advancing assessment literacy data gathering iii: identifying & valuing different types of data
TRANSCRIPT
Advancing Assessment Literacy
Data Gathering III:
Identifying & Valuing Different Types of Data
Advancing Assessment Literacy Modules: Data Gathering III (February 2008) 2
32°
• What might the above piece of data mean?
• While 32° is data, the meanings you provided were interpretation.
• All data is meaningless until interpreted.
Wellman, B. & Lipton, L. (2004). Data-driven dialogue. Mira Via, LLC.
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A Data-Rich Environment
Wellman & Lipton (2004) state:
Schools and school districts are rich in data. It is important that the data a group explores are broad enough to offer a rich and deep view of the present state, but not so complex that the process becomes overwhelming and unmanageable.Wellman, B. & Lipton, L. (2004). Data-driven dialogue. Mira Via, LLC.
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Types of Data
Quantitative Qualitative
Numerical in form
Efficient to analyze
Objective
Not numerical in form
Can be more than words or text – pictures, artifacts, etc.
More complex to analyze
Subjective
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International Data Sources
• Programme for International Student Assessment (PISA)
• What utility can we gain from this data?
• What is its impact on classrooms?
http://snes.eas.cornell.edu/Graphics/earth%20white%20background.JPG
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National Data Sources
• Pan-Canadian Achievement Program (PCAP)
• Canadian Test of Basic Skills (CTBS)
• Canadian Achievement Tests (CAT3)
• What utility can we gain from this data?
• What is its impact on classrooms?
http://www.recyclage.rncan.gc.ca/images/canada_map.jpg
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Provincial Data Sources
• Assessment for Learning (AFL)
• Departmentals
• What utility can we gain from this data?
• What is its impact on classrooms?
http://regina.foundlocally.com/Images/Saskatchewan.jpg
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Division Data Sources
• Division level rubrics• Division benchmark
assessments
• What utility can we gain from this data?
• What is its impact on classrooms?
http://www.sasked.gov.sk.ca/branches/ed_finance/north_east_sd200.shtml
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Local Data Sources
• Teacher designed assessments
• Portfolios• Routine assessment
data
• What utility can we gain from this data?
• What is its impact on classrooms?
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Nature of Assessment Data
From Understanding the numbers, Saskatchewan Learning
Definitive Indicative
Individual Classroom School Division Provincial National International
Student Evaluations System Evaluations
11
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Marazano, 1996
Depth and Specificityof Knowledge
From Understanding the numbers, Saskatchewan Learning
Little knowledge ofspecific students
In-depth knowledge of specific students
Individual NationalSchoolClassroom InternationalDivision Provincial
Assessments
In-depth knowledge of systems
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Using a Variety of Data Sources
• Thinking about the data sources available, their nature and the depth of knowledge they provide, how might the information in each impact decisions affecting classroom instruction?
• As a table group, create a statement or scenario which documents the journey of response and decision making based on different levels of data.
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Local Level Sources of Data
While international, national and provincial sources of data can provide direction for system or school initiatives, the data collected at the local level is what provides the most detailed information regarding the students in classrooms.
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Four MajorCategories of Data
• Demographics– Descriptive information such
as enrollment, attendance, ethnicity, grade level, etc.
– Can disaggregate other data by demographic variables.
• Perceptions– Provides information regarding
what students, parents, staff, and community think about school programs and processes.
– This data is important because people act in congruence with what they believe.
• Student Learning– Describes outcomes in terms
of standardized test results, grade averages, etc.
• School Processes– What the system and teachers
are doing to get the results they are getting.
– Includes programs, assessments, instructional strategies, and classroom practices.
Bernhardt, V. L. (2004). Data analysis for continuous school improvement, 2nd Edition. Larchmont, NY: Eye on Education.
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What Data Are Useful & Available?
• Refer to the goals and the questions you created in the previous workshop.
• Using the supplied template, begin to catalogue the data you already have and the data you need to gather in order to answer the questions raised concerning the goals you have set.
• An example follows on the next slide.
Questions
What data do you have, or need, to answer the questions?
What other data do you have, or need, to gather?
Demographics • Attendance• Enrollment by gender
• Projections of future enrollment
Perceptions • Student profiles • School Community Council feedback
Student Learning • AFL and CAT3
results
• Would like school-specific benchmark assessment data
School Processes • Guided reading program data
• Impact of study hall• Effect of resource
room attendance
Bernhardt, V. L. (2004). Data analysis for continuous school improvement, 2nd Edition. Larchmont, NY: Eye on Education.
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Next Steps
• More time may be needed to complete the data sources template. If so, set another time to meet or set a deadline for their submission.
• The next module will focus on ways that data can be analyzed.