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Using Data to Improve Student Achievement

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Scale Scores reflect a more accurate picture of the student's achievement level. Gain Scores ... What good news is here for us to celebrate? ... – PowerPoint PPT presentation

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Title: Using Data to Improve Student Achievement


1
Using Data to Improve Student Achievement
  • Summer 2006 Preschool
  • CSDC

2
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

3
Why Look at Data?
  • The purpose of data is to
  • give educators
  • INSIGHT!

4
Types of Tests
  • Norm-Referenced Test (NRT)
  • Criterion-Referenced Test (CRT)

5
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.

6
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.

7
Summary NRT and CRT
8
Types of Scores
Raw Scores
Scale Scores
Gain Scores
9
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.

10
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 students achievement level.

11
Gain Scores
  • Commonly referred to as Learning Gains
  • The amount of progress a student makes in one
    school year.

12
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).

13
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.

14
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 years growth within Level 1 or Level 2
- determined by DSS Cut Points (not applicable
for retained students)
15
Developmental Scale Score Gains Table (DSS Cut
Points)
16
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.

REASON A
REASON B
17
Learning Gains Activity
  • Using the data on the following table, determine
  • which students made a learning gain
  • what percentage of the teachers students made a
    learning gain

18
Data Display for FCAT Reading Results
19
Teacher Learning Gains Based on Data Display
  • 5 out of 7 students made learning gains.
  • 71 of this teachers students made learning
    gains and add points towards the schools grade.
  • No points are given to the school for Student F
    because he was retained and stayed within level 1
    even though he made significant gains in DSS
    points.
  • No points are given to Student G because he
    decreased a level.

20
Class Record Sheet for Learning Gains
21
Types of Data
  • Results (Summative)
  • Data used to make decisions about student
    achievement at the end of a period of
    instruction.
  • Process (Formative)
  • Data gathered at regular intervals during the
    instructional period used to provide feedback
    about student progress and to provide direction
    for instructional interventions.

22
A Closer Look at Results Data
  • Examples

FCAT
SAT 10
23
FCAT Parent Report
24
Formative Data Sources
  • Quizzes
  • Chapter Tests
  • FORF/Fluency
  • Reading Assessments

25
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

26
Histogram
  • Bar chart representing a frequency distribution
  • of student scores
  • Heights of the bars represent number of students
    scoring
  • at same level/score
  • Used to Monitor progress

27
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28
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29
Run Chart
Use to
Monitor progress over time
Display data in simplest form
30
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31
Class Goal By the end of 9 weeks, 100 of our
class will have an average of at least 80 on our
weekly math quizzes.
32
Scatter Diagram
33
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34
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35
Item Analysis
Use to
Determine mastered content Determine most common
mistakes
36
CLASSROOM TEST ANALYSIS
37
ITEM ANALYSIS ACTIVITY
38
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
39
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40
Pareto Chart
Mistakes by Subtest
120
100
80
Cumulative Percentage
Percentage of Mistakes
60
40
20
0
Reference and Research
Author's Purpose
Compare / Contrast
Cause and Effect
Main Idea
Subtest
41
Data analysis provides
Insight
and
Questions
?
?
?
?
?
42
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
43
Action
Thinking Maps
Learning Modalities
Provides
Marzano Strategies
Peer Tutor
Answers!
CRISS Strategies
Cloze activities
Cooperative Learning
44
Steps to Improvement
ACT
Make improvements.
STUDY
Analyze the results.
DO
Implement the plan.
What information have I gained from my data?
What interventions can I put In place?
PLAN
45
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? How will I evaluate the results?
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