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

Contact Hours: 5

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

 

Course Syllabus

Directions:

Work through the resources provided below.  Already know the content? No problem! Skip to #5 and submit your evidence of learning from the provided Choice Board. Receive a Proficient or Accomplished rating (grading rubrics are provided for each module) from the instructor and you are awarded a badge and certificate of attendance. Graduate credit is available, as well!


1. Bell Ringer:

Let’s get started!  Complete the pre-assessment to help provide context and focus to your learning experience.


2.  Setting The Stage:

Watch Setting The Stage For Data Driven Assessments.  Consider the following quote by John Tukey, American Mathematician, as you watch the video. “The greatest value of a picture is when it forces us to notice what we never expected to see.

3. Play List:

Explore the resources provided below.

Included on choice boards

Extended Resources


4. Integration In Action:

Review the following assessments. As you evaluate the documents, ask yourself if the provided items align with the identified standards. Where would you place them on Hess’ Rigor Matrix? Can you identify which standard is being assessed in each question? Are these assessments similar to or different from your assessments?
  • 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


5.  Choice Board:

Choose an assignment from the choice board 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.

When you have completed your evidence of learning, finalize the purchase process at the bottom of this page.


6.  Reflection:

Take a moment to reflect on the work that you’ve accomplished and where you will go from here.

  • 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!