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  • California ELAR Project

    Link student assessments with instruction. A one-stop web-based location to review data management systems based on approved criteria.

    www.clrn.org/elar - Preview

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  • Using the CST Analyzer

    A Breeze Presentation created by CTAP4 and RSDSS to help users understand how to use the free CST Analyzer tool with student test data.

    www.ctap4.org/...player.html - Preview

    data analyzer ctap4data on 2008-05-02

  • Best Practices - High Performing Schools [Common Themes]

    Five Organizing Themes provide the primary structure for studying the practices of Consistently Higher Performing Schools. The themes represent the broad topics that connect the identified practices across different organizational levels. Together, these themes capture the primary instructional activities undertaken by school systems and represent the major content areas in which practices of higher performing school systems differ from their average-performing counterparts.

    www.just4kids.org/...about_theme.cfm - Preview

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  • How Should We Measure Student Learning? | Edutopia

    We know that the typical multiple-choice and short-answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. Many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding.\n\nThese rigorous, multiple forms of assessment require students to apply what they're learning to real world tasks. These include standards-based projects and assignments that require students to apply their knowledge and skills, such as designing a building or investigating the water quality of a nearby pond; clearly defined rubrics (or criteria) to facilitate a fair and consistent evaluation of student work; and opportunities for students to benefit from the feedback of teachers, peers, and outside experts.\n\nWith these formative and summative types of assessment come the ability to give students immediate feedback. They also allow a teacher to immediately intervene, to change course when assessments show that a particular lesson or strategy isn't working for a student, or to offer new challenges for students who've mastered a concept or skill

    www.edutopia.org/assessment-introduction - Preview

    ctap4data formative assessment summative assessment PBL practices best practices on 2008-05-02 and saved by 6 people

    • We know that the typical multiple-choice and short-answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. Many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding.



      These rigorous, multiple forms of assessment require students to apply what they're learning to real world tasks. These include standards-based projects and assignments that require students to apply their knowledge and skills, such as designing a building or investigating the water quality of a nearby pond; clearly defined rubrics (or criteria) to facilitate a fair and consistent evaluation of student work; and opportunities for students to benefit from the feedback of teachers, peers, and outside experts.



      With these formative and summative types of assessment come the ability to give students immediate feedback. They also allow a teacher to immediately intervene, to change course when assessments show that a particular lesson or strategy isn't working for a student, or to offer new challenges for students who've mastered a concept or skill

  • Together at Last : Special Education and Student Information Systems

    When K-12 school districts began implementing the first student information systems (SISs) during the 1990s, special education was largely left out of the process. The two systems evolved as separate entities, technologically speaking, and in the handling of individualized education programs (IEPs), paper remained the dominant storage medium long after other student records had made the digital transition.Left out of the digital revolution for too long, special education is finally being integrated into student information systems.

    www.thejournal.com/22572 - Preview

    ctap4data on 2008-05-15

  • Data-Driven Decision Making - Chicago Public Schools - Best Practices Case Studies

    With over 420,000 students and more than 600 schools, Chicago Public Schools finds itself in all three stages of data-driven decision making at once: collection, analysis, and action. The master data warehouse is nearly complete and will be rolled out in fall 2007 along with systems for specialized services management, curriculum instruction, and student information. Analysis is handled by the Office of Research and Analysis and published on a dedicated research Web site (http://research.cps.k12.il.us). The Principals Technology Leadership Institute (PTLI) is training principals in the art and science of using data for decision-making within their schools.

    3d2know.cosn.org/...chicago_07.html - Preview

    d3m ctap4data practices best practices on 2008-05-27

  • Consistent ELL Guides Proposed

    In a move that could prompt major changes in the way states measure the achievement of English-language learners, the U.S. Department of Education is planning to tell states they must each use a consistent yardstick in determining when a child is fluent in English and when that child no longer needs special ELL services.

    www.edweek.org/...37interpret.h27.html - Preview

    assessment ELL achievement gap ctap4data on 2008-05-19

  • 21st Century Teaching and Learning: Assessing New Knowledge

    May 2008 : THE Journal. The challenge for teachers is to find ways to support in-depth learning and increased student achievement, "...while also employing a variety of measures, including standardized tests." What kinds of new methods would provide the kind of learning environments and learning measurements that truly reflect the learning that is taking place? What new skills are needed if instructors are to meet this challenge?

    www.thejournal.com/22531 - Preview

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  • Improving Teaching and Learning with Data-Based Decisions

    “Data-based decisions”—the phrase has become a buzzword in education over the last few years. However, it does make sense that using information to help clarify issues, identify alternative solutions to problems, and target resources more effectively will lead to better decisions. The real question should not be whether to integrate the use of data in decision making, but how.Finding good data and using it effectively is actually a complex process—one that many schools and districts are just beginning to address. One specific type of data-based decision making that shows promise for helping schools dramatically increase student achievement is the use of assessment data to drive instructional improvement

    www.ers.org/sum01a.htm - Preview

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  • Achieving Equity in Assessment

    Our goal as educators should be to veer from an equal learning experience toward an equitable learning experience. Our job is to make sure all students have a fair, and possibly unequal, learning experience. Ensuring that each student has a fair opportunity to succeed means that one student’s path may look very different from another’s.

    www.hightechhigh.org/...equity_in_assessment - Preview

    ctap4data assessment equity on 2008-08-13

  • What a difference a word makes. [Rick Stiggins]

    Article by Rick Stiggins [Journal of Staff Development]. Assessment FOR learning rather than assessment OF learning helps students succeed.

    www.nsdc.org/...stiggins271.cfm - Preview

    assessment ctap4data formative assessment nsdc on 2008-08-17 and saved by 4 people

    • Without question, assessment remains among the very hottest topics in school improvement. High-stakes state accountability assessments and adequate yearly progress continue to represent the driving forces of school improvement these days. But, as accountability systems evolve, attention to this topic has turned in an interesting direction. Educators have concluded that testing once a year does not provide sufficient evidence to inform many crucial, more frequently made instructional decisions, which has generated renewed interest in formative assessment.
    • ormative assessment as defined by the test publishers has taken on a narrow meaning. In this context, it refers to a system of more frequent summative assessments administered at regular intervals (often quarterly) to determine which students have not yet met state standards - an early warning system, if you will.
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  • Assessment without victims: An interview with Rick Stiggins.

    Coaching moves beyond the gym. Assessment without victims: An interview with Rick Stiggins. [Journal of Staff Development]

    www.nsdc.org/...stiggins202.cfm - Preview

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  • Learning Point Associates: Data for School Improvement

    NCREL has gathered a selection of web-based tools for collecting information, ranging from checklists to surveys, and including information about software tools for data collection and analysis. A tutorial provides an overview of the use of data in school

    www.learningpt.org/...data - Preview

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