course component
Exciting Teachers & Improving Student Achievement with Standards-Based Assessment Data
(All Content, Grade K-8)
Sandy Sanford
Subject Area: All content areas (Grade K-8)
Course Title: Exciting Teachers & Improving Student Achievement with Standards-Based Assessment Data
Course Requirements: Video Program and Assessment
Course Description: This session is conducted by a member of the Riverside County Achievement (R-CAT) Team, a group that represents a wealth of knowledge and experience in supporting the goals and vision of No Child Left Behind. R-CAT is a proven assistance model for schools aspiring to improve student achievement. In this model, county office personnel collaborate with schools to align data and school targets with professional training, resources, and accountability.
In this session, Sandy Sanford, an R-CAT team member, will explain how proven processes and forward thinking in Riverside County California have resulted in innovative and dynamic approaches to the use of standards-based data by teachers for improving student achievement. The presentation starts with a brief description of how Riverside County schools have evolved from simple data compilers to effective users of data for systematically driving instructional improvement. Sandy will interact with teachers to show them how to distinguish between data that Judges and data that Informs-and how best to use both. Various formats and types of assessment data will be explored in light of the effects of the standards-based movement. Techniques will be explained that give teachers ownership of assessment data and convert the data from abstract numbers to valuable, teacher-friendly information. The presentation concludes with a step-by-step simulation of the WHAT process (Why and How Analysis for Teaching)-a powerful teaching tool that not only identifies weak standards ("weak" with respect to student achievement) but also leads teachers to "Why" the students are not mastering the standards and "How" an intervention might be designed to fix the problem.
Course Objectives:
Participants will be able to:
1. Explain the difference between "data that judges" and "data
that informs" and why both are important.
2. Explain the difference between norm-referenced tests (NRTS)
and criterion-referenced tests (CRTS).
3. Describe the value of measurement in a standards-based
environment.
4. List the characteristics of teacher-friendly assessment data.
5. Describe the concept of wrong response analysis as it applies
to standards-based, criterion-referenced measurements.
6. Demonstrate the use of the "WHAT" process for informing
instruction in a standards-based environment.
Course Assessment:
A certificate of completion will be awarded to participants who successfully complete the online assessment after viewing the video program.
Alignment with Standards:
TIMSS and PIRLS International Study Center
The Nation's Report Card
Mid-continent Regional Educational Laboratory Standards
WestEd: Assessment, Standards, and Accountability
Professional Development Points: 2
Additional points may be earned through completion of follow-up activities.
Additional Helps: Follow-up activities and resources
It is recommended that participants in the video course complete follow-up activities to deepen their knowledge and skills. When these activities are completed in accordance with local staff development guidelines, participants may be able to earn additional professional development credit. Contact your local staff development office for determining how you might receive credit for completing the video program and additional credit for completing follow-up activities.
Follow-up Activity 1: Share Presentation with Peers
Follow-up Activity 2: Article Review
