dornan philosophy of assessment

ASSESSMENT PHILOSOPHYLIVING THE DATA TALK AND WALK

Elissa DornanWSU EDAD 510

“Data driven instruction is not about teaching to the test: it is about testing the teaching. That makes all the difference.” Leverage Leadership (Bambrick-Santoyo, P).

What Data Driven Instruction is NOT!

Assessment Belief

Data driven instruction begins with and is sustained by… game-changing principal-teacher

conversations that lead to results short, weekly observations followed by

debrief session shift in school mindset from “Did we

teach it? to “Did the students learn it, and if not, how can we teach it so that they do?”

Systems of regular data conferences with teachers and training in data analysis

“If assessments set the roadmap for learning, then data analysis lets you know if you’re following the path. How a leader uses the time he or she spends analyzing the assessments with teachers is what dictates the results.” Leverage Leadership (Bambrick-Santoyo)

Why Must Data Be Used?

Keys to Data Driven Instruction Assessment

Define the roadmap for rigor

Analysis Determine where students

are struggling and why Action

Implement new teaching plans to respond to the analysis

Systems Create systems and

procedures to ensure continual data-driven improvement

Standards are meaningless unless you define how to use them.

Carefully prepared questions allow for deeper analysis

Assessment is useless until it affects instruction. Every action plan, driven by classroom data, needs a due date

Systems lock in success: Assessment, analysis, and action begins with the principal’s calendar. Assessment cycle goes in first, so that learning takes priority.

Non-Negotiables

Assessments High quality assessments: Formative, Interim, Common,

Summative High quality professional development to understand and analyze

assessment data PLC time dedicated to analysis of common assessments

Alignment Multiple sources used in decision making Backwards planning to develop deeper understanding of standards Alignment of instructional practices with what students need

Accountability We are accountable to our students first Transparency-Build a culture of trust and respect for each other Multiple sources of data used to share school progress

Not here, not with me.

Analysis Paralysis?

You Can Count On Me!

To observe in classrooms regularly in order to have more powerful conversations about instruction and planning

Schedule regular Data Meetings with specific protocols to look at student error patterns and misconceptions

Collaborate around Common Formative Assessments and interventions

Create PLCs that foster trust and accountability

Implement systems that keep assessments and results at the forefront of our work together