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Understanding the STAR: Overview - 0 views

www.ed-data.k12.ca.us/...Article.asp cst ctap4data
shared by Anne Bubnic on 26 Aug 08 - Cached
  • Anne Bubnic on 26 Aug 08
     
    The California Standards Tests (CSTs) are designed to match the state's rigorous academic content standards for each grade. grades 2 through 8 tests cover mathematics and English/language arts (which includes writing in grades 4 and 7). grades 9 through 11 cover English/language arts, mathematics, and science. History-social science tests are added for grades 8, 10 and 11 as well as science for grade 5. Except for writing, the questions are multiple-choice.
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Free tool for Student Technology Assessments - 0 views

www.simpleassessment.com ad4dcss assessment digital_learning digital_literacy digital_media education
shared by Anne Bubnic on 28 Aug 08 - Cached
  • Anne Bubnic on 28 Aug 08
     
    Free Tech Literacy Assessment tool for students in grades K-12, specifically geared toward middle schoolers. who are required to be technology literate by 8th grade.
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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 - Cached
  • 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).
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Data building better teachers - 0 views

www.jsonline.com/...index.aspx assessment ctap4data d3m
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.
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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
Anne Bubnic liked it
  • 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.
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  • 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.
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Case Study: Using Data Mining to Analyze Student Behavior - 0 views

www.schoolcio.com/showArticle.php assessment best_practice ctap4data data mining
shared by Anne Bubnic on 28 Apr 08 - Cached
  • Anne Bubnic on 28 Apr 08
     
    A Louisiana district scours a year's worth of discipline reports for patterns. It occurred to Bowman that analyzing the reports could provide insight into the root causes of disciplinary problems--tardiness, dress code violations, fighting, vandalism, and more--as well as the effectiveness of how the schools deal with them, and how fairly discipline is enforced. The reports generally contain structured data, including demographic information such as the student's grade and age, and a written narrative that describes the infraction.
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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.
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Early algebra-takers can make standardized test scores misleading - 0 views

www.pe.com/...Local_S_algebra26.3a8918a.html algebra ctap4data math test_score_data
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.
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math online - Learn basics of math online with qtutor | Project of ARY Tech, Math onlin... - 0 views

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shared by qtvtutor on 19 Jul 17 - No Cached
  • qtvtutor on 19 Jul 17
     
    Math online lessons and math online homework help | Qtutor offers thousands of online maths practice skills. Qtutor provides free Math online help and worksheets. Take our math online courses in Pre-algebra, PSAT, SAT, ACT, GRE, GMAT and Geometry.
  • qtvtutor on 19 Jul 17
     
    Math online lessons and math online homework help | Qtutor offers thousands of online maths practice skills. Qtutor provides free Math online help and worksheets. Take our math online courses in Pre-algebra, PSAT, SAT, ACT, GRE, GMAT and Geometry.
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Finding Balance: Assessment in the Middle School Classroom [Stiggins] - 5 views

www.nmsa.org/...Default.aspx ctap4data assessment stiggins
shared by Anne Bubnic on 23 Nov 08 - Cached
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  • 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.
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Art of Teaching - Assessing Learning - 8 views

www.viu.ca/...Teaching-AssessingLearning.asp ctap4data student deliverable assessment student_achievement
shared by Anne Bubnic on 19 Mar 10 - Cached
  • Anne Bubnic on 19 Mar 10
     
    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.
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