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Preschool PowerPoint - Foreign Language

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					Using Data to Improve
Student Achievement

     Summer 2006 Preschool
            CSDC
                   Outcomes
   Know why we need to look at data
   Identify two types of tests
   Understand three types of scores
   Understand Summative & Formative
    Assessments
   Be able to interpret Summative Assessment
    Reports
   Know how to use data in instructional planning
    for increased student learning
Why Look at Data?
The purpose of data is to
     give educators
      INSIGHT!
       Types of Tests

Norm-Referenced Test
 (NRT)

Criterion-Referenced
 Test
 (CRT)
    What is a Norm-Referenced Test (NRT)?
   A standardized
    assessment in which
    all students
    perform under
    the same conditions.


   It compares the performance of a student or
    group of students to a national sample of
    students at the same grade and age, called
    the norm group.
    What is a Criterion-Referenced Test
                   (CRT)?
   An assessment comparing one student's performance
    to a specific learning objective or performance
    standard and not to the performance of other
    students.

   It tells us how well students are performing on
    specific goals or content standards rather than how
    their performance compares to a national or local
    norming group.
        Summary NRT and CRT

                 Norm-referenced       Criterion-referenced
TYPE
                   Test (NRT)               Test (CRT)
           Shows how a student     Shows how a student does
           does in relation to a   in relation to a standard.
DEFINITION
           norm group.

                FCAT NRT             FCAT SSS
                SAT/10               Classroom Tests
EXAMPLES        TerraNova            AP Exams
                PSAT/NMSQT           District Math
                                       Assessments
Types of Scores
                Raw Score (RS)
   The number of items a student answers
    correctly on a test.

       John took a 20 item mathematics test
        (where each item was worth one point) and
        correctly answered 17 items.

       His raw score for this assessment is 17.
             Scale Score (SS)
   Mathematically converted raw scores
    based on level of difficulty per question.
   For FCAT-SSS, a computer program is
    used to analyze student responses and
    to compute the scale score.
   Scale Scores reflect a more accurate
    picture of the student’s achievement
    level.
              Gain Scores
   Commonly          The amount of
    referred to        progress a student
    as “Learning       makes in one school
    Gains”             year.
       Learning Gains: Who Qualifies?

   All students with a pre- and post-test,
    including all subgroups (ESE, LEP, etc.).

   All students with matched, consecutive year
    (i.e. 2005 & 2006) FCAT SSS results, grades
    4-10, who were enrolled in the same school
    surveys 2 & 3 (FTE).
     Learning Gains: Which Scores?

   Gains apply in reading
    and math, not writing
    or science.

   Pre-test may be from
    same school, same
    district, or anywhere in
    the state.
Learning Gains:
What equals Adequate Yearly Progress (AYP)?

A. Improve FCAT Achievement Levels from 2005 to
2006 (e.g. 1-2, 2-3, 3-4, 4-5)

                        OR

B. Maintain “satisfactory” Achievement Levels from
2005-2006 (e.g. 3-3, 4-4, 5-5)

                        OR

C. Demonstrate more than one year’s growth within
Level 1 or Level 2 - determined by DSS Cut Points
(not applicable for retained students)
          Developmental Scale Score
         Gains Table (DSS Cut Points)
Students achieving within Level 1 (or within Level 2) for two consecutive years must
gain at least one point more than those listed in the table in order to satisfy the “making
annual learning gains” component of the school accountability system.


  Grade Level Change                    Reading                      Mathematics

           3 to 4                          230                             162
           4 to 5                           166                            119
           5 to 6                           133                            95
           6 to 7                           110                            78
           7 to 8                           92                             64
           8 to 9                           77                             54
          9 to 10                           77                             48
       Learning Gains: Retainees

  A retained student can only be counted as
     making adequate progress if he/she:


Moves up one level.    (e.g. 1-2, 2-3, 3-4, 4-5)


Maintains a level 3, 4, or 5.
         Learning Gains: Activity

Using the data on the
 following table, determine:
   which students made a
    learning gain
   what percentage of the
    teacher’s students made a
    learning gain
 Data Display for FCAT Reading Results
Student   04/05   05/06   Pre-test      Pre-   Post-test     Post-      Learning Gain
          Grade   Grade   Achievement   test   Achievement   test DSS   Determination
          Level   Level   Level         DSS    Level

    A        7       8       Level 1              Level 2               Yes or No
                                                                        Reason: A, B, or C
    B        7       8       Level 4              Level 4               Yes or No
                                                                        Reason: A, B, or C
    C        7       8       Level 2    1598      Level 2    1743       Yes or No
                                                                        Reason: A, B, or C
    D        8       8       Level 1              Level 2               Yes or No
                                                                        Reason: A, B, or C
    E        8       8       Level 3              Level 3               Yes or No
                                                                        Reason: A, B, or C
    F        8       8       Level 1    1486      Level 1    1653       Yes or No
                                                                        Reason: A, B, or C
    G        7       8       Level 5              Level 4               Yes or No
                                                                        Reason: A, B, or C
                Types of Data
Results (Summative)           Process (Formative)

Data used to make decisions   Data gathered at regular
  about student achievement     intervals during the
  at the end of a period of     instructional period; used
  instruction.                  to provide feedback about
                                student progress and to
                                provide direction for
                                instructional interventions.
A Closer Look at Results Data

        Examples:
FCAT
Parent
Report
A Closer Look at Formative Data

                    Quizzes

                 Chapter Tests

                    DIBELS

            District Math Assessments
         What tools do we have?
   FCAT Inquiry (Summative)
   Teacher Tools for Data Collection
    (Can be Summative or Formative)

             •Histogram
             •Pareto Chart
             •Run Chart
             •Scatter Diagram
             •Item Analysis
                                     Histogram
Bar chart
representing a                                      Grade Distribution in 8th Grade English
frequency
distribution                    70



of student scores               60



                                50

Heights of the
bars represent
                    Frequency




                                40



number of                       30

students scoring
at same
                                20



level/score                     10



                                0

Used to                             0-10   11-20      21-30   31-40   41-50   51-60

                                                                           Grade
                                                                                       61-70   71-80   81-90   91-100



Monitor progress
                       Histogram: Minutes to Run 1 Mile
            16



            14



            12



            10
Frequency




            8



            6



            4



            2



            0
                 5-6   7-8        9-10          11-12     13-14   15-16
                                         Time
                        Histogram: Grade Distribution in 8th Grade English
            70




            60




            50
Frequency




            40




            30




            20




            10




             0
                 0-10    11-20   21-30   31-40   41-50   51-60   61-70   71-80   81-90   91-100

                                                     Grade
                    Run Chart
Use to:

 Monitor progress over time
 Display data in simplest form
                              Run Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz

                    100


                    90


                    80


                    70


                    60
          Percent




                    50


                    40


                    30


                    20


                    10


                     0
                          1      2          3          4          5         6          7          8     9
                        Run Chart: Number of Words Spelled Correctly on Weekly Quiz
                  180



                  175



                  170
Number of words




                  165



                  160



                  155



                  150



                  145



                  140
                          1     2      3     4     5      6     7     8     9

                                                  Week
                         Tardies 3/15- 3/19
                 8
                 7
number of students




                 6
                 5
                 4
                 3
                 2
                 1
                 0
                     M   T        W         TH   F
                             days of week
                                Scatter Diagram

                          Scatter Diagram: Quiz Average vs. Test Average
               100



               90
Quiz Average




               80



               70



               60



               50
                     50         60          70                  80   90    100
                                                 Test Average
                       Scatter Diagram: Hours of Sleep vs Mistakes on Test
      12




      10




           8
Mistakes




           6




           4




           2




           0
               0   1        2      3      4      5      6      7     8       9   10

                                          Hours of Sleep
                Item Analysis
Use to:

 Determine mastered content
 Determine most common mistakes
                                                   ITEM DATA RECORDING SHEET
                                                FOR ANALYSIS OF CLASSROOM TESTS
                                                            Subject : _____________________

                                                Record Answers (Letter) Chosen for Multiple Choice Items
                              Student            Record Points Earned for Constructed Response Items

                                        #   #   #   #   #    #   #   #   #    #    #   #     #    #    #   #     #    #    #   #
                                        1   2   3   4   5    6   7   8   9   10   11   12   13   14   15   16   17   18   19   20




                              Correct
                              Answer
                         CLASSROOM TEST ANALYSIS
BENCHMARK   ITEM   NUMBER    NUMBER      NUMBER    NUMBER       NUMBER       NUMBER       NUMBER       NUMBER
                   CORRECT   INCORRECT   PARTIAL   DISTRACTOR   DISTRACTOR   DISTRACTOR   DISTRACTOR   NO
 ASSESSED     #
                                         CREDIT    A/1          B/2          C/3          D/4          ANSWER




             1


             2


             3


             4


             5


             6


             7


             8


             9


             10
ITEM ANALYSIS ACTIVITY
                                                              4th Reading

  Student   q1   q2      q3   q4   q5   q6          q7   q8       q9   q10          q11   q12     q13     q14   q15   q16   q17   q18     q19   q20
     1       1       2    3    3            4        3    3                 4                 3       2     1           3             4     4
     2       1       2    4    3    4       4        4    1        4                  2       3       2     1     3     3             1     3
     3       1       2    4    3            4        3    3        3        3                 3       4     1           3             2     4
     4       1       2    3    4            1        3    2        1        4                 3       2     4     1     4             2     4
     5       1       2    1    3    4       4        3    3        4        1         3       3       1     4           3             1     3
     6       1       4    1    3            3        1    3        4        4                 3       3     4           1     1
     7       1       4    3    3            2        3    1        2        3         4       5       2     5           1             3     1
     9       1       2    3    3    2       2        3    3        2        3                 3       2     4           2             3     4
     9       1       2    3    3            4        3    3        2        3                 3       2     4           3             1     4
    10       1       2    4    3    4       4        3    3        2        3                 2       3     3     2     2             1     4
    11       1       1    3    3    4       4        4    3        3        3                 3       2     4     3     3     4       3
    12       1       2    3    3            2        3    3        2        3                 3       1     1           2             1     1
    13       1       2    3    3    4       4        3    3        2        3                 3       2     1           3             4     4
    14       1       3    1    3    2       4        2    4        2        4         3
    15       1       3    4    1    5       4        2    3        1        3         5       2       1     4     5     2     3       5     3     1
    16       1       2    3    4    4       4        3    1        2        4                 4       1     3     4     3             1     3
    17       1       2    4    3            4        4    3        2        2         3       3       2     3           2             3     3
    18       1       2    3    3    4       4        2    3        2        3         4       4       3     4     3     3             1     2
  Correct
  Answer     1       2    3    3            4        3    3        2        3                 3       2     4           3             3     4



                                                                       5th Math
            Student q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 q21 q22 q23
                 1        1   1    4    4       2    3             1    2       2     4   2                                           1    3
                 2        1   2    4    4       2    3             1    2       2     4   2                                           1    3
                 3        1   2    4    4       2    3             1    2       3     2   2                                           3    2
                 4        1   2    4    4       2    3             1    2       2     4   2                                           1    3
                 5        1   3    4    4       2    3             3 4          3     4   4                                           3    2
                 6        1   2    4    4       2    3             3 1          1     3   4                                           4    3
                 7        3   2    4    4       2    3             4 2          1     4   2                                           4    3
                 8        1   2    4    1       2    3             3 2          2     4   1                                           1    3
                 9        1   2    3    4       2    3             4 2          2     4   2                                           2    3
                 10       1   2    4    4       4    3   2    1    2 1          2     4           3   2    3                      3   3    3
                 11       4   2    4    4       2    3               3          1     4   3                                           3    4
                 12       1   2    4    4       4    3   3    1    3 3          1     1   4       1   4                               4    2
                 13       1   2    4    4       2    3             3 2          1     1   4                                       3   3    3

            Correct
            Answer        1   2    4    4       2    3             1    2       2     4   2                                           1    3
          Pareto Chart
Use to:

 Rank issues in order of occurrence
 Decide which problems need to be addressed first

 Find the issues that have the greatest impact

 Monitor impact of changes          100
                                                       Pareto Chart: Types of mistakes in Division Problems

                                                                                                                            100


                                    90                                                                                      90


                                    80                                                                                      80


                                    70                                                                                      70




                                                                                                                                  Cumulative percentage
                                    60                                                                                      60
                          Percent


                                    50                                                                                      50


                                    40                                                                                      40


                                    30                                                                                      30


                                    20                                                                                      20


                                    10                                                                                      10


                                     0                                                                                      0
                                          Incorrect multiplication   Incorrect subtraction             No decimal   Other

                                                                                             Mistake
                 Pareto Chart: Types of mistakes in Division Problems
          100                                                                                     100


          90                                                                                      90


          80                                                                                      80


          70                                                                                      70




                                                                                                        Cumulative percentage
          60                                                                                      60
Percent




          50                                                                                      50


          40                                                                                      40


          30                                                                                      30


          20                                                                                      20


          10                                                                                      10


           0                                                                                      0
                Incorrect multiplication   Incorrect subtraction             No decimal   Other

                                                                   Mistake
           Specific Examples
 District math assessments
 Writing prompts

 DIBELS

 Classroom Assessments
Data analysis provides:

        Insight
          and

       Questions
                Questions to Ponder…
• What question are we trying to answer?
• What can we tell from the data?
• What can we NOT tell from the data? What else
  might we want to know?
• What good news is here for us to celebrate?
• What opportunities for improvement are
  suggested by the data?
Adapted from Getting Excited About Data, Edie Holcomb
www.corwinpress.com
 Action
Provides
Answers!
Steps to
Improvement
                            ACT      Make improvements.

                   STUDY     Analyze the results.


       DO    Implement the plan.




PLAN   What information have I gained from my
       data? What interventions can I put
       In place?
           Personal Action Plan
What data can I access?
What tools can I use to help me monitor progress
toward our class goals?
What/who else do I need to help me?
What is my start date?                            A
                                              S
How will I evaluate the results?
                                          D
                                      P

				
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