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Collecting, Interpreting, and Responding to Student Data

HCPSS World LanguagesFall 2013

This presentation contains copyrighted material used under the educational fair use exemption to U.S. Copyright law

+Celebrations!

+Today’s Learning Objectives

As a result of this workshop, participants will be able to •Reflect on the types of data they collect

•Explore additional strategies for data collection

•Practice ways to respond to formative data.

+Today’s agenda

Deepening our background knowledge

Collecting student data

Data collection and lesson planning

Strategies for collecting student data

Interpreting student data

Responding to student data

Putting it all together

+Resources for today’s session can be found at: https://worldlanguages.wikispaces.hcpss.org/

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Deepening our background knowledge

+Learning to Love AssessmentCarol Ann Tomlinson (Educational Leadership, 1/08)

Go to: http://bit.ly/hzuc7p or distribute hard copies of the article.

Read the opening six paragraphs as a whole group.

Count off 1-10. Each number corresponds to an “understanding” in the article. Be prepared to share about your understanding with the group when time is called.

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Collecting student data

+Types of Data•Using the post it notes, individually brainstorm all of the types of data you collect as a teacher. Write each idea on a separate post it.

•When ready, form groups of 3-4. Combine your ideas and sort them into categories. Create category names on post its. (5 minutes)

•After sorting, take turns sharing your group’s ideas with the larger group.

•In round robin fashion, each group should offer one summary sentence about what they learned through this activity.

+Types of data

FormativeSummative InformalFormalObservationalWrittenOral

Projects, products and performances

Responses to questions

IndividualSmall groupWhole class

+Collecting Data to Check for Understanding

Provides instant feedback

Allows teacher to make changes midstream in lesson

Serves as a “gauge” or “dipstick” of learning

Makes teachers feel more connected to their students’ needs

Makes students self-evaluative

Models good study skills

+Guiding Questions

Do I know what misconceptions or naïve assumptions my students possess?

How do I know what they understand?

What evidence will I accept for this understanding?

How will I use their understanding to plan future instruction?

Fisher and Frey, 2007

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What does data collection look like in a lesson plan?

+What does data collection look like in a lesson? Using the lesson plan

provided, in pairs, highlight and label places in the lesson when data can be collected.

The data can be Observational Based on student

feedback/responses (individual, small group, whole class)

Student products (written, oral)

+What does data collection look like in a lesson? With your same partner, talk

about a lesson you have recently taught.

Highlight instances of data collection in that lesson

Reflect on how you could have incorporated additional data collection into the lesson.

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Strategies for Collecting Student Data

+Formative Assessment Strategies

Pinch cards

Signal cards

Entrance/Exit tickets

Thumbs Up/Thumbs Down

Whiteboards

Clickers

+Formative Assessment StrategiesGo to:

http://letthedatabeyourguide.wikispaces.com/

On the left navigation bar, click on the “Formative Assessment Strategies” page.

Explore the strategies on the page. Find one that is new to you.

On the index card provided, write a description of the strategy and how you might adapt it to use for a specific lesson/unit.

+Formative Assessment StrategiesWhen given the signal, with your index card and a pen/pencil, stand up and find a partner.

Share the strategy on your card and how you plan to adapt it. Add your partner’s strategy to your card.

Interact with at least 3 different partners.

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Interpreting Student Data

+In what ways do my students inform me about their learning?

What messages do my students send me through their work?

How do I design activities and assignments so that I receive the data I want?

+Interpreting student data

Individually, using the student data you brought with you, sort the student work/scores into groups based on the data provided.

After sorting, reflect on the following questions: What do you notice about the

groupings? What additional data would have

been useful to you? How might you have changed/adapted the assignment to get more targeted/specific data?

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Responding to Student Data

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Some encouragement from Ryan Gosling…

+Responding to formative assessment data

Pre-assessment data

During instruction data

Between instruction data

+Responding to formative assessment data

Individual response

Small group response

Whole class response

+Transformative Assessment in Action (James Popham)

Immediate instructional adjustments based on assessed performance

Immediate instructional adjustments based on student-reported understanding

Near future instructional adjustments

+Transformative Assessment in Action (James Popham)

Last chance instructional adjustments

Students’ learning tactic adjustments

Classroom climate shifts

+All in the cards

Distribute the cards among the members of your group.

Use your cards and talk about options for responding to the data you have.

Responding to Formative Data Cards

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Putting it all together

Inside-Outside Circles Reflection

1. This session has made me think about…

2. A strategy I will implement in my classroom is…

3. This session connects with my SLOs by…

4. I would like to find out more about…

+Your feedback is appreciated.

+Final reflection

“The goal is to transform data into information, and information into insight.”

Carly Florina, President of Hewlett-Packard

+PRIZE DRAWING!

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Collecting, Interpreting, and Responding to Student Data

HCPSS World LanguagesFall 2013

All images unless otherwise indicated taken from Microsoft Clipart Galleryhttp://office.microsoft.com/en-us/images/