Online Course: Data Driven Assessments

Course Description:

Neither assessment nor data are new to teaching practices. For the purposes of a common language throughout this badge, assessment in an educational setting will be defined as an evaluation of a student’s mastery of content, skills, processes, or performance. Data are factual evidence collected for statistical analysis. Thinking of those two definitions, think of your own practice. When you watch a student struggle with an assignment, you are collecting data about learning progressions and that student. You then make a decision based on what you observed. This is a data-driven decision from an assessment. Throughout this badge, we will discover how to make the process consistent to make your teaching more efficient and effective. Additionally, we will briefly review data related to instructional strategy implementation.

Prerequisites: None

Course Competency:

• Identify available sources of student data
• Align assessment with standards
• Analyze student data and adult indicators
• Develop  or adopt a cycle of inquiry
• Reflect on processes

• What Works Clearinghouse – Focus on Recommendation 1, (pages 10-18)

• Alignment of assessments with standards – Carnegie Mellon

• Blog – edweek with embedded video

• Ohio Improvement Process – Document for data analysis, Ohio Department of Education

Included on choice boards

• National School Reform Faculty – Atlas Protocol for Analyzing Data

• Hess’ Rigor Matrices – ELA, mathematics/science, social studies/humanities

 Extended Resources

• Ohio Leadership Advisory Council – Video implementing Teacher Based Teams

• Template for collecting and analyzing data – Use with classroom assessments – by Andy Schwen (Setup information on 2nd tab at the bottom of the sheet)

• Calendar for implementing a data culture from Engage NY – WARNING – this tool is complex and should only be used if you or your school are trying to set up a detailed schedule for data analysis

• Video – Manhattan Queens High School (genuine discussions; not staged)

• Blog – edweek with embedded video

• Video – Walkthrough data analysis-for one standard with four assessment items

Resources

• Hess’ Rigor Matrices – ELA, mathematics/science, social studies/humanities

• Ohio’s New Learning Standards

Choose one of the following assignments to complete and submit as evidence that you have mastered the information and applications found in the course.  Refer to the Choice Board Evaluation Rubric and the Guidelines for Submitting Your Assignment to ensure your evidence contains the necessary elements.

Choice 1: Test Blueprint
Create a test blueprint. Choose one skill based standard in your content area. Develop or adapt three assessment items that you can use to assess this skill. Use the test blueprint template. Identify the depth of knowledge for each assessment item. Describe the teaching strategy you plan to use (or have used). Submit the test blueprint template.

• Reviewing student data should not add to your workload but reduce. How can you create systems which make you more efficient?
• Thinking about your classroom, do you have access to data sets to support triangulation? How can you gain access to this data?
• Exit Ticket – Show what you know!