2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact:
Common Assessment Data Team Form
Reflection:
The Common Assessment Data Form artifact was developed specifically to help facilitate the Data Team process at Shiloh Point Elementary. The form included areas which were identified as key components by the team leaders: pre- and post-assessment results, grouping of students based on the assessment results, inferences about causes of student performance, instructional interventions and enrichment plans, and reflections on the Data Team process. The form was used by every team member to collect, analyze, and interpret student academic progress.
Formulas and rules in Microsoft Excel allowed teachers to easily visualize collected data and focus on interpretations and instructional planning, instead of disaggregating numbers. For example, as teachers entered assessment data onto the form, the percentage of proficient and non-proficient students was calculated automatically. The names of students who fell in the extreme category of non-proficient were highlighted, which allowed the team efficiently group students for the Response to Intervention (RTI) lessons. Integrated Micros in the spreadsheet helped teachers quickly create graphs, analyze, and interpret student data in a short amount of time.
Communicating the findings was another function of the form. Teams were able to share their instructional decisions and data analysis with support personnel and the administrative team in the school. As an instructional strategies plan was developed and recorded, the form was uploaded to itsLearning, an online management system used in the school. To respect the confidentiality of the data, forms were uploaded to an online course accessible only by teachers in the school. Communication of the findings and instructional plans continued with comments, recommendations, or questions from the instructional coach and/or an administrator. Teachers were able to view forms completed by other teams, which helped them learn about a variety of instructional strategies and notice certain patterns in student academic performance from one grade level to another.
A list of appropriate interventions aligned to specific learning targets was uploaded to the itsLearning course as well. It was collaboratively created by the administrative team and instruction coach in the school. Recording instructional plans in the form allowed teachers to refer to the list and revise it as new strategies and/or resources were mentioned. After the strategies listed in the instructional plan were implemented and post-assessment data were collected, teams measured their progress towards SMART goals and reflected on effectiveness of chosen teaching techniques. The notes for improvement and/or revisions were taken in the Reflection portion of the form.
Finding a digital tool that would allow multiple users to record data simultaneously was a challenge. Web-based tools could not be an option because of the confidentiality issues. Each member of the team had to input classroom pre- and post-data before the meeting, and it was only possible when the form was not used by others. Communications with itsLearning engineers promised a possibility of developing this type of a tool within its closed environment.
The Common Assessment Data Form artifact was developed specifically to help facilitate the Data Team process at Shiloh Point Elementary. The form included areas which were identified as key components by the team leaders: pre- and post-assessment results, grouping of students based on the assessment results, inferences about causes of student performance, instructional interventions and enrichment plans, and reflections on the Data Team process. The form was used by every team member to collect, analyze, and interpret student academic progress.
Formulas and rules in Microsoft Excel allowed teachers to easily visualize collected data and focus on interpretations and instructional planning, instead of disaggregating numbers. For example, as teachers entered assessment data onto the form, the percentage of proficient and non-proficient students was calculated automatically. The names of students who fell in the extreme category of non-proficient were highlighted, which allowed the team efficiently group students for the Response to Intervention (RTI) lessons. Integrated Micros in the spreadsheet helped teachers quickly create graphs, analyze, and interpret student data in a short amount of time.
Communicating the findings was another function of the form. Teams were able to share their instructional decisions and data analysis with support personnel and the administrative team in the school. As an instructional strategies plan was developed and recorded, the form was uploaded to itsLearning, an online management system used in the school. To respect the confidentiality of the data, forms were uploaded to an online course accessible only by teachers in the school. Communication of the findings and instructional plans continued with comments, recommendations, or questions from the instructional coach and/or an administrator. Teachers were able to view forms completed by other teams, which helped them learn about a variety of instructional strategies and notice certain patterns in student academic performance from one grade level to another.
A list of appropriate interventions aligned to specific learning targets was uploaded to the itsLearning course as well. It was collaboratively created by the administrative team and instruction coach in the school. Recording instructional plans in the form allowed teachers to refer to the list and revise it as new strategies and/or resources were mentioned. After the strategies listed in the instructional plan were implemented and post-assessment data were collected, teams measured their progress towards SMART goals and reflected on effectiveness of chosen teaching techniques. The notes for improvement and/or revisions were taken in the Reflection portion of the form.
Finding a digital tool that would allow multiple users to record data simultaneously was a challenge. Web-based tools could not be an option because of the confidentiality issues. Each member of the team had to input classroom pre- and post-data before the meeting, and it was only possible when the form was not used by others. Communications with itsLearning engineers promised a possibility of developing this type of a tool within its closed environment.