‘ ACCESS’ TO ASSESS

1. ‘ACCESS’ TO ASSESS

2. NCLB • accountability for results • more choices for parents • greater freedom for states and communities for more local control and flexibility • and an emphasis on using proven education methods based on scientific research. http://www.emsc.nysed.gov/nclb/

3. Accountability for Results is facilitated through Assessments • Summative • Formative

4. Summative Assessments are used to make a judgment of student competency after an instructional phase is complete. http://fcit.usf.edu/assessment/basic/basica.html

5. Formative Assessments • on-going assessments, reviews, and observations in a classroom • used to improve instructional methods and student feedback throughout the teaching and learning process. http://fcit.usf.edu/assessment/basic/basica.html

7. There is an abundance of evidence that establishes a positive and predictive relationship between formative assessment and student achievement. (Black & Wiliam, 1998, Black et al, 2004, Peterson & Siadat, 2009)

8. The Shepard (2008) review of the National Mathematics Advisory Panel’s (the Panel) 2008 report to the nation cites the Panel’s acknowledgement of these findings with “the Panel emphasizes that ongoing monitoring of student learning is a hallmark of effective instruction.”

9. Identification of successful implementations of effective formative assessment strategies have remained elusive. (Black & Wiliam, 1998, Black et al, 2004, Shepard, 2008)

10. FORMATIVE ASSESSMENT • Norm-referenced formative assessment • Criterion-referenced formative assessment.

11. Norm-referenced Assessment • yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured • refers to the process of comparing one test-taker to his or her peers. http://en.wikipedia.org

12. Criterion-referenced Assessment • provides for translating scores into a statement about a persons relationship to a specified subject matter • Most tests and quizzes written by school teachers are criterion-referenced tests • The objective is simply to see whether or not the student has learned the material. http://en.wikipedia.org

13. Various reports and studies have suggested solutions that have alternately highlighted criterion-referencing (Tyree, 2006), and the importance of timeliness and frequency in administering formative assessments (Peterson & Siadat, 2009),

15. The use of Personal Digital Assistants for purposes of formative assessment has been highlighted in (DerVanik, 2005)

16. PDA (Personal Digital Assistant) • Smartphone • EDA Hand-held Computer • Pocket-sized • Wireless • Mobile

17. THE PDA IN ‘ACCESS’ TO ASSESS • Data Collection • Connectivity • 2-Way Synchronization http://en.wikipedia.org/wiki/Personal_digital_assistant

19. The use of Database Management Systems in Education has been highlighted by (Pulliam, 2005, Tolley & Shulruf, 2009).

20. DBMS A collection of records and files that are organized for a particular purpose. Viescas, J. L. & Conrad, J. (2007). Microsoft Access 2007: Inside Out. Microsoft Press. Redmond: WA.

21. SASI (School Administration of Student Information)

22. DBMS (DataBase Management System) A Database Management System is a set of computer programs that controls the creation, maintenance, and the use of the database of an organization and its end users. http://en.wikipedia.org/wiki/Database_management_system

23. MICROSOFT ACCESS • Desktop DBMS • Standalone Work Station • Shared Client/Server Mode across a Network • Microsoft Office Suite

24. DIFFUSION OF ‘ACCESS’ TO ASSESS?

25. PDAs V. SMARTPHONES Data compiled from various Google.com articles on PDA and Smartphone sales figures

27. ‘ACCESS’ TO ASSESS HAS ALL OF THE ATTRIBUTES NECESSARY FOR AN INFORMED ADOPTION

28. ‘ACCESS’ TO ASSESS HAS A RELATIVE ADVANTAGE OVER OTHER SOLUTIONS • Cost • Social Status • Rationality • Little need for Incentives • Rate of Adoption

29. ‘ACCESS’ TO ASSESS HAS COMPATIBILTY WITH POTENTIAL ADOPTERS • Existing Values • Past Experiences • Needs • Rate of Adoption

30. ‘ACCESS’ TO ASSESS IS NOT COMPLEX • As easy as using a cell-phone • Boolean Data Input • Easy Uploading • No Unfamiliar Concepts • Rate of Adoption

31. ‘ACCESS’ TO ASSESS HAS TRIALABILITY AND OBSERVABILITY • Scalability • Classroom • Data • Rate of Adoption

32. A PLAN FOR DIFFUSION: A CENTRALIZED APPROACH

33. 1 ELEMENTARY, 1 MIDDLE, & 1 HIGH SCHOOL • 1 COMMITTEE IN EACH SCHOOL • EA. COMMITTEE = 1 ADMINISTRATOR, ≥ 2 TEACHERS, & MYSELF • COMMITTEE MEMBERS SHOULD BE OPINION LEADER TYPES

34. DESCRIPTION OF ROLES

35. MY ROLE – PD FOR COMMITTEE, DESIGN & ADMINISTER SATISFACTION SURVEY • COMMITTEE – RESPOND TO SURVEY • TEACHERS – IMPLEMENT ATA • ADMINISTRATORS – OBSERVE & EVALUATE IMPLEMENTATIONS • BOARD MEMBERS – INTERPRET SURVEY DATA & DECIDE TO ADOPT

36. ADOPTION PROCESS

37. EARLY ADOPTERS - BOARD MEMBERS • EARLY MAJORITY - COMMITTEE MEMBERS • LATE MAJORITY – THE TEACHERS IN THE PILOT SCHOOLS • LAGGARDS – THOSE THAT MIGHT RESIST THE CHANGE

38. THE ROLE OF BOARD MEMBERS AS CHANGE AGENTS

39. DEVELOP A NEED FOR CHANGE • ESTABLISH AN INFORMATION EXCHANGE RELATIONSHIP • DIAGNOSE PROBLEMS • CREATE AN INTENT TO CHANGE • TRANSLATE AN INTENT INTO ACTION • STABILIZE ADOPTION AND PREVENT DISCONTINUANCE • ACHIEVE A TERMINAL RELATIONSHIP

40. CRITICAL MASS SHOULD BE ACHIEVED EARLY IN THE LATE MAJORITY

41. IN SUMMARY • Assessment is mandated by NCLB • Formative Assessment is preferred because of its facility for ongoing and real-time return of data • NMAP has emphasized that “ongoing monitoring of student learning is a hallmark of effective instruction.”

42. IN SUMMARY • Criterion-referencing is preferred because of its ability to align to standards • Criterion-referencing has been explained in Benjamin Bloom’s theory of Mastery Learning

43. IN SUMMARY • PDAs (smartphones) are in widespread use • DBMSs (MS ACCESS) will allow for efficient data collection and organization • ATA is cost-effective • ATA requires minimal Professional Development • ATA will diffuse quickly

44. ATA is a superior formative assessment data collection and organization method.

45. Tolley & Shulruf (2009) inform us that in order to turn a body of data, assessment or otherwise, into useful information for knowledge-based decision-making at any level, it must be collected, organized, analyzed,and reflectedupon.