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Mike Bostock

Software tools for data driven research and analysis - 16 views

A colleague and I have been working over 7 years with 150 UK secondary schools developing new software tools to support action research by individual teachers into factors that impact on the relati...

software 4matrix research data analysis Ofsted

started by Mike Bostock on 28 Dec 08 no follow-up yet
Anne Bubnic

Remark K-12 Education - 11 views

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    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.
Anne Bubnic

Authentic Assessment Toolbox Home Page - 12 views

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    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

  • 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.
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    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] - 5 views

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    Article by Rick Stiggins.
Anne Bubnic

ISTE Classroom Observation Tool - 2 views

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    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 Classroom Data to Improve Student Achievement - 0 views

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    Simple strategies & tools to make sense of your student achievement data from Dennis Fox. The site includes downloadable workshop handouts.
Anne Bubnic

Using the CST Analyzer - 0 views

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    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

Leading the Charge for Real-Time Data - 2 views

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    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

Student Grouping in a PLC - 1 views

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    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

Remark OMR (Optical Mark Recognition) and Web Survey Software for survey scanning, test... - 2 views

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    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

Art of Teaching - Assessing Learning - 5 views

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    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

State's schools improve, achievement gap persists - 0 views

  • But the good news came paired with bad as state Superintendent of Public Instruction Jack O'Connell declared that the education of African American students has reached a crisis stage. Scores of that group remained well below those of white and Asian American students, he said, while black students' English skills generally match those of Latino students - many of whom are just learning the language.
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    The state's public school students improved in reading, writing and mathematics this year, marking five years of near-steady growth on the tough California Standards Test, results released Thursday show.
Anne Bubnic

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

  • 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.
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    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

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

  • 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.
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  • 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.
  • 9. NLCB is just the beginning of your journey.
  • 8. A good D3M solution is one you can afford to change.
  • 10. Word of warning: D3M is highly addictive.
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    Everyone's talking about D3M. Use this guide to help prevent all that data from driving you nuts.
Anne Bubnic

Putting comprehensive staff development on target - 0 views

  • 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.
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    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

Online Assessment: Put Down Your Pencils - 0 views

  • 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.
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  • 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.
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    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

Improving Decisions with Data [Doug Johnson] - 0 views

  • Harnessing more powerful data tools and greater amounts of data.
  • Granting teacher, parent and community access to data
  • Planning and utilizing interoperability standards
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  • Guaranteeing integrity, privacy and security
  • Building data analysis and interpretation skills
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    Administrators will face, if they aren't already, five particular challenges in their use of data.
    1.Harnessing more powerful data tools and greater amounts of data.
    2.Granting teacher, parent and community access to data
    3. Planning and utilizing interoperability standards
    4. Guaranteeing integrity, privacy and security
    5. Building data analysis and interpretation skills

Anne Bubnic

Seven Steps to Creating a Data Driven Decision Making Culture - 0 views

  • In this post I hope to share the essence of some of the main ideas communicated in the speech. The format is: words from the slide followed by a short narrative on the core message of the slide. Hope you find it useful.
  • The biggest challenge in our current environment is that it is trivial to implement a tool, it takes five minutes. But tools are limiting and can just give us data. What compounds the challenge is that we all have this deep tendency to make decisions that come from who we are influenced from our life experiences. Based on my humble experience of the last few years here are seven common sense recommendations for creating a data driven company culture……
  • # 6 Reporting is not Analysis
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  • # 7 Go for the bottom-line (outcomes)
  • # 5 Depersonalize decision making
  • # 4 Proactive insights rather than reactive
  • # 3 Empower your analysts
  • # 2 Solve for the Trinity
  • # 1: Got Process?
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    The title of this presentation at the Washington DC Emetrics summit was: Creating a Data Driven Web Decision Making Culture - Lessons, Tips, Insights from a Practitioner. Although meant for corporations, the advice applies just as well to academic institutions. The goal here was to share tips and insights that might help companies move from just having lots and lots of data to creating cultures where decisions are made not on gut-feel, or the proverbial seat of the pants, but rather based on data.
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