cde special report: measuring learning success

Q1 Special

Report Webinar

April 10, 2014

www.centerdigitaled.com

DECEMBER 17, 2013April 10, 2014

DECEMBER 17, 2013

• Special Report Overview

• Guest Speakers

• Q&A

Today’s Agenda

Tom Ryan, Ph.D.Sr. FellowCenter for Digital EducationFormer CIO, Albuquerque Public Schools

April 10, 2014

April 10, 2014

Q & A Participation

•To ask a question, enter it into the“Ask a Question” box and click “Submit”

•We will answer as many questions as possible in the available time

•This webcast will be posted to http://www.centerdigitaled.com

April 10, 2014

April 10, 2014

Assessment is much more than accountability

The focus of assessment is shifting to authentic, ongoing measurements, relevant feedback to inform personalized instructional practices

April 10, 2014

“OLD SCHOOL” ASSESSMENTS

Paper-based

Limited

Not Applicable to real world

Infrequent

Unwieldy and error-prone

Difficult to customize

Limits how to assess higher order thinking

April 10, 2014

Knowledge Test Performance Test

http://www.stanforddrivingschool.com

Both are Essential

April 10, 2014

Reduced Grading Burden

Increased instructional Time

Quick Return on Results

Improved Test Security

Accessibility &Accommodation

April 10, 2014

Instructional ObjectivesExecutive SponsorshipBuy-inStart SmallAdd Technology IncrementallyProfessional development

PLCsResearch compatibilityTotal Cost of OwnershipVendor relationshipsThoughtful ApproachMeasure Success

April 10, 2014

Platforms to aggregate data

Dashboards

Learning AnalyticsPredictiveDiagnostic

April 10, 2014

April 10, 2014

Our 1st Guest Speaker

Bill JamesTeacherMilford High SchoolHighland, Michigan

April 10, 2014

Using data properlyBill James

Milford High School

Highland, MI

Examining Examinations

O Central tendency

O Not sufficient though

O Need to examine a detailed report

Item analysis

Numbers to focus on…O KR20

O Measures overall test reliability

O Range from 0.0 – 1.0

O Closer to 1.0 = more reliable

O Point biserial

O Measures item reliability

O Range from -1.0 – 1.0

O Closer to 1.0 = more reliableO 0.3 = very good items

O 0.09 and less = poor items

O Negative should prompt review of questionO Student who did well on test overall did not do well on

that question

Another look

Formative assessments

O In class and spur of moment

O Assessment of lesson

O Change on the fly too

Feedback is key

Question types

Question construction

Know where to review

Students keep track

Our 2nd Guest Speaker

Jack HoranDirector of Technology Oratory Preparatory SchoolSummit, NJ

April 10, 2014

Non-Traditional Assessments(or maybe traditional ones done

in new ways)

Jack Horan

AP Teacher/ Director of Technology

Oratory Preparatory School

Summit, NJ

Some assessment types

Formative or Summative

• Online simulations/experiments

• Writing Assignments

• Multiple Choice (and similar) testing

Online Simulation Benefits

• speed of setup

• speed of feedback

• ability to involve students (or teachers) from a distance

• take advantage of coolness factor

AP Econ Simulation

Never underestimate the power of enjoyment!

Game-style assessments can grab student attention

Writing Assignments

• Best with shared documents (e.g. Google Docs)

• Faster feedback/rewrite cycle

• Easier to share rubrics

• Long-lasting feedback

• Automatic portfolio creation

Multiple Choice Benefits

• T- faster, easier grading

• T- see problems and adjust accordingly

• S- quicker feedback

• S- Higher scores by students

– questions easier to read

– less distraction other questions

– easy to see graphs, etc that accompany questions

Student Benefits

• Easier to read

• No other questions to distract

• images, etc. stay with question

• Can even add video clip

Important Issues

• compatibility with student devices

• ability to upload assessments from your test-generator programs

• ability to easily embed images, text, and even video/audio clips with questions

• ability to easily correlate questions with whatever standards

Tech Director Concerns

• THE NETWORK MUST WORK!!!!!!!!!!!

• Devices must work

• One device per student is optimal, but not necessary

Teacher Planning

•Groups of teachers can plan and develop common assessments, and collect group data more quickly and easily

•schoolwide (or district-wide) data can perform the same function

•more effective and quicker intervention, for individuals and groups

Specific help for students and parents

• No more “he needs to work harder (or smarter, etc.)”

• Link data to standards

• Find specific areas of weakness

• “In math class, she has trouble the distributive property, but she really nails the commutative.”

April 10, 2014

Wrap Up

Access to this Special Report and Webinar Archive

http://www.centerdigitaled.com

April 10, 2014

April 10, 2014