Using Data to Promote Student Success Analyzing and Interpreting EQAO Results

Guiding Principles:  Large-scale assessment provides comparable year-to-year data on student achievement that can be helpful to schools and boards in improvement planning  Results should be considered in conjunction with other school information related to student performance  Each school, and school community, is unique and results need to be interpreted in context  It is important to use caution when interpreting percentage results where numbers are small

4 Cs of Interpreting Data Are the data:  Complete?  Consistent?  Comparative?  Concealing? Source: Assessment Training Consortium/ Ottawa Carlton District School Board

Complete  Large-scale assessment is a snapshot  Consider other information: Classroom assessments, report cards District assessments Surveys Demographic data School characteristics Source: Assessment Training Consortium/ Ottawa Carlton District School Board

Consistent: Are there any surprises?  Are results from different sources consistent? e.g. EQAO and report cards  Are results consistent with expectations?  Consider consistencies with respect to: Individual students School results Past experience Source: Assessment Training Consortium/ Ottawa Carlton District School Board

Comparisons  Norms (school vs. provincial data)  Similar schools  Curriculum standard  Sub-groups (e.g. boys/girls, different programs)  Trends over time Source: Assessment Training Consortium/ Ottawa Carlton District School Board

Concealing  Look at distribution of scores  Averages may be misleading, esp. if numbers are small Source: Assessment Training Consortium/ Ottawa Carlton District School Board

Contextual Data  EQAO sources: Demographics of eligible/participating students Participation rates Student Questionnaire responses Principal Questionnaire responses  Other sources: Socio-economic data Enrollment patterns Mobility rates Absenteeism rates

Contextual Data  Key Questions: How do the current contextual and demographic data for your school compare with previous years? How does your school’s demographic information compare with that of the board and province? How do your school’s exemption, deferral and absentee rates compare with the board and province? Does your school have significant numbers of ESL/ELD or special education students? What do students report about computer access and use and reading and writing outside of school?

Achievement Data  EQAO sources: Detailed School Results Item Information Reports Student Questionnaire responses Teacher Questionnaire responses  Other sources: Report card data District assessments Classroom assessments Reading assessments Diagnostic assessments

Achievement Data  Key Questions: How do overall results compare over time? Is the pattern of results similar to those of the board or province? How do the overall results compare to those of similar schools? Are there differences in the performance of males and females? Is the performance of ESL/ELD students significantly different from that of other students?

Item Information Reports: Ideas for Reviewing Reports  Identify the strong performance areas in the school On which items did your school perform well?  Identify the performance areas that require attention Which items presented a challenge for your students?  Where do you expect the school to be in relation to the Board and Province?  Relate other data to the observations  Consider what improvement strategies are indicated for the areas needing attention

Examining your data:  Involves a process of asking questions and searching for meaning  Provides insight into strengths and weaknesses  Is only one step in the process of school improvement