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O ffice of S ocial and E conomic D ata A nalysis. OSEDA Values:

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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.


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 Responsibility, Discovery and Excellence.

  • 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 Responsibility, Discovery and Excellence.

Assessment is important, BUT…….


Curriculum comes first
CURRICULUM COMES FIRST Responsibility, Discovery and Excellence.

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 Responsibility, Discovery and Excellence.

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 Responsibility, Discovery and Excellence.

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

We must set priorities.


Curriculum triage
CURRICULUM TRIAGE Responsibility, Discovery and Excellence.

  • 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 Responsibility, Discovery and Excellence.

  • Chris Belcher illustrates curriculum priorities :


Guaranteed viable
GUARANTEED & VIABLE Responsibility, Discovery and Excellence.

  • 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 Responsibility, Discovery and Excellence.

  • 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

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

ACCOUNTABILITY VS. MASTERY TESTS


Accountability vs mastery tests1

  • Mastery assessments are usually useful as accountability instruments. They are relatively 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 TESTS


Mastery tests1

MASTERY TESTS


Mastery tests2

MASTERY TESTS


Mastery the gles

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 paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

Good luck!


Gle vs mlo

  • The Missouri GLEs are often paper, write your name at the top and then “Represent patterns using words, tables or graphs.” broadly worded:

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

GLE vs. MLO


Gle vs mlo1

  • Measurable Learner Objectives (MLOs) are paper, write your name at the top and then “Represent patterns using words, tables or graphs.” 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 paper, write your name at the top and then “Represent patterns using words, tables or graphs.” 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 paper, write your name at the top and then “Represent patterns using words, tables or graphs.” 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 paper, write your name at the top and then “Represent patterns using words, tables or graphs.” 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! paper, write your name at the top and then “Represent patterns using words, tables or graphs.”


Can he do it

6’ paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

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 paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

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?” paper, write your name at the top and then “Represent patterns using words, tables or graphs.” $.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?”


Constructed Response Items paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

  • 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?

_______________________________________


SELECT-FROM-A-LIST paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

  • 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’ paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

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?


  • If a student has not mastered it – paper, write your name at the top and then “Represent patterns using words, tables or graphs.” 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 Angeles

  • 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…… Angeles

  • 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 Angeles

  • 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 Angeles

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

    REFLECTIVE PRACTICE


Collaboration
COLLABORATION Angeles

  • 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 Angeles

  • 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 Angeles

  • Better assessment takes more time – not less.


Achievement data analysis1
ACHIEVEMENT DATA & ANALYSIS Angeles

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


Achievement data analysis2
ACHIEVEMENT DATA & ANALYSIS Angeles

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


Achievement data analysis3
ACHIEVEMENT DATA & ANALYSIS Angeles

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


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