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supachef

Software tools for data driven research and analysis - 21 views

Hello. Not so long ago, I tried to use such software in order to take my business to a whole new level, but unfortunately, the use of this software did not give the expected results and I decided t...

software 4matrix research data analysis Ofsted

started by Mike Bostock on 28 Dec 08 1 follow-up, last by supachef on 25 May 22
Anne Bubnic

Remark K-12 Education - 13 views

www.gravic.com/k-12

remark assessment bubble sheet

shared by Anne Bubnic on 30 Mar 10 - Cached
  • Anne Bubnic on 30 Mar 10
     
    Whether you are scanning paper tests and forms or collecting data online, Remark products provide you with the tools you need to get your results quickly.
  • inksaver12 on 06 Oct 22
     
    Inksaver offers the lowest prices on toner cartridges and ink cartridges in South Africa Depending on your HP printer, it may integrate printheads within the printer or a part of the printer cartridge. Type 1: Cartridges with integrated printheads Integrated printer cartridges have a printhead integrated into them, and this design incorporates the printhead (nozzle plate) into the cartridge's side. If you are having trouble with a particularly streaky cartridge, replacing it with a brand-new cartridge will typically fix your print quality issue since every time you return one of these printer cartridges, you are also replacing the printhead. The Deskjet 1112 and the ENVY 7855 are two less expensive Deskjet and ENVY printer types that frequently use HP's integrated printer cartridges. https://inksaver12.wixsite.com/inksaver-printer-ink/post/what-are-the-types-of-hp-printheads https://inksaver.co.za/collections/pantum https://inksaver.co.za
Anne Bubnic

Authentic Assessment Toolbox Home Page - 13 views

jonathan.mueller.faculty.noctrl.edu/...index.htm

ctap4data authentic_assessment student_achievement student deliverable standards

shared by Anne Bubnic on 19 Mar 10 - Cached
anonymous and Elrod Darnel liked it
  • Anne Bubnic on 19 Mar 10
     
    A how-to text on creating authentic tasks, rubrics and standards for measuring and improving student learning.
Anne Bubnic

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.
  • ...1 more annotation...
  • 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.
Anne Bubnic

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

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

ctap4data formative assessment nsdc

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

ISTE Classroom Observation Tool - 2 views

icot.craftyspace.com

ctap4data assessment ISTE digital_learning

shared by Anne Bubnic on 03 Apr 09 - Cached
  • Anne Bubnic on 03 Apr 09
     
    The ISTE Classroom Observation Tool (ICOT®) is a FREE online tool that provides a set of questions to guide classroom observations of a number of key components of technology integration.
    1. TEACHERS can use ICOT to learn from colleagues.
    2.
Anne Bubnic

Using the CST Analyzer - 0 views

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

analyzer ctap4data

shared by Anne Bubnic on 22 Apr 08 - Cached
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  • 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

Using Classroom Data to Improve Student Achievement - 0 views

www.classroomdata.org

ctap4data dddm dennis_fox student_achievement

shared by Anne Bubnic on 05 Jun 08 - Cached
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  • Anne Bubnic on 05 Jun 08
     
    Simple strategies & tools to make sense of your student achievement data from Dennis Fox. The site includes downloadable workshop handouts.
Anne Bubnic

Remark OMR (Optical Mark Recognition) and Web Survey Software for survey scanning, test... - 3 views

www.gravic.com/remark

assessment remark bubble sheet

shared by Anne Bubnic on 30 Mar 10 - Cached
  • Anne Bubnic on 30 Mar 10
     
    Flagship product, Remark Office OMR®, is the leading scanning software for collecting and analyzing data from plain-paper OMR (optical mark recognition) forms, using any common image scanner. You have the flexibility to create and print your own OMR (or "bubble") forms, and scan them with your TWAIN compatible image scanner.
Anne Bubnic

Student Grouping in a PLC - 2 views

www.allthingsplc.info/wordpress

ctap4data differentiated instruction achievement gap

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    There is a significant difference between differentiated instruction and differentiated curriculum. Tracking is dedicated to the later. Differentiated instruction is not just clustering all students with similar learning needs into one group and providing them with different curriculum, but rather it requires giving students who are struggling to learn the essentials more time, more support, and new learning experiences with different strategies and different structures such as small-group instruction and individual tutoring.
Anne Bubnic

Leading the Charge for Real-Time Data - 2 views

www.edweek.org/...33dataleader_ep.html

ARRA_education stimulus data_systems

shared by Anne Bubnic on 17 Jun 09 - Cached
  • Anne Bubnic on 17 Jun 09
     
    Well before the idea of using data to manage schools gained prominence on the national stage, Oklahoma's Western Heights school district had made the ideal of real-time, data-driven decisionmaking a reality. Back in 2001, Superintendent Joe Kitchens was already being spotlighted for his focus on creating a longitudinal-data system that would give teachers in the 3,400-student district the ability to make quick decisions to improve student learning, while reducing the time spent compiling reports.
Anne Bubnic

Art of Teaching - Assessing Learning - 7 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.
Anne Bubnic

Putting comprehensive staff development on target - 0 views

www.nsdc.org/...hirsh251.cfm

achievement ctap4data nsdc professional_development student

shared by Anne Bubnic on 19 Aug 08 - Cached
  • Many professional development efforts are organized as a smorgasbord of courses offered to educators. The district measures the effort's effectiveness by how many courses staff complete or how satisfied teachers are with the classes offered. District leaders who use the smorgasbord approach may view professional development as an extra that potentially helps an individual's performance but is not absolutely essential. They probably invest little in professional development planning because they don't expect great results.
  • Other district leaders recognize how much professional learning contributes to the district's learning goals for students, and so they align individual, team, school, and system learning plans. At each level, participants consider what outcomes they want for students, the knowledge and skills teachers need, and the professional learning that will help staff achieve the system goals. To be results-driven means following Stephen Covey's advice (1989): "Begin with the end in mind." Once student outcomes are selected, professional development leaders identify the knowledge and skills adults need to help students achieve the district's standards of success. The knowledge and skills linked to the student learning goals become part of the comprehensive professional development curriculum
  • In too many schools, staff development is limited to teachers attending workshops, courses, and conferences. School districts can no longer afford staff development efforts that are predominately "adult pull-out programs." That kind of learning alone will not produce high-level results. Schools will achieve high levels of performance when professional learning is embedded in every school day.
  • Anne Bubnic on 19 Aug 08
     
    Professional development planning focuses attention on how the system as a whole and individuals must change to achieve the district's goals. Rather than being outlined in its own plan, comprehensive professional development becomes a compilation of plans, each supporting different district and/or school priorities. These individual plans are most effective when they attend to what we know about effective professional learning and ensure that staff development is results-driven, standards-based, and focused on educators' daily work.
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

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.
Anne Bubnic

10 Things You Always Wanted To Know About Data-Driven Decision Making - 0 views

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

d3m

shared by Anne Bubnic on 14 Aug 08 - Cached
  • 1. If you're not using data to make decisions, you're flying blind.
  • 2. This is all about a process, not a specific technology.
  • 4. You will be spending more money, not less.
  • ...8 more annotations...
  • 5. Data-driven decision making does not save time.
  • The first year is all about setting goals in the community and district. Year two is about roll-out and implementation, and it's not until years three or four that you can really see the effects,"
  • 3. Get ready to feel threatened.
  • 6. Your data's cleanliness is next to Godliness.
  • 7. Don't shoot first and ask questions later.
  • 8. A good D3M solution is one you can afford to change.
  • 9. NLCB is just the beginning of your journey.
  • 10. Word of warning: D3M is highly addictive.
  • Anne Bubnic on 14 Aug 08
     
    Everyone's talking about D3M. Use this guide to help prevent all that data from driving you nuts.
Anne Bubnic

Drilling Deeper in a Professional Learning Community - 0 views

www.allthingsplc.info/wordpress

ctap4data data plc

shared by Anne Bubnic on 04 Sep 08 - Cached
  • A Way of Thinking in a Professional Learning Community: Four Principles Begin with Building a Guiding Coalition
  • Anne Bubnic on 04 Sep 08
     
    If schools are to function as true professional learning communities, they cannot avoid difficult and complex issues. Recognizing that a professional learning community involves a way of thinking will increase the likelihood of success when addressing such topics-topics that impact student learning. This article offers four ways of thinking that will produce results:
    1. Begin with Building a Guiding Coalition
    2. Build Shared-Knowledge
    3. Engage in Experimentation
    4. Focus on Results
Anne Bubnic

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

www.districtadministration.com/viewarticle.aspx

ctap4data formative_assessment student_achievement

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

Teachers Talking Together: The Power of Professional Community - 0 views

www.essentialschools.org/...492

ctap4data student__achievement

shared by Anne Bubnic on 27 Aug 08 - Cached
  • A school that is also a professional learning community recognizes that work with students and adults is on-going and embodies the values of continual growth, risk-taking and trust.
  • Now that we had a structure around which to build our professional community, we could explore what that community could do. We found that it allowed us to do several distinct things: as well as developing a shared accountability system, we could diagnose our students’ weaknesses, as well as the gaps in our own teaching; we learned to critique one another’s practice; and we found ways to get to know our students beyond the classroom.
  • As we scored student work together, and team-taught in writing seminar, we also identified skills that we needed to further develop as teachers.
  • Anne Bubnic on 27 Aug 08
     
    Many friendships and emotional connections arise among teachers. These are important, but they do not substitute for necessary professional support and growth. Teachers must have structured time to share, write, and talk about their teaching and their students. Otherwise, teaching is a solitary activity, all too often leading to unsatisfactory results for both teachers and students. A school with a healthy professional learning community will maintain a razor-sharp focus on student achievement; its faculty will feel a common ownership and responsibility for that achievement; and its students will achieve success.
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