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Lesson 3 topic 2 using specific data with students

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Lesson 3 Topic 2: Using Specific Data with Students
Data Should Improve Student AchievementLet’s look at how to use specific data with students. Teachers should share individualstandardized test data with their students, and data conferencing is an importantcomponent in post-testing follow-up that helps a teacher provide specific feedback to astudent about his performance. You spent considerable time learning about feedbackduring the assessment section and understand that assessment and feedback implymuch more than determining whether a student passed or not. Students mustunderstand specific areas in which they performed well as well as where they needimprovement. If students are only informed that they passed the state assessment, theywill not know areas of strength and weakness that might help or hurt them on laterassessments. Lack of detailed feedback can also affect motivation and the desire toimprove.Teachers should regularly provide explicit instruction to elementary and secondarystudents, using achievement data to help students monitor their performance andestablish learning goals. After annual standardized tests, it is important that more in-depth conversations occur. Teachers can use student data analysis to identify factorsthat may motivate student performance and then adjust their instruction to better meetstudents’ needs. Students can better interpret their achievement data and set learninggoals when they have a clear understanding of performance expectations andassessment criteria. This is part of students' taking responsibility for their own learningand engaging them in the learning process.Teachers must explicitly articulate the content knowledge and skills students areexpected to achieve throughout the year. Teachers must ensure that they regularlycommunicate the objectives for lessons to students while providing feedback along theway to ensure students fully understand the criteria used to assess performance towardthese goals. Students need time and tools to help them analyze the data, diagnose theirerrors, and learn from feedback. Such tools include portfolios and learning logs andeven specific goal setting before major projects. Teachers must ensure that studentshave tools and a variety of formats for self-monitoring and tracking progress.Lesson 4 Topic 1: Instructional DecisionsThe role of the Data TeamLet's look more closely at how data inform the instructional decisions teachers make ona regular basis. Once data is disaggregated and available to teachers in a useableformat, campuses frequently use data teams or small groups of teachers that share acommon department (at the secondary level) or grade level (in elementary or middleschool) to examine common formative work or common campus-based assessmentsthat align with state and local standards. In schools where teachers work in teams orhave professional learning communities, data are examined using basically the samecollaborative method used to plan instruction.
In her bookThe Data Team Experience: A Guide for Effective Meetings,Angela Peery

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Term
Spring
Professor
PatriciaJ.Capps
Tags
Formative assessment

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