Rely on Letting Data Lead by Eileen Depka to help you build a culture of school data analysis and interpretation, data-driven instruction and assessment techniques, and student achievement. This practical resource clearly outlines a systematic approach for meaningful student data collection through quality classroom assessment methods. The included assessment techniques, tools, templates, and specific examples are designed to empower educators to turn gathered information into immediate, thoughtful action.
Develop data-collection and analysis methods for effectively tracking student progress and fostering student success:
- Obtain templates and methods for collecting, interpreting, and responding to assessment data.
- Define the purpose of assessments to distinguish between when a response is needed and when a response is not essential.
- Design classroom assessment for student learning in a way that creates actionable insights and pinpoints where students are struggling.
- Consider practices that support the systematic approach to responding to student results with data-driven instruction.
- Build a classroom culture where students react to their personal data, set goals, and engage in critical thinking.
Chapter 1: Designing Assessments -- Where Data Response Starts
Chapter 2: Creating a Structure to Support Data Consistency for Common Assessments
Chapter 3: Visualizing and Interpreting Data With an Eye on Action
Chapter 4: Responding to Data -- Considerations, Practices, and Procedures
Chapter 5: Encouraging Students to Respond to Data
Chapter 6: Considering Sustainability
Epilogue: Closing Thoughts
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|Publisher:||Solution Tree Press|
|Sold by:||Barnes & Noble|
|File size:||5 MB|
Table of Contents
About the Author ix
About This Book 1
Chapter 1 Designing Assessments-Where Data Response Starts 2
Chapter 2 Creating a Structure to Support Data Consistency for Common Assessments 2
Chapter 3 Visualizing and Interpreting Data With an Eye on Action 2
Chapter 4 Responding to Data-Considerations, Practices, and Procedures 3
Chapter 5 Encouraging Students to Respond to Data 3
Chapter 6 Considering Sustainability 3
The Goal 3
Chapter 1 Designing Assessments: Where Data Response Starts 5
Understanding the System of Assessment 6
Identifying the Essential Standards 9
Aligning Questions to Standards and Data Response 11
Linking Student Response, the Question, and the Expected Response 17
Connecting Assessment, Data Analysis, and Data Response 19
Linking Data to Action 20
Chapter 2 Creating a Structure to Support Data Consistency for Common Assessments 23
Structure and Test Design 24
Directions and Common Implementation 28
Individual and Team Data Analysis and Action 37
Linking Data to Action 40
Chapter 3 Visualizing and Interpreting Data With an Eye on Action 43
Data Organization and Display 44
Traditional Assessment Data 45
Rubrics as a Source of Data 51
Attitudinal Data 58
Student Perceptions 60
Linking Data to Action 66
Chapter 4 Responding to Data: Considerations, Practices, and Procedures 69
Knowing When to Respond 69
Creating a Systematic, Duplicatable Approach to Respond to Data 74
Assign Meaningful Work 76
Analyze the Results 77
Determine the Action Required 78
Implement the Identified Response 79
Finding Time to Respond 88
Daily Class Time Structure 88
Frequent Progress Checks 92
Common Formative Assessments 94
Common Summative Assessments 97
Intensive Intervention 98
Student Responsibilities 99
Determining What Data Require a Response 101
Linking Data to Action 102
Chapter 5 Encouraging Students to Respond to Data 105
Building a Data Culture With Students 106
Supplying Tools, Time, and Confidence 110
Allowing Students to Track Progress 112
Setting Goals as a Response to Data 117
Linking Data to Action 117
Chapter 6 Considering Sustainability 121
Parent Support 121
Assessment Variety 123
Selection and Use of Strategies 125
Administrator Support 127
Linking Data to Action 131
Epilogue: Closing Thoughts 133
References and Resources 135
What People are Saying About This
"Drawing on her deep knowledge of curriculum, instruction, and assessment, Eileen Depka offers educators practical, relevant gifts through this rich book. Providing step-by-step instructions, Depka assists readers in designing the highest quality assessments but that is just the beginning. For teachers and leaders who question, 'Here's the data. Now what?' Depka offers strategies and procedures for linking data with specific, sustainable responsive action. Letting Data Lead will help teachers and their students transform data into information and ignite the motivating power of setting goals for learning and achieving them."
Debbie McFalone, educational consultant
"I have been using the following expression for years, 'No data, No decision.' However, it seems as though nobody has been listening until now. Eileen Depka's book Letting Data Lead: How to Design, Analyze, and Respond to Classroom Assessment is precisely what schools need as a call to action. Educators have been collecting data for years, and now with Eileen's practical guide, they should be better prepared as they plan their assessments and turn the data into actionable items to truly make a difference."
Peter M. Jonas, professor, Cardinal Stritch University, Wisconsin
"This is the book that many teachers are looking for; the book that makes data analysis both practical and effective. In Letting Data Lead, Eileen Depka shares a host of examples of ways teachers can make sense of both formative and summative results that will help them develop effective responses for their students. The book is packed with specific strategies that can be used to collect and arrange data that will lead directly to actions teachers can take in their classrooms or with their teams."
Chris Jakicic, educational consultant and author
"Letting Data Lead is an essential read for anyone in a school, team, or grade level that suffers from the DRIP syndrome data rich but information poor. There is typically no shortage of data that we have access to; the challenge is using that data in meaningful and thoughtful ways. Eileen Depka argues that action would make for a perfect synonym for data, and this book provides practical and pragmatic ideas and examples on how to use and respond to data in real time and in purposeful ways."
Eric Twadell, educational consultant and author
"The book provides very clear information about how to plan curriculum, instruction, and assessment so that teachers have actionable data to improve student outcomes. In my opinion, the best two aspects of the book are:
- The continual reinforcement that the purpose of classroom assessment is to gather and use data to adjust instruction with an emphasis on words, limited mention of scores, and virtually no mention of grades; and
- The many and varied suggestions about how to involve students in the assessment process so that they can effectively use data to adjust their learning; in other words, to know where they are and what they need to do to get better."
Ken O'Connor, educational consultant