dornan philosophy of assessment
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DornanTRANSCRIPT
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