Data that matters
Valuable performance data
Student performance data must have value for the team.
Performance data is not right or wrong. It is either valuable or not. The value comes from the data’s ability to answer questions about students or instructors.
Assessments should be designed to provide valuable data for your team.
Valuable performance data answers questions about student learning, provides feedback on growth, and gives insight to the effectiveness of instructional practice.
What do we need to learn about our students?
Useful performance data comes from planning instruction and assessment for a specific reason.
Performance data sources:
- Curriculum-embedded work
- Tasks requiring students to show thinking
Data for instruction, students, or curriculum
Effectiveness of instructional practice
Implement common instructional methods or techniques with an activity or assessment to measure effectiveness. A test or task using teaching styles and materials similar to instruction is instructional sensitive.
Performance tasks or writing prompts generate better insight into instruction than a multiple choice assessment. Students showing thinking provides valuable insight into teaching effectiveness.
More information from student skills
Critical skills and knowledge provide a base for future learning and are necessary to move students along a learning progression.
Common formative assessments do not have to be formal, just designed to show how the students apply or use their skills. In some content areas, this requires action, either writing or a presentation.
Curriculum quality or effectiveness
- Is the curriculum is working?
- How does it compare to the previous material for the same learning outcome?
- Is the rigor and complexity meeting our needs?
New textbooks and material bring new resources, with little real-world data on their quality and effectiveness. Until the students and teachers use the documents, it is hard to measure their value and efficiency.
Online assessment platforms make it possible to compare current results against previous data from similar standards, and provides a baseline to analyze the strengths and weaknesses of new material.
Professional development worth
Teachers trained in new techniques implement them and administer a common assignment or assessment. This data provides feedback for benefits of future use, more training, and for professional development providers.
District program participant data
Are programs working?
- English Learner
- Special Education
Assessment or task designed with ...
- current instructional standards
- focus on program participants
- administered to all students
- perspective on effectiveness and gaps
Monitor students after intervention or support
Often students with previous performance issues have growth, are exited from intervention or support, and then return to struggling.
Do you have a system in place to monitor students that exit intervention and moved back into regular instruction?
What issues will trigger additional support for these students?
- Low grades
- Skills deficiencies
- Knowledge deficiency in content areas
- Weak aggregate performance data
- Poor attendance
Six steps to increase the value of classroom performance data
- Determine outcomes in a learning progression all students must attain in preparation for current and future learning.
- Identify skills and concepts matching intended learning. Rank the skills and concepts by importance, and plot essential skills, ideas, and opportunities that support the plan.
- Design or select a summative assessment to measure final learning. The type of evaluation varies based on the desired outcome, and performance expected from students.
- Select a diagnostic assessment to measure student preparedness. Include essential and challenging standards in the test or task. If possible, use recent performance data or student work for diagnostic information to minimize time and effort.
- Develop an instructional flow and lessons to keep actual learning closer to intended learning. As the plan develops, identify potential reteach or intervention points, and adjust with the diagnostic data.
- Embed formative checkpoints used during instruction, intervention, and reteaching. Create a performance task with embedded formative experiences. It allows for adjustments during education and provides scaffolding opportunities for targeted students while building to final decisions on learning effectiveness.
Higher order thinking data
Desired answers and information provides valuable data.
- What thinking do we want to see?
- How will we know the reasoning matches needs?
- What evidence are we going to evaluate?
Complexity and rigor benefits learning
Higher order assessments require students’ complex thoughts.
Appropriate levels of complexity and rigor measure student thinking and provide insight into learning. Extremely difficult or easy tasks, text, passages, or questions devalues performance data.
Anticipate modifications when challenging the higher level of student thinking for specific students. The use and value of data coincide with support and adjustment offered students, and guides feedback from the results.
- What scaffolding or modifications do we anticipate?
- Who will need additional support?
- What kind of feedback will students need from the results?
Create a higher order classroom assessment
- Select skills or knowledge from current instruction that provide useful performance data.
- Identify the appropriate rigor and complexity required by the standards.
- Look for standards that will work together or complement each other to focus the assessment or task.
- Select items, passages, or prompts appropriate to rigor and complexity of the skills within the standards.
Classroom assessments are valuable if the data helps instruction and the student.
Source: How to Assess Higher-Order Thinking Skills in Your Classroom - Brookhart