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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

Better Data Seen as Vital to Improving Nation's Schools - 0 views

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    Imagine the research possibilities if every student in the country carried a "virtual backpack" stuffed with statistics on his or her entire educational history. The data, traveling with students as they moved from school to school, could be used to update parents on their children's learning progress, register students in school, or import information when they moved to a new city or entered college.
Anne Bubnic

Have You Ever Wondered About the Use of Multiple Measures in Math? - 0 views

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    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.
Anne Bubnic

Measuring Student Progress: How Do You Develop Reliable Assessments? - 0 views

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    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).
Anne Bubnic

Development of Common Assessments - 0 views

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

Guidelines for Developing Common Assessments - 0 views

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

Boosting Test Scores: Principal Strategies That Work - 0 views

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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.
Anne Bubnic

Professional Learning Communities - 0 views

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    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.
Anne Bubnic

The Benefits of Teacher Collaboration [PLC's] - 0 views

  • Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California,concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships.
  • School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.
  • n Tennessee, school performance coaches receive specialized training to facilitate improvements in low-performing schools and districts. Helping teachers collaborate in meaningful ways is part of the work.
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  • The researchers suggest that school leaders foster a sense of shared responsibility, engage veteran teachers in the induction of new teachers and in their own professional growth, and earmark resources to support collaborative planning, mentoring, and classroom observations.
  • To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
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    Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
Anne Bubnic

California falling way behind No Child Left Behind - 0 views

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    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.
Anne Bubnic

Formative Assessment, Secondary Ed [Video] - 1 views

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    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.
Anne Bubnic

Drilling Deeper in a Professional Learning Community - 0 views

  • A Way of Thinking in a Professional Learning Community: Four Principles Begin with Building a Guiding Coalition
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    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

  • 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
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    Create profound achievement gains through formative assessments
Anne Bubnic

The Best Value in Formative Assessment - 0 views

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

Formative and Summative Assessment in the Classroom - 0 views

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    Successful middle schools engage students in all aspects of their learning. There are many strategies for accomplishing this. One such strategy is student-led conferences. As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.
Anne Bubnic

Using Data to Drive Student Achievement in the Classroom and on High-Stakes Tests - 0 views

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    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.
Anne Bubnic

What Is a "Professional Learning Community"? |Richard DuFour - 0 views

  • Big Idea #1: Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
  • Big Idea #2: A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • Big Idea #3: A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as "We will adopt the Junior Great Books program" or "We will create three new labs for our science course" give way to "We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent" or "We will reduce the failure rate in our course by 50 percent."
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    The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."
Anne Bubnic

No Schools Left Behind [Victoria Bernhardt] - 0 views

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    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.
Anne Bubnic

Partnering to Provide Formative Assessments - 0 views

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    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.
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.
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