Advancing Assessment Literacy

1. Advancing Assessment Literacy Setting the Stage III: Freedom of Information and Protection of Privacy Act Audience: Central Office Administration

2. Freedom of Information and Protection of Privacy Act The Freedom of Information and Protection of Privacy Act (FOIP) obliges boards of education to: • disclose all records it possesses upon request by any member of the public, and • keep confidential all private and personal information. Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

3. Sharing Data • Disaggregation is breaking the data apart into smaller subsets. Disaggregated data gives much clearer, more specific information than holistic, combined scores. • Disaggregation addresses important questions about what is working (or not) and for whom. For example, by disaggregating data by gender, we can determine whether an improvement in math achievement reflects equal gains for males and females. Wellman, B. & Lipton, L. (2004). Data-driven dialogue. Sherman, CT: MiraVia. Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

4. Brainstorm a list of those who might request access to the Assessment for Learning Data maintained by your school division. For each audience you have identified, indicate what level of disaggregation they might request. Explain why you think this. Possible Disaggregates: Gender Grade level Enrollment in special programs Ethnicity School or class Socioeconomic status Year of entry into the school or division Sharing Data Wellman, B. & Lipton, L. (2004). Data-driven dialogue. Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

5. Discussion Questions • Using your list of audiences and levels of disaggregation, perform an analysis of advantages, disadvantages, and cautions/concerns you see with disclosing data to various audiences. Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

6. Freedom of Information and Protection of Privacy Act • Individually, read the handout regarding FOIP. • As a table group, discuss the following: • How are the advantages, disadvantages and cautions you identified addressed in the handout? Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

7. Protections • In what ways does the Freedom of Information and Protection of Privacy Act offer protection to individual schools and students? • In what ways would you encourage your school division to communicate its responsibilities within FOIP? Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

8. Privacy Impact Assessment • The office of the Privacy Commissioner has created a Privacy Impact Assessment for Local Authorities. • At your table, complete the Privacy Impact Assessment. • In what areas do you need more information? • In what areas does work need to be done? Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

9. Requests for Information Requests for information will come to many parts of your school division. What might be the most reasonable response at: • the Board level? • the School Community Council level? • the Central Office level? • the School level? • the Classroom level? Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

10. Next Steps • As a table group, create a list of the next steps you think should be taken to create a proactive approach (or policy) regarding access to AFL information. Appoint two writers, and make two copies. • Keeping one list, each group will pass the second copy of their list to the other tables. • Compare the lists, look for differences and common themes. • What items might be combined? • After the lists have circulated, the large group will try to come to consensus on the next steps to be undertaken. Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008

11. Next Steps Now that initial next steps have been identified, please indicate the following for follow-up: • WHO will lead the follow up? • WHEN will the process begin and end? • HOW will the process be undertaken? • WHOM will the process involve? Advancing Assessment Literacy Modules: Setting the Stage III (Central Office) - February 2008