Collecting and Analyzing Data Presented By: Dana Sirotiak Dave Vadas 10/17/2012

Why Check for Understanding?  Part of the new Teacher Evaluation starting  Important step in the teaching and learning process. Unless you check for understanding, it is difficult to know what the students are getting of out the lesson.  Research suggests it is important to identify and misunderstanding early that can interfere with learning.  Students become more aware of how they should self regulate themselves.

Formative vs. Summative Assessments  Formative Assessments:  Occurs on a daily basis to keep track of students’ growing understanding, knowledge, and skills.  Summative Assessments:  Occurs at the end of a unit/topic, documenting what the student has learned. (Summative assessments should be created before introducing content, lessons and assignments should LEAD students to summative)

Formative Assessment….. Depicts a student’s experience as a learner Is used to make instructional adjustments Alerts teacher about student misconceptions as an “early warning signal” Allows students to build on previous experiences Provides regular and frequent feedback

Types of Formative Assessments: (Will be discussed in depth in breakout sessions)  General Indicators  Content Review and Questioning  Summary  Skill Mastery

Why Check for Understanding  Assists the teacher with aligning enduring understandings (EQ/DQs) into lessons and activities  Allows for differentiation instruction  Assists in a Student-Centered Classrooms  To focus on gap analysis (Closing the Achievement Gap)  Use Date to Improve Student Achievement

Have the Date, Now what Do I Do?  1. Analyze Data  2. Drives Instruction  3. Differentiated Instruction/Small Group Instruction

End Result

Break-out Session “How to Collect Data: Formative Assessments”  Dave’s session- Room  Dana’s session- Room 322