O ffice of s ocial and e conomic d ata a nalysis
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O ffice of s ocial and e conomic d ata a nalysis

Office of Social and Economic Data Analysis

OSEDA Values:

As part of the University of Missouri-Columbia we honor the public trust placed in our institution and accept our responsibility to be effective stewards of that trust. We acknowledge our duty to acquire, create, transmit and preserve knowledge and to promote understanding.


O ffice of s ocial and e conomic d ata a nalysis

We embrace The University of Missouri’s values of Respect, Responsibility, Discovery and Excellence.

AS EDUCATORS:

  • Our students deserve our respect.

  • We have a responsibility to our students.

  • Education is a process of discovery– for students and teachers.

  • Students and educators should expect excellence.


Starting the conversation

STARTING THE CONVERSATION

  • The need for better understanding of student achievement is not unique to your district.

  • 524 of 524 school districts in Missouri are, or should be working on improving their assessment practices.


Talking about assessment

TALKING ABOUT ASSESSMENT

Assessment is important, BUT…….


Curriculum comes first

CURRICULUM COMES FIRST

Curriculum is the foundation of all we do in schools!

  • It is a contract between schools, students and the community.

  • It is what we are responsible for teaching.

  • It is what students are responsible for learning.

  • It is the foundation for student assessment.


Curriculum the 3 c s

CURRICULUM – THE 3 C’s

Curriculum is the foundation of all we do in schools!

  • The WRITTEN curriculum is the foundation.

  • The TAUGHT curriculum is what we teach.

  • The LEARNED curriculum is what we assess.


We probably can t teach it all

WE PROBABLY CAN’T TEACH IT ALL

The GLEs are comprehensive enough that schools cannot cover them all in an in-depth way.

We must set priorities.


Curriculum triage

CURRICULUM TRIAGE

  • We must prioritize the curriculum in some way; here’s how W. James Popham does it:

I. ESSENTIAL (guaranteed): It is absolutely essential for my students to master these objectives by the end of my instruction.

II. HIGHLY DESIRABLE: It is very important for my students to master these objectives by the end of my instruction.

III. DESIRABLE: If possible, I would like my students to master these objectives by the end of my instruction.


Curriculum triage1

CURRICULUM TRIAGE

  • Chris Belcher illustrates curriculum priorities :


Guaranteed viable

GUARANTEED & VIABLE

  • The essentialcurriculum becomes the guaranteed curriculum ; We have said that “It is absolutely essential for students to master these objectives.”

IF IT IS IMPORTANT, WE MUST TEST IT!


Guaranteed viable1

GUARANTEED & VIABLE

  • The viable curriculum is the curriculum that we are able to teach and assess. Given our resources & time.

IF IT IS IMPORTANT, WE MUST TEST IT!


Measure now or pay later

  • Every time we measure student learning we are given an opportunity to change instructional practices and accommodate the needs of individual students.

MEASURE NOW OR PAY LATER

  • Assessing beginning and end of the year (pre & post) will tell us where we started and what students did or did not learn – it will not inform what we should do next for those students at regular times during the year.

  • IS PRE & POST TESTING ENOUGH?


Accountability vs mastery tests

  • Standardized achievement tests, including MAP, are most useful as accountability instruments. They are relatively comprehensiveand tell us what students have learned over a relatively long period of time.

ACCOUNTABILITY VS. MASTERY TESTS


Accountability vs mastery tests1

  • Mastery assessments are usually more focusedand tell us what students have learned over a relatively short period of time and, more importantly, they guide instruction for the next short period of time.

ACCOUNTABILITY VS. MASTERY TESTS


Mastery tests

  • Mastery assessments tell us which of the instructional objectives students have, and have not mastered.

MASTERY TESTS


Mastery tests1

  • Mastery/unit assessments tell us what students have learned over a relatively short period of time. They are brief enough to be given regularly every few weeks.

MASTERY TESTS


Mastery tests2

  • The results of mastery assessments should be available to teachers within a short time so that they can adapt instruction for students who:

    have mastered (enrichment) and,

    have not mastered (remediation) mastered the learner objectives.

MASTERY TESTS


Mastery the gles

  • The most important things we should measure are student mastery of the Grade Level Expectations; but,

MASTERY & THE GLEs

Missouri’s Grade Level Expectations are often loosely worded and are seldom directly measurable:

MA 4 1.6 “Represent patterns using words, tables or graphs.”


Unit 1 math test

Today is the Unit 1 Math Test. Please take a blank piece of paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

Unit 1 Math Test


Unit 1 math test1

Unit 1 Math Test

Good luck!


Gle vs mlo

  • The Missouri GLEs are often broadly worded:

    MA 4 1.6 “Represent patterns using words, tables or graphs.”

GLE vs. MLO


Gle vs mlo1

  • Measurable Learner Objectives (MLOs) are specificandmeasurable:

    “The student will use a bar graph to graphically display data from a table.”

    “The student will identify, increment and label the X & Y axes of a graph.”

GLE vs. MLO

  • The key part of the MLOs is MEASURABLE.


Measurable learner objective

  • The key word is MEASURABLE.

MEASURABLE LEARNER OBJECTIVE

  • If it is measurable, then we can measure it as a discreet skill that we can focus on in instruction, remediation and enrichment.


Measurable learner objective1

  • The key word is MEASURABLE.

MEASURABLE LEARNER OBJECTIVE

  • If it is measurable, then we can determine whether a student has mastered it.


Measurable learner objective2

  • The key word is MEASURABLE.

MEASURABLE LEARNER OBJECTIVE

  • If it is measurable it can help us decide what to do next.


All right let s break it up

All right! Let’s break it up!


Can he do it

6’

HEIGHT

5’

4’

Sally

Coop

Jane

Bob

Darryl

1. Which is the X axis? __________

4. Make bars for each person in the table FROM TALLEST TO SHORTEST.

NAME

2. Label the X and Y axes.

3. Put increments on the X and Y axes..

Can he do it?


Can he do it comprehension

PLAYING BASKETBALL

15 CENTS

ROOT BEER

50 CENTS

  • Read the following paragraph and answer the questions.

    Jerry and Bob went to the drug store to get a soda. The boys were hot from playing basketball all morning. Bob wanted a Coke and Jerry wanted a root beer. When they got there, the lady said the sodas would be 50 cents each. Together, the boys only had 85 cents, but the lady let them have the sodas when they promised to pay her the missing 15 cents the next day.

Can he do it? (comprehension)

1. Why were the boys hot?

2. How much money did they owe the lady?

3. What kind of soda did Jerry want?

4. How much did one soda cost?


Can he do it sentence structure

What are two other ways to write “50 cents?”$.50, FIFTY CENTS

  • Read each sentence and answer the question.

1. Jerry and Bob went to the drug store.

Underline the verb(s) in the sentence above.

Can he do it? (sentence structure)

2. Bob wanted a Coke and Jerry wanted a root beer.

Underline the noun(s) in the sentence above.

3. The lady said the sodas would cost 50 cents each.

What are two other ways to write “50 cents?”


O ffice of s ocial and e conomic d ata a nalysis

Constructed Response Items

  • Answer each question with a word or phrase.

Why did the boys go to the drug store?

_______________________________________

2. The boys did not have enough money. How did they get their sodas?

_______________________________________


O ffice of s ocial and e conomic d ata a nalysis

SELECT-FROM-A-LIST

  • Select a word from the right to fill in each blank in a question

waitress

money

basketball

enough

soda

change

football

exchange

1. Jerry and Bob went to the drug store for a _____.

2. The boys did not have enough _____.

3. The boys had been playing _____.


Show your work

6’

HEIGHT

5’

4’

Sally

Coop

Jane

Bob

Darryl

NAME

SHOW YOUR WORK !

1. How much taller is Sally than Bob?

2. If you put Sally and Jane end-to-end, how tall would they be?

3. How many inches tall is Coop?


O ffice of s ocial and e conomic d ata a nalysis

  • If a student has not mastered it – we can help them by teaching it again in a different way.

NEXT

  • If a student has mastered it – we can enrich their knowledge.


Characteristics of the three most improved schools in los angeles

Characteristics of the three most improved schools in Los Angeles

  • Teachers aimed efforts explicitly at the achievement of measurable learning goals.

  • Teachers worked in teams to reach their goals.

  • Teachers made regular use of achievement data to identify and address areas of concern.


Flying blind

FLYING BLIND

  • Adapting instructional practice without up-to-date assessment results is like flying the plane with a blindfold.


Who should write the tests

The test developer/publisher is……

  • You write the curriculum.

Who should write the tests?

  • You teach the curriculum.

  • Who should assess the

    learned curriculum?


Starting the conversation1

STARTING THE CONVERSATION

  • Discussions about curriculum, tests, scores and other achievement data should be formative.

  • The ability to talk together constructively about tests and scores doesn’t just happen – it is a learned skill.


Starting the conversation2

STARTING THE CONVERSATION

  • Faculty should develop a community of understanding for working with student data –

    REFLECTIVE PRACTICE


Collaboration

COLLABORATION

  • Collaborative work is important!

  • Faculty should work together to:

    • develop and prioritize curriculum,

    • take apart the GLEs and

    • develop measurable learner objectives and related assessments.


Collaboration1

COLLABORATION

  • Collaboration takes time - faculty should have pre-arranged time to work together.

  • Collaboration time should be regularly scheduled and protected from interruptions and other tasks.

  • It is often helpful to set an up-front agenda for how collaborative time is to be spent and what you want to accomplish.


Achievement data analysis

ACHIEVEMENT DATA & ANALYSIS

  • Better assessment takes more time – not less.


Achievement data analysis1

ACHIEVEMENT DATA & ANALYSIS

  • Better analysis, reflection and discussion about achievement data takes more time – not less.


Achievement data analysis2

ACHIEVEMENT DATA & ANALYSIS

  • Creating comprehensive assessment systems takes more work – not less.


Achievement data analysis3

ACHIEVEMENT DATA & ANALYSIS

  • Good assessment practices do not guarantee good achievement, but good assessment informs and enhances instruction.


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