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What is the Purpose of Triangulating Data?

What is the Purpose of Triangulating Data? . What Does T his L ook Like?. Take Another Guess…. Would More Information Make a Difference?. Still Not Enough Information?. More Pieces of the Puzzle = Clearer Picture. How about this…?.

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What is the Purpose of Triangulating Data?

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  1. What is the Purpose of Triangulating Data?

  2. What Does This Look Like? Benedictine University

  3. Take Another Guess… Would More Information Make a Difference? Still Not Enough Information? Benedictine University

  4. More Pieces of the Puzzle = Clearer Picture How about this…? Benedictine University

  5. Triangulation ofScreening Data Large Group Activity: • Look at the R-CBM (one minute oral reading) data for a sample 6thgrade class: • Which students would you be concerned about based on these scores? • Please explain why you are concerned Benedictine University

  6. How Can Assessment Data be Analyzed to Identify Individual Students’ Strengths and Areas of Need?

  7. Identifying Strengths & Areas of Need The following areas should be considered: Benedictine University

  8. Identifying Strengths & Areas of Need Questions to consider while looking at assessment data: • Can the student identify words accurately? • Can the student identify words automatically? • What is the depth of the student’s prior knowledge? • Can the student comprehend successfully? • Can the student answer questions? • Can the student use look-backs to locate answers in the text? • What is the quality of the student’s think-alouds during reading? • Does the student organize recall? Benedictine University

  9. How Can a Hierarchy of Instructional Needs for Individual Students be Created Based on Assessment Data? Unless otherwise stated the content of this section is based on: Shea, M. Murray, R. Harlin, R. Drowning in data: how to collect, organize, and document student performance (2005) Portsmouth, NH, Heinemann

  10. Prioritizing Areas of Concern • Choose where to focus remediation first: • Primary deficit • Most concerning area impacting reading • Secondary deficit • Additional concern area of importance • Break down general areas (e.g., comprehension) into more specific skills Benedictine University

  11. Prioritizing Areas of Concern Activity Individual Activity: • Analyze your case study student’s areas of concern • Prioritize these concern areas by determining the student’s primary and secondary deficits • Be prepared to debrief with the class Benedictine University

  12. Prioritizing Areas of Concern Activity Individual Activity: • How did you prioritize the areas of concern? • What are the primary areas of concern? • What are the secondary areas of concern? Benedictine University

  13. The Assessment Feedback Loop CARP • Collect Data • Analyze Data • Report Data • Plan Instruction Benedictine University

  14. The Assessment Feedback Loop CARP • Collect Data (on a daily/weekly basis) • Data should be in the TWIN categories: • Thinking • Work samples • In the classroom-benchmarks • Norm-referenced/standardized tests • Data can be anecdotal notes, checklists, rubrics, criterion tests, running records • Analyze Data • Is more data needed? Three data sources are needed to have a fair assessment of students • Evaluate data either with or without the student • Use the assessments to determine what needs to be taught Benedictine University

  15. The Assessment Feedback Loop CARP • Report Data • Ensure that all stakeholders in the child’s education are present • Plan Instruction • Determine what instructional changes are needed • Repeat the cycle after an appropriate amount of time has been devoted to instruction Benedictine University

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