Tools and Resources to Increase Data Use Capacity. Rebecca Cohen, AACC & CRESST/UCLA Ellen Osmundson, AACC & CRESST/UCLA Neal Gibson, Arkansas Department of Education. CCSSO Leadership Conference September 8, 2008 Milwaukee, Wisconsin. Overview. Background Data Use Web Based Tools
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Rebecca Cohen, AACC & CRESST/UCLA
Ellen Osmundson, AACC & CRESST/UCLA
Neal Gibson, Arkansas Department of Education
CCSSO Leadership Conference
September 8, 2008
Key Capacities Map
Data Use Scenarios
Data use involves systematically collecting, analyzing, and interpreting various types of data to guide educational decisions at the state, district, school, and classroom level for improved student achievement.
Develop Dept. of Education knowledge and skills associated with formative assessment
The following working definition of formative assessment has been derived from a review of definitions of formative assessment presented in the literature. This definition provides the framework for the assessment cycle.
Formative assessment is an ongoing process that provides feedback during the course of instruction to teachers and students to close the gap between current learning and a desired goal.
The members of a State Board of Education in a small state are increasingly hearing from parents that the reason their children’s schools are receiving low scores on the statewide Academic Achievement Index, a general measure of student achievement in the core academic subjects, is because they have too many inexperienced and under-qualified teachers. The board members have charged the State Commissioner of Education with investigating this concern and making some policy recommendations based on the findings.
The Commissioner has put together a team of four administrators from the State Department of Education to lead the investigation. Following considerable discussion, the team decides on the research questions that will guide their inquiry:
Defining Research Terms with formative assessment
After identifying the research questions, the leader of the team, Mr. Dawes, notes that they need to define the variables within each research question. “For example,” he says, “we need to figure out how to define experienced and qualified teachers. We also need to be specific about how we describe and categorize school-level characteristics to ensure that our descriptors are valid and appropriate. Having clear definitions of what we are measuring will help ensure we look at the right data, conduct the appropriate analyses, and report back to stakeholders with confidence in our methods.”
Notice this section is about assessing the present state because the state leaders:
Ask questions focused on how teacher and school-level characteristics relate to student performance
Review the educational research literature to clarify their questions and identify appropriate data sourcesState Scenario Narrative (Excerpt)
Assessing the Present (Process Guide for Data Use)
Professional Development Resources
Citation/ISBN: [website - http://www.csrclearinghouse.com]
Fashola, O. S. (2004). Being an informed consumer of quantitative educational research. Phi Delta Kappan, 85(7), pp. 532-538.
This article provides a straightforward description of various components of scientific research, including evaluation designs, measures of student academic achievement, and interpretation of statistical findings. The author also discusses factors that contribute to program effectiveness including clear goals, regular assessments, professional development, and support.
How to use:
Use as a focus for discussions about conducting quality research, including considerations for research design, implementation, analysis, and reporting. Use in conjunction with Mertens’ (2005) book and Leedy and Ormrod’s (2004) book.
Build capacity and support Iowa SD in roll out of Core Curriculum and formative assessment strategies
Build capacity in SCSD and develop a model that can be implemented in other districts in New York and other states
Build support and capacity for formative assessment
Disseminating data; Choosing data sources; Creating models to frame and think about data; assessing and addressing professional development needs