# Preschool PowerPoint - Foreign Language by qingyunliuliu

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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

   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?

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.

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

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:
learning gain
   what percentage of the
learning gain
Data Display for FCAT Reading Results
Student   04/05   05/06   Pre-test      Pre-   Post-test     Post-      Learning Gain
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
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
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

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
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

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
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

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?
www.corwinpress.com
Action
Provides
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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