O ffice of S ocial and E conomic D ata A nalysis

OSEDA Values: As part of the University of Missouri-

Columbia we honor the public trust placed in our institution and accept our responsibility to be effective stewards of that trust. We acknowledge our duty to acquire, create, transmit and preserve knowledge and to promote understanding.

Office of Social and Economic Data Analysis

We embrace The University of Missouri’s values of Respect, Responsibility, Discovery and Excellence.

AS EDUCATORS:Our students deserve our respect. We have a responsibility to our students. Education is a process of discovery – for

students and teachers. Students and educators should expect

excellence.

STARTING THE CONVERSATIONThe need for better understanding of student achievement is not unique to your district.

524 of 524 school districts in Missouri are, or should be working on improving their assessment practices.

TALKING ABOUT ASSESSMENT

Assessment is important, BUT…….

CURRICULUM COMES FIRST

Curriculum is the foundation of all we do in schools!It is a contract between schools, students and the community.It is what we are responsible for teaching.It is what students are responsible for learning.It is the foundation for student assessment.

CURRICULUM – THE 3 C’s

Curriculum is the foundation of all we do in schools!

The TAUGHT curriculum is what we teach.

The WRITTEN curriculum is the foundation.

The LEARNED curriculum is what we assess.

WE PROBABLY CAN’T TEACH IT ALL

The GLEs are comprehensive enough that schools cannot cover them all in an in-depth way.

We must set priorities.

We must prioritize the curriculum in some way; here’s how W. James Popham does it:

I. ESSENTIAL (guaranteed): It is absolutely essential for my students to master these objectives by the end of my instruction.

CURRICULUM TRIAGE

II. HIGHLY DESIRABLE: It is very important for my students to master these objectives by the end of my instruction.

III. DESIRABLE: If possible, I would like my students to master these objectives by the end of my instruction.

CURRICULUM TRIAGEChris Belcher illustrates curriculum priorities :

D ESIR ABLE

IMPO R TANT

ESSENT IAL

The essential curriculum becomes the guaranteed curriculum ; We have said that “It is absolutely essential for students to master these objectives.”

GUARANTEED & VIABLE

IF IT IS IMPORTANT, WE MUST TEST IT!

GUARANTEED & VIABLE

The viable curriculum is the curriculum that we are able to teach and assess. Given our resources & time.

IF IT IS IMPORTANT, WE MUST TEST IT!

MEASURE NOW OR PAY LATER

Assessing beginning and end of the year (pre & post) will tell us where we started and what students did or did not learn – it will not inform what we should do next for those students at regular times during the year.

Every time we measure student learning we are given an opportunity to change instructional practices and accommodate the needs of individual students.

IS PRE & POST TESTING ENOUGH?

ACCOUNTABILITY VS. MASTERY TESTS

Standardized achievement tests, including MAP, are most useful as accountability instruments. They are relatively comprehensive and tell us what students have learned over a relatively long period of time.

ACCOUNTABILITY VS. MASTERY TESTS

Mastery assessments are usually more focused and tell us what students have learned over a relatively short period of time and, more importantly, they guide instruction for the next short period of time.

MASTERY TESTS

Mastery assessments tell us which of the instructional objectives students have, and have not mastered.

MASTERY TESTS

Mastery/unit assessments tell us what students have learned over a relatively short period of time. They are brief enough to be given regularly every few weeks.

MASTERY TESTS

The results of mastery assessments should be available to teachers within a short time so that they can adapt instruction for students who:

have mastered (enrichment) and,

have not mastered (remediation) mastered the learner objectives.

Missouri’s Grade Level Expectations are often loosely worded and are seldom directly measurable:

MA 4 1.6 “Represent patterns using words, tables or graphs.”

The most important things we should measure are student mastery of the Grade Level Expectations; but,

MASTERY & THE GLEs

Today is the Unit 1 Math Test. Please take a blank piece of paper, write your name at the top and then “Represent patterns using words, tables or graphs.”

Unit 1 Math Test

Unit 1 Math Test

Good luck!

GLE vs. MLOThe Missouri GLEs are often broadly worded:

MA 4 1.6 “Represent patterns using words, tables or graphs.”

GLE vs. MLOMeasurable Learner Objectives (MLOs) are specific and measurable:

“The student will use a bar graph to graphically display data from a table.”

“The student will identify, increment and label the X & Y axes of a graph.”

The key part of the MLOs is MEASURABLE.

MEASURABLE LEARNER OBJECTIVE

The key word is MEASURABLE.

If it is measurable, then we can measure it as a discreet skill that we can focus on in instruction, remediation and enrichment.

MEASURABLE LEARNER OBJECTIVE

The key word is MEASURABLE.

If it is measurable, then we can determine whether a student has mastered it.

MEASURABLE LEARNER OBJECTIVE

The key word is MEASURABLE.

If it is measurable it can help us decide what to do next.

All right! Let’s break it up!

GLE MA 4 1 .6 “Represent patternsusing words, tables or graphs.”

M LO -1 Ide ntify the X & Y ax e s of a graph.

M LO -2 Labe l the X & Y ax e s of a graph.

M LO -3 Ex plain w hat a 'tic' m ark is for.

M LO -4 Cre ate a sim ple bar graph from a table .

Un-measurable

Measurable

Can he do it?Name

Height

Jane 5’ 6”Bob 5’ 2”Darryl

4’ 11”

Sally 6’ 0”Coop 5’

11”

4’

5’

6’

Sally

Coop

Jane

Bob

Darryl

HE

IGH

T

NAME

1. Which is the X axis? __________2. Label the X and Y axes.3. Put increments on the X and Y axes..

4. Make bars for each person in the table FROM TALLEST TO SHORTEST.

Can he do it? (comprehension)

1. Why were the boys hot? 2. How much money did they owe the lady?

3. What kind of soda did Jerry want?

Read the following paragraph and answer the questions.

Jerry and Bob went to the drug store to get a soda. The boys were hot from playing basketball all morning. Bob wanted a Coke and Jerry wanted a root beer. When they got there, the lady said the sodas would be 50 cents each. Together, the boys only had 85 cents, but the lady let them have the sodas when they promised to pay her the missing 15 cents the next day.

4. How much did one soda cost?

PLAYING BASKETBALL 15 CENTS ROOT BEER 50 CENTS

Can he do it? (sentence structure)

Underline the verb(s) in the sentence above.

Read each sentence and answer the question.1. Jerry and Bob went to the drug store.

2. Bob wanted a Coke and Jerry wanted a root beer. Underline the noun(s) in the sentence above.

3. The lady said the sodas would cost 50 cents each.What are two other ways to write “50 cents?”What are two other ways to write “50 cents?”$.50, FIFTY CENTS

1.Why did the boys go to the drug store?

_______________________________________

2. The boys did not have enough money. How did they get their sodas?

_______________________________________

Constructed Response Items

Answer each question with a word or phrase.

Select a word from the right to fill in each blank in a question

1. Jerry and Bob went to the drug store for a _____.

waitress

money

basketball

enough

soda

change

football

exchange

2. The boys did not have enough _____.

3. The boys had been playing _____.

SELECT-FROM-A-LIST

SHOW YOUR WORK !Name

Height

Jane 5’ 6”Bob 5’ 2”Darryl

4’ 11”

Sally 6’ 0”Coop

5’ 11”

HE

IGH

T

NAMESal

ly

Coop

Jane

Bob

Darryl

4’

5’

6’

1. How much taller is Sally than Bob?2. If you put Sally and Jane end-to-end, how tall would they be?

3. How many inches tall is Coop?

NEXT

If a student has not mastered it – we can help them by teaching it again in a different way.

If a student has mastered it – we can enrich their knowledge.

Characteristics of the three most improved schools in Los AngelesTeachers aimed efforts explicitly at the achievement of measurable learning goals.

Teachers worked in teams to reach their goals.

Teachers made regular use of achievement data to identify and address areas of concern.

FLYING BLINDAdapting instructional practice without up-to-date assessment results is like flying the plane with a blindfold.

Who should write the tests?

You teach the curriculum.

You write the curriculum.

Who should assess the

learned curriculum?

The test developer/publisher is……

STARTING THE CONVERSATIONDiscussions about curriculum, tests, scores and other achievement data should be formative.

The ability to talk together constructively about tests and scores doesn’t just happen – it is a learned skill.

STARTING THE CONVERSATIONFaculty should develop a community of understanding for working with student data –

REFLECTIVE PRACTICE

COLLABORATIONCollaborative work is important!

Faculty should work together to:

develop and prioritize curriculum,

take apart the GLEs and

develop measurable learner objectives and related assessments.

COLLABORATIONCollaboration takes time - faculty should have pre-arranged time to work together.

Collaboration time should be regularly scheduled and protected from interruptions and other tasks.

It is often helpful to set an up-front agenda for how collaborative time is to be spent and what you want to accomplish.

ACHIEVEMENT DATA & ANALYSIS

Better assessment takes more time – not less.

ACHIEVEMENT DATA & ANALYSIS

Better analysis, reflection and discussion about achievement data takes more time – not less.

ACHIEVEMENT DATA & ANALYSIS

Creating comprehensive assessment systems takes more work – not less.

ACHIEVEMENT DATA & ANALYSIS

Good assessment practices do not guarantee good achievement, but good assessment informs and enhances instruction.