Using data to promote student success
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Using Data to Promote Student Success. Analyzing and Interpreting EQAO Results. Guiding Principles:. Large-scale assessment provides comparable year-to-year data on student achievement that can be helpful to schools and boards in improvement planning

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Using Data to Promote Student Success

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Using data to promote student success

Using Data to Promote Student Success

Analyzing and Interpreting EQAO Results


Guiding principles

Guiding Principles:

  • Large-scale assessment provides comparable year-to-year data on student achievement that can be helpful to schools and boards in improvement planning

  • Results should be considered in conjunction with other school information related to student performance

  • Each school, and school community, is unique and results need to be interpreted in context

  • It is important to use caution when interpreting percentage results where numbers are small


4 cs of interpreting data

4 Cs of Interpreting Data

Are the data:

  • Complete?

  • Consistent?

  • Comparative?

  • Concealing?

    Source: Assessment Training Consortium/ Ottawa Carlton District School Board


Complete

Complete

  • Large-scale assessment is a snapshot

  • Consider other information:

    • Classroom assessments, report cards

    • District assessments

    • Surveys

    • Demographic data

    • School characteristics

      Source: Assessment Training Consortium/ Ottawa Carlton District School Board


Consistent are there any surprises

Consistent: Are there any surprises?

  • Are results from different sources consistent?

    • e.g. EQAO and report cards

  • Are results consistent with expectations?

  • Consider consistencies with respect to:

    • Individual students

    • School results

    • Past experience

      Source: Assessment Training Consortium/ Ottawa Carlton District School Board


Comparisons

Comparisons

  • Norms (school vs. provincial data)

  • Similar schools

  • Curriculum standard

  • Sub-groups (e.g. boys/girls, different programs)

  • Trends over time

    Source: Assessment Training Consortium/ Ottawa Carlton District School Board


Concealing

Concealing

  • Look at distribution of scores

  • Averages may be misleading, esp. if numbers are small

    Source: Assessment Training Consortium/ Ottawa Carlton District School Board


Contextual data

Contextual Data

  • EQAO sources:

    • Demographics of eligible/participating students

    • Participation rates

    • Student Questionnaire responses

    • Principal Questionnaire responses

  • Other sources:

    • Socio-economic data

    • Enrollment patterns

    • Mobility rates

    • Absenteeism rates


Contextual data1

Contextual Data

  • Key Questions:

    • How do the current contextual and demographic data for your school compare with previous years?

    • How does your school’s demographic information compare with that of the board and province?

    • How do your school’s exemption, deferral and absentee rates compare with the board and province?

    • Does your school have significant numbers of ESL/ELD or special education students?

    • What do students report about computer access and use and reading and writing outside of school?


Achievement data

Achievement Data

  • EQAO sources:

    • Detailed School Results

    • Item Information Reports

    • Student Questionnaire responses

    • Teacher Questionnaire responses

  • Other sources:

    • Report card data

    • District assessments

    • Classroom assessments

    • Reading assessments

    • Diagnostic assessments


Achievement data1

Achievement Data

  • Key Questions:

    • How do overall results compare over time?

    • Is the pattern of results similar to those of the board or province?

    • How do the overall results compare to those of similar schools?

    • Are there differences in the performance of males and females?

    • Is the performance of ESL/ELD students significantly different from that of other students?


Item information reports ideas for reviewing reports

Item Information Reports:Ideas for Reviewing Reports

  • Identify the strong performance areas in the school

    • On which items did your school perform well?

  • Identify the performance areas that require attention

    • Which items presented a challenge for your students?

  • Where do you expect the school to be in relation to the Board and Province?

  • Relate other data to the observations

  • Consider what improvement strategies are indicated for the areas needing attention


Examining your data

Examining your data:

  • Involves a process of asking questions and searching for meaning

  • Provides insight into strengths and weaknesses

  • Is only one step in the process of school improvement


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