users understand how to use the free CST Analyzer tool with student test data.
Anne Bubnic

Data: Maximize Your Mining, Part One - 0 views

www.techlearning.com/showArticle.php

ctap4data date driven decision making student_achievement

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.
Anne Bubnic

NSBA links: Data-Driven Decision Making - 0 views

www.nsba.org/...DataDrivenDecisionMaking.aspx

ctap4data dddm nsba student_achievement

shared by Anne Bubnic on 21 Apr 08 - Cached
  • Anne Bubnic on 21 Apr 08
     
    Increasingly, school board members from around the country are using data to help make good decisions about improving public education for all children. As school districts across the country grapple with how to think systemically and strategically about reaching student achievement goals and forging creative solutions from standardized test data, data-driven decision making can be used to inform board decisions.
Anne Bubnic

Redefining Data-Driven Decision Making - 0 views

www.schoolcio.com/showArticle.php

ctap4data d3m

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

Data Intersections [Victoria Bernhardt] - 0 views

www.nsdc.org/...bernhardt211.cfm

article cross-tablulation ctap4data data analysis nsdc

shared by Anne Bubnic on 01 May 08 - Cached
  • Anne Bubnic on 01 May 08
     
    Journal of Staff Development. New routes open when one type of data crosses another. As educators become more familiar with collecting and interpreting school data, they can begin "running data at each other," framing questions that require analysis of multiple types of information. Educators can cross two, three, and four categories of data in ways that can provide new insight into student learning and how to improve it.
Anne Bubnic

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

www.ncrel.org/...index.html

assessment ctap4data ncrel student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    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

Formative and Summative Assessment in the Classroom - 0 views

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

assessment ctap4data formative_assessment

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.
Anne Bubnic

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

www.ers.org/sum01a.htm

assessment ctap4data dddm student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    "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

One District's Data-Driven Journey - 0 views

www2.scholastic.com/...article.jsp

best_practice ctap4data data warehouse dddm

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    How to build a data warehouse that unifies your information infrastructure and meets the new accountability demands head-on
Anne Bubnic

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

www2.scholastic.com/...article.jsp

best_practice ctap4data dddm student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
  • Anne Bubnic on 05 Jun 08
     
    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

On the Road to DDDM [Dian Schaffhauser] - 0 views

www.thejournal.com/22397

article assessment ctap4data data management dddm

shared by Anne Bubnic on 01 May 08 - Cached
  • Anne Bubnic on 01 May 08
     
    April 2008 : THE Journal. As each district progresses, it will face new challenges discerning what data is relevant, addressing tolerance for change among users, and figuring out how to respond now that data is driving its decision-making.
    \nStage 1: Define the Outcomes
    \nStage 2: Define the Questions
    \nStage 3: Collect and Sort
    \nStage 4: Extract Meaning
    \nStage 5: Take Action
    \nStage 6: Evaluate Outcomes, Modify as Needed

Anne Bubnic

Nancy Love: Taking Data To New Depths [PDF] - 0 views

www.nsdc.org/...love254.pdf

ctap4data jsd nancy_love nsdc

shared by Anne Bubnic on 17 Aug 08 - Cached
  • Anne Bubnic on 17 Aug 08
     
    There's a ton of data being collected. The trick is to know how to use it effectively.
Anne Bubnic

AASA: Using Data To Improve Schools [pdf] - 0 views

www.aasa.org/...UsingDataToImproveSchools.pdf

aasa ctap4data data_assessment

shared by Anne Bubnic on 17 Aug 08 - No Cached
  • Anne Bubnic on 17 Aug 08
     
    Using Data to Improve Schools: What's Working is an easy-to-read guide to using data to drive school improvement. School system leaders and their staffs can learn from this book how to build a districtwide culture of inquiry that values the use of data for sound decision-making. School board members, parents and community members interested in helping improve schools will find tools for their work as well in this guide. It describes the challenges and the successes of educators from districts both large and small committed to using data.
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

No Schools Left Behind [Victoria Bernhardt] - 0 views

tinyurl.com/mwxn8

ascd ctap4data data_perception

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    Schools can get a better picture of how to improve learning for all students by gathering, intersecting, and organizing different categories of data more effectively.
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

All About Assessment: The Mistaken Holy Grail - 0 views

tinyurl.com/6dylh4

ascd assessment ctap4data

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    Assessment validity refers to the accuracy of a score-based inference about a test taker's status. This definition sounds pretty highbrow, but it really isn't. Educators are interested in getting a fix on students' knowledge and skills so they can make sensible instructional decisions about those students. But teachers can't tell how much a particular student knows merely by looking at the student. That's because students' cognitive skills and knowledge are covert. Accordingly, we test students so we can use their overt responses to the test to make an inference about what's covert. Tests aren't valid or invalid; inferences are.
Anne Bubnic

Data Quality Campaign - 0 views

www.apqceducation.org/d3mstudy

ctap4data data_quality

shared by Anne Bubnic on 20 Aug 08 - Cached
  • Anne Bubnic on 20 Aug 08
     
    The momentum behind building high-quality data systems to harvest better information about student, school, and district performance has never been stronger. Although collecting data is essential, knowing how to analyze and apply this information is just as important for meeting the end goal of improving student achievement. The purpose of this study is to identify, quantify, and report on district-level processes that enable effective utilization of data to increase academic achievement at the classroom level.
Anne Bubnic

Using Test-Score Data in the Classroom [PDF] - 0 views

www.google.com/url

analysis ctap4data data nclb test_score_data

shared by Anne Bubnic on 19 Aug 08 - No Cached
  • Anne Bubnic on 19 Aug 08
     
    This study from the Rand Corporation explores how teachers and principals use test score data, what features of its use are relevant to them, and what assistance is available to help them use the data for instructional decisionmaking.
Anne Bubnic

Online Assessment: Put Down Your Pencils - 0 views

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

aasa assessment ctap4data formative_assessment

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.
  • ...1 more annotation...
  • 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.
‹ Previous 21 - 40 of 72 Next › Last »
Showing 20▼ items per page