CTAP4 Data Assessment

From the California Department of Education

The JFTK Best Practice Framework features three primary components: Organizing Themes, Organizational Levels, and School System Practices. The Framework rests on the state standards as a basis for teaching and learning.

Five Organizing Themes provide the primary structure for studying the practices of Consistently Higher Performing Schools. The themes represent the broad topics that connect the identified practices across different organizational levels. Together, these themes capture the primary instructional activities undertaken by school systems and represent the major content areas in which practices of higher performing school systems differ from their average-performing counterparts.

The HSTW Assessment, administered to seniors, is used by HSTW states, districts and schools to document school improvement efforts. It is comprised of three subject tests (reading, mathematics and science) coupled with a student survey. This assessment provides comprehensive school-level data that disaggregate students' achievement by their perceptions of school and classroom experiences. These results have given schools, districts and states a unique opportunity to determine what is and is not working to increase student achievement. The assessment is administered by all HSTW sites in even-numbered years.

How schools can move beyond D3M to embrace a culture of education performance management.

NCREL has gathered a selection of web-based tools for collecting information, ranging from checklists to surveys, and including information about software tools for data collection and analysis. A tutorial provides an overview of the use of data in school improvement; a bibliography and background section are also included.

The purpose of this paper is to provide a brief introduction to developing common assessments.

Arrowhead High School's advice on developing common assessments, based on their experience in this area.

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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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.

On-the-fly conversations regarding students occur on a regular basis among teachers. They have many positive components: conversations are student centered, teachers are supportive of each other and they meet on their own time. However, they are limited and are subject to the interruptions of daily school events, and teacher collaboration is left to chance. These teachers need administrative support to improve the likelihood that their efforts will raise student achievement to a significant degree.

California schools, required by the federal No Child Left Behind Act to lift more students over a higher academic hurdle this year, instead stumbled and slipped back, as nearly 1,400 fewer schools met test-score targets.

In this program, Paul Black and Chris Harrison, authors of the influential pamphlet Working Inside the Black Box, outline what they see as the key features of formative assessment. They focus on effective questioning, peer and self-assessment, feedback and marking.

Ready-made benchmark tests cannot substitute for day-to-day formative assessment conducted by assessment-literate teachers.

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.

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.

Developed in collaboration with technology leader Northrop Grumman, ASCD's new software-based ASPIRE Assessment System will provide educators with customized classroom formative assessments they can use throughout the year to get more timely and useful feedback on student learning.

Worthy assessments should reflect the broader capabilities that students need to thrive in the 21st century.

From the National Staff Development Council. Teacher leaders hear the warning and develop common assessments to improve student achievement.

One of the current buzzwords in use in the state of California and across the nation is multiple measures. But what does this phrase really mean for students, teachers, schools, and districts? Quite simply by multiple measures we mean the use of a variety of assessment formats that allow educators to identify the strengths and weaknesses of their students so that the curriculum can be adjusted to meet the needs of those students.