Pages Answering the Questions That Count David Ronka, Mary Ann Lachat, Rachel Slaughter and Julie Meltzer Examining student data through the lens of pressing questions can mobilize staff, promote data literacy, and help raise student achievement. Daily life in districts and schools requires educators to effectively navigate a sea of data: This new level of applied data use requires district and school administrators, teacher leaders, and classroom teachers to be data literate, that is, able to use multiple types of assessment and other data to inform decisions that lead to higher student achievement. Despite the increased amounts of data available, many educators still feel ill prepared to analyze and use their school data effectively.
Good match for assessing mastery of elements of knowledge. Good match for tapping understanding of relationships among elements of knowledge. Not a good match—too time-consuming to cover everything. Can be used if assessor asks questions, evaluates answers, and infers mastery—but a time-consuming option.
Reasoning Proficiency Good match only for assessing understanding of some patterns of reasoning out of context. Written descriptions of complex problem solutions can provide a window into reasoning proficiency.
Assessor can watch students solve some problems and infer their reasoning proficiency. Can be Student involvement improved decision quality if assessor asks student to "think aloud" or asks follow-up questions to probe reasoning.
Skills Not a good match. Can assess mastery of the knowledge the students need to perform the skill well, but cannot measure the skill itself. Assessor can observe and evaluate skills as they are being performed.
Strong match when skill is oral communication proficiency; not a good match otherwise. Ability to Create Products Not a good match. Can assess mastery of the knowledge students need to create quality products, but cannot assess the quality of products themselves.
Strong match only when the product is written. Not a good match when the product is not written. Can assess the attributes of the product itself.
Not a good match. Adapted from Classroom Assessment for Student Learning: Chappuis,Portland, OR: Bias can also creep into assessments and erode accurate results. Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
Teachers can minimize bias in a number of ways. For example, to ensure accuracy in selected-response assessment formats, they should keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words for instance, most, least, except, not.
Effective Communication of Results The assessor must plan to manage information from the assessment appropriately and report it in ways that will meet the needs of the intended users, keeping in mind the following: Are results communicated in time to inform the intended decisions?
Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next? This key relates directly back to the purpose of the assessment.
For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward. Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
Feedback to students can use the language of the rubric: You can improve it by explaining why you think that will happen. Student Involvement in the Assessment Process Students learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
For example, suppose we are preparing to teach 7th graders how to make inferences. After defining inference as "a conclusion drawn from the information available," we might put the learning target in student-friendly language: This means I can use information from what I read to draw a reasonable conclusion.
This means I can make a guess that is based on clues. A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others. For example, a student might assess how strong his or her thesis statement is by using phrases from a rubric, such as "Focuses on one specific aspect of the subject" or "Makes an assertion that can be argued.
One way to think about the various uses of assessment in a balanced system is by grouping the assessments into levels associated with the frequency of their administration.The third approach is illustrated by studies of community involvement which suggest that the degree of parent and community interest in high quality education is the critical factor in the impact of the school environment on the achievement and educational aspirations of students.
The Impact of Student Engagement on Learning: The Critical 10th EPC for California 1 By: Cricket F.L. Kidwell, Ed.D. This article appeared in Leadership Magazine, Journal of the Association of California School Administrators (ACSA), March-April Employee involvement applies just as well to the classroom as to the office or factory floor.
Explain how student involvement in classroom decisions typically made by the instructor alone might improve decision quality. between employee involvement in decision making and firms’ performance as well as reveal a (shallow employee involvement in decision making) indicates a fairly exclusive planning process (Barringer product quality, and productivity may improve (Preuss & Lautsch, ).
4. It contributes to greater trust and a.
|QSEN Competencies||November Volume 66 Number 3 Giving Students Ownership of Learning The Architecture of Ownership Adam Fletcher How can schools build a climate that takes students beyond mere engagement and into ownership of their learning? Here are four roles for students.|
|My TeachHUB.com||Seizing the Initiative Through Creative Thinking Versus Reacting to the Enemy local copyby Grothe, SAMS paper, Leadership must be committed to learning, underwrite experimentation, and create an environment that generates creative thought and innovation. Doctrine must incorporate more aspects of innovation, creative and critical thinking and innovative leadership.|
|NStEP | Union of Students in Ireland||Redesigning the workflow and laboratory layout and introducing new operating rules increased capacity without increasing costs.|
|Background||Because students have a different perspective than the instructor, their involvement might help identify issues or problems the instructor was unaware of.|
|Top 12 Ways to Increase Student Participation | TeachHUB||Policy research and advice to the Minister Data analytics and knowledge management Advocacy and communicating higher education Co-ordination of interaction between public bodies and the higher education system. In the area of qualifications, they are responsible for maintaining the ten-level NFQ National Framework of Qualifications are an awarding body, setting standards for awards made in the NFQ.|
What do good teacher-student relationships look like and why do these relationships matter? assure high-quality education for all students. In the past, parent involvement was characterized by munity involvement on student learning, this data is often overlooked in local, state, and national discus- of the project report increased parental involvement, improved parent/teacher relationships, and improved.