Back to Using Data to Determine Student Mastery (Reimagined) [PDO]
Teachers and students are bombarded with data figures from national, state, and local assessments. Interpreting those figures and determining areas where students are strongest and weakest is a practice that is becoming more and more important given the national call for accountability. In addition teachers are expected to develop assessment system that yields data about student growth.
In today’s education landscape the phrase “data driven instruction” is very common. The tension to use data analytics to drive student achievement can be felt from the legislative floor to the board room to the classroom and ultimately to the living room. Schools and teachers are being held accountable for proving student achievement in unprecedented ways, including tying teacher salaries to student scores on standardized tests.
Accountability in the modern American school systems began with the introduction of the Elementary and Secondary Education Act (ESEA) in the 1960s and became a driving factor in the 1990s with the implementation of No Child Left Behind (NCLB). Today, the pressure to improve America’s schools stems from belief that our graduates are not prepared to compete in the global market. In response to this belief, federal legislation was enacted. The Race to the Top program has shifted the philosophy of education toward not only global competition, but also competition among neighboring states, and even districts within the same state.
In this climate, a school must identify the role of data and which assessments will be used to tell the story of its progress. This is often exemplified in a school’s vision and mission statement. School leaders and staff need to be clear about how they define success, measure success, and report their success. In this course, you will learn why and how the definition, measurement, and statistics need to be aligned in order to provide an accurate record of the impact instructional practice is making on student mastery.
- Define data literacy and high-level elements of data analysis.
- Determine the current data sources and schedule of assessments.
- Analyze the role of assessment in informing instruction.
- Demonstrate knowledge of formal and informal assessment methods.
- Create ways to share learning targets with students.
- Align assessments to learning targets.
- Analyze the value of formative assessment.
- Define critical thinking skills required for different levels of mastery.
- Analyze assessment questions for level of rigor.
- Plan and develop a series, or cycle, of questions for unit/lesson standards.
- Identify primary characteristics of an effective grading system.
- Compare standards-based grading practices with traditional grading.
- Evaluate your grading practices.
(ASCD online course, 2011) Reimagined self-paced asynchronous online course. Upon completion, learners will be awarded an ASCD Certificate worth up to 20 Clock Hours.