Changing the “Data Rich/Information Poor” Paradigm
BIG PICTURE VIEW in using data purposefully
- From the abundance of data select what you need for your purpose
- Focus on who the data is intended to serve (students, administrators, parents, government)
- Analyze and use data as close to the date/source of its generation as possible: use classroom assessment Immediately; large scale to inform long term decisions
- Scrutinize assessments for validity, reliability, and fairness
- Prioritize use of time in administering, evaluating, and responding to data
- Continuously monitor whether the assessments and interventions are working
- Recognize the strengths and limitations of each type of assessment and data
- Review the effectiveness of policy, schedules, resources, and professional development
ASSESSMENT LAYERING
- Align assessments with learning targets
- Choose resources that support the targets and assessments
- Purposefully select strategies that align with their intended purpose: content knowledge, higher level thinking, demonstration of learning, etc.
- Embed assessment continuously throughout teaching and learning
- Use multiple indicators of achievement for each learning target: short answer, essay, performance
INSTRUCTIONAL FUNCTION
- Use data to inform instruction and guide next steps in teaching and learning
- Engage students in assessment and data analysis: Identify their own level of knowledge, misunderstanding, strategies they can use to improve, etc
- Support students as they use it to inform their own learning: What are my next steps, who can help me, what resources do I need?
- Decide on the level and type of feedback to give each student
- Cluster and group students to work on specific targets
- Discern whether and when students are ready to move forward with learning
RESPONDING TO ASSESSMENT DATA
- Determine reasonable levels of mastery
- Utilize best practices to support student learning
- Vary instructional strategies
- Adjust the curriculum
- Chunk learning in a different way
- Adjust content, pacing, and depth
- Re-sequence the lesson
- Target specific learning gaps
- Identify students who need focused support or enrichment
- Elicit students thinking and information processing
- Modify assessment and timing