+ multi-attribute consensus building (macb) process overview february 12, 2014
TRANSCRIPT
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+
Multi-Attribute Consensus Building (MACB)
Process OverviewFebruary 12, 2014
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+Multi-Attribute Consensus Building
A quantitative approach for determining a group’s opinion about the importance of each item
Can be used for research, evaluation, and decision-making purposes
Available on the NCEO website (www.nceo.info): http://www.cehd.umn.edu/nceo/Tools/MACBtool.pdf
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+Weighting Scale
1-20 Very Unimportant
21-40 Unimportant
41-60 Neither Important nor Unimportant
61-80 Important
81-100 Very Important
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+The 100 Rule
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+For Example…
Staying warm in Atlanta
Weighting Action Step
80 Wear a hat
100 Dress in layers
85 Wear good boots
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+MACB with a Small Group (4-12 People)
Generate a list of items
Assign weightings to each item and report their weightings to the group
Discuss weightings and change them if preferred
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+MACB with a Large Group (13+ People)
Divide participants into 4-10 groups
Generate a list of items
Each group assigns weightings to each item and reports its weightings
Discuss weightings and change them if preferred
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+Sample MACB Spreadsheet
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+Small Group Example: Consequential Validity Study for the AZELLA Kindergarten Placement Test
Professional Development TopicRange of Weightings
Proportional Weight
Average of Weightings
1 Refresher training on the KPT 50-90 0.15 772 Instructional strategies for Kindergarten
ELLs85-100 0.20 98
3 Training on the AZELLA 3 50-100 0.16 814 Communication with parents 60-100 0.16 805 Documentation training (folder
compliance)50-90 0.15 74
6 CCSS alignment to ELP standards and early childhood methodologies
80-100 0.18 91
7 Reading: differentiating in small groups via a balanced approach
75-100 0.18 89
8 RTI model for ELLs in the context of the 4-hour block instruction
70-95 0.17 84
9 Writing instructional strategies reflective of AZELLA 3 tasks
80-100 0.18 89
10 Implementing an ILLP 65-100 0.18 8911 Supporting proficient PHLOTEs 85-100 0.19 94
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+Large Group Example: Forum on Addressing Performance Gaps of Low-Performing Students: Implications for Assessment and Instruction (Warren, Christensen, Shyyan, & Thurlow, 2013)Action Step
Range of Weightings
Proportional Weight
Average of Weightings
1 Clarify college readiness versus career readiness 61-100 0.16 842 Understand the data to know the trajectory of
students85-100 0.17 92
3 Ensure access to assistive technology 85-100 0.17 904 Ensure integrity of regular diploma and alternative
pathways75-90 0.16 84
5 Require program level accountability for student outcomes
90-100 0.18 96
6 Write test items at different levels to show all student performance
70-100 0.16 84
7 Ensure access to best practices regardless of geographic location
80-100 0.17 89
8 Collaborate with business community and higher education
70-90 0.15 80
9 Make ELLs a resource allocation priority at all levels 70-95 0.16 83
10 Improve research so that we can better address ELL issues
60-95 0.15 80
11 Identify resources to support stakeholders in addressing culturally appropriate support
65-85 0.14 76
12 Individualize instruction more successfully, technology can help
75-100 0.16 87
13 Invest in strong leadership, consistent/effective curriculum, etc.
80-100 0.18 93
14 Replicate resources currently given to advanced students to all students
75-90 0.16 83
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+Q&A Session