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Anne Bubnic

Using Data to Influence Classroom Decisions (PDF) - 0 views

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assessment ctap4data nclb pdf standards-based

shared by Anne Bubnic on 19 Aug 08 - No Cached
  • Anne Bubnic on 19 Aug 08
     
    Teachers can use information from assessments required under NCLB to inform classroom decisions and provide the best possible instruction for students. [Pamphlet on Standardized and Dynamic Assessment from NCLB].
Anne Bubnic

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

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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

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

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

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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.
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