nhsaa 2007 best practices conference use assessment results to get what you need presented by dr....
TRANSCRIPT
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NHSAA 2007 Best Practices
ConferenceUse Assessment Results to Get What You
Need
Presented by Dr. Elle AllisonCenter for Performance
Assessment
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A Student Once Wrote…A Student Once Wrote…
“Socrates was a famous Greek teacher who went around giving people advise. The killed him. Socrates died from from an overdose of wedlock. After his death his career suffered a dramatic decline.”
“Socrates was a famous Greek teacher who went around giving people advise. The killed him. Socrates died from from an overdose of wedlock. After his death his career suffered a dramatic decline.”
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Our Search for Meaning…
Our Search for Meaning…
“We needed to stop asking about the meaning of life, and instead to think of ourselves as those who were being questioned by life--daily and hourly.”
--Victor Frankl
“We needed to stop asking about the meaning of life, and instead to think of ourselves as those who were being questioned by life--daily and hourly.”
--Victor Frankl
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To Make Meaning…To Make Meaning…
Adopt the view of nature:
Assessment results as feedback vital to the sustenance and growth
of your school or district--at the level of purpose.
All life thrives on feedback & dies without it. Without feedback we shrivel and marginalize ourselves.
Adopt the view of nature:
Assessment results as feedback vital to the sustenance and growth
of your school or district--at the level of purpose.
All life thrives on feedback & dies without it. Without feedback we shrivel and marginalize ourselves.
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FeedbackFeedback
Is self generatedDepends on the context right now
Changes--does not stay in rigid categories
Allows in new and surprising information
Indicates when adaptation and growth is needed
Is self generatedDepends on the context right now
Changes--does not stay in rigid categories
Allows in new and surprising information
Indicates when adaptation and growth is needed
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Give Data a New Job: From Bully to
Servant
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ZOOMZOOM
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Your Assumptions?Your Assumptions?
What do you believe about assessment results?
Results data are truthData can increase student achievement
Data is used to punish educatorsData are dishonestResults are not relevant to real life
What do you believe about assessment results?
Results data are truthData can increase student achievement
Data is used to punish educatorsData are dishonestResults are not relevant to real life
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Defining Terms: Assessment Results
Defining Terms: Assessment Results
InternationalNationalStateDistrictSchoolClassroom
InternationalNationalStateDistrictSchoolClassroom
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Defining Terms: Wants and Needs
Defining Terms: Wants and Needs
Wants--growthAn absence/shortage
Something someone desires or needs
The state of being poor
Wants--growthAn absence/shortage
Something someone desires or needs
The state of being poor
Needs--sustenance
NecessityUrgencyInevitability
Required for success
Needs--sustenance
NecessityUrgencyInevitability
Required for success
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A case StudyA case Study
One district’s story:80% free and reduced lunch68% minority student enrollment
40+ languages
(D. Reeves, The Learning Leader, 2006)
One district’s story:80% free and reduced lunch68% minority student enrollment
40+ languages
(D. Reeves, The Learning Leader, 2006)
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Elementary Schools, Then and Now
Elementary Schools, Then and Now
1998:Schools with more than 50% of students proficient in Grade 3 English: 11%
1998:Schools with more than 50% of students proficient in Grade 3 English: 11%
2005: Schools with more than 50% of students proficient in Grade 3 English: 100%
2005: Schools with more than 50% of students proficient in Grade 3 English: 100%
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Middle Schools, Then and Now
Middle Schools, Then and Now
1998:Schools with more than 50% of students passing English: 0%
1998:Schools with more than 50% of students passing English: 0%
2005:Schools with more than 50% of students passing English: 100%
2005:Schools with more than 50% of students passing English: 100%
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High Schools, Then and Now
High Schools, Then and Now
1998:Schools with more than 80% of students passing English Language Arts: 17%
1998:Schools with more than 80% of students passing English Language Arts: 17%
2005:Schools with more than 80% of students passing English Language Arts: 100%
2005:Schools with more than 80% of students passing English Language Arts: 100%
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Using Assessment to get what you Need and
Want
Using Assessment to get what you Need and
Want1. Ask the questions that
matter2. Look at Cause and Effect
Data3. Accountability: Watch your
indicators
1. Ask the questions that matter
2. Look at Cause and Effect Data
3. Accountability: Watch your indicators
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Form Follows FunctionForm Follows Function
Questions at the level of purpose begin to give meaning to assessment results.
Questions at the level of purpose begin to give meaning to assessment results.
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Questions at the Level of Purpose
Questions at the Level of Purpose
Do we believe all kids can learn? Do we believe we have power? Are our expectations the same for all students?
Who is learning? Are there achievement gaps? Are all students proficient in reading, writing, math?
How long does it take us to help students who are not learning?
Do we use best practices in curriculum, instruction and leadership?
Do we believe all kids can learn? Do we believe we have power? Are our expectations the same for all students?
Who is learning? Are there achievement gaps? Are all students proficient in reading, writing, math?
How long does it take us to help students who are not learning?
Do we use best practices in curriculum, instruction and leadership?
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Two Types of DataTwo Types of Data
Effect Data: Student achievement results from various measurements
Cause Data: Information based on actions of the adults in the system
Effect Data: Student achievement results from various measurements
Cause Data: Information based on actions of the adults in the system
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Two Types of DataTwo Types of Data
“In the context of schools, the essence of holistic accountability is that we must consider not only the effect variable—test scores—but also the cause variables—the indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement.”
(D. Reeves, Accountability for Learning, 2004)
“In the context of schools, the essence of holistic accountability is that we must consider not only the effect variable—test scores—but also the cause variables—the indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement.”
(D. Reeves, Accountability for Learning, 2004)
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The Leadership/Learning Matrix (L2 Matrix)
The Leadership/Learning Matrix (L2 Matrix)
LuckyHigh results, low understanding of antecedentsReplication of success unlikely
LeadingHigh results, high understanding of antecedentsReplication of success likely
Losing GroundLow results, low understanding of antecedentsReplication of failure likely
LearningLow results, high understanding of antecedentsReplication of mistakes unlikely
Antecedents/Cause Data
Eff
ects
/Res
ult
s D
ata
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Watch Your Indicators--
Accountability
Watch Your Indicators--
AccountabilityMeasure them locally and frequently. Plot them out. Post them in the school or district.
Measure them locally and frequently. Plot them out. Post them in the school or district.
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Data Walls: “The Science Fair for
Grownups”
Data Walls: “The Science Fair for
Grownups”
AnalysisWhy are we getting the results we
are?
DataState and
district
StrategiesActions of the
adults
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Sample Data WallsSample Data Walls
Topic for professional conversations
Located in prominent places
Topic for professional conversations
Located in prominent places
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Sophisticated Data Analysis At Its Finest
Sophisticated Data Analysis At Its Finest
Simple bar graphs
Can be student generated
Simple bar graphs
Can be student generated
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Month-to-Month FocusMonth-to-Month Focus
Updated frequently
Data from various sources
Updated frequently
Data from various sources
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Month-to-Month Comparisons
Month-to-Month Comparisons
These data walls are meaningful to the students as they track their achievement
These data walls are meaningful to the students as they track their achievement
See page 76
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Questions to Ask in order to Grow into the Purpose of the Organization
Questions to Ask in order to Grow into the Purpose of the Organization
Who gets to design the measurement? How will we measure the measures?Are we designing measurements that are permeable?
Will these measures create information that increases learning in the organization?
What measures will inform us about cause data without destroying them?
Who gets to design the measurement? How will we measure the measures?Are we designing measurements that are permeable?
Will these measures create information that increases learning in the organization?
What measures will inform us about cause data without destroying them?
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Call to Action: Use Assessment Data to Sustain
and Grow
Call to Action: Use Assessment Data to Sustain
and Grow Ask questions that matterCause and Effect Data: Instructional Practices and Student Achievement
Accountability: Watch your indicators
Ask questions that matterCause and Effect Data: Instructional Practices and Student Achievement
Accountability: Watch your indicators
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Thank YouThank You
Dr. Elle AllisonCenter for Performance Assessment
www.makingstandardswork.com
Dr. Elle AllisonCenter for Performance Assessment
www.makingstandardswork.com