1. Advancing Assessment Literacy Setting the Stage II: Understanding Data Purposes & Uses

2. 2 Setting the Stage II: Understanding Data Purposes & Uses Part One Understanding Data

3. Advancing Assessment Literacy Modules: Setting the Stage II - February 20083 Learning the Lingo Your group has been given a number of terms (green paper) and definitions (blue paper). Match the terms to their definitions. In what areas do we hold shared understandings about the vocabulary of assessment and evaluation? What areas may require further study and review?

4. Advancing Assessment Literacy Modules: Setting the Stage II - February 20084 Data Have No Meaning Data are simply information. Individuals and groups create meaning by organizing, analyzing and interpreting data. Interpretation is subjective; data are objective. Frames of reference, the way we see the world, influence the meaning we derive from the data we collect and select. (Wellman & Lipton, 2004) Take a stand on the above statement: Strongly Agree Strongly Disagree

5. Advancing Assessment Literacy Modules: Setting the Stage II - February 20085 Understanding Data Individually, then as a table group, brainstorm and list as many different kinds of data as you can that are available to the staffs in your schools. Data SourcePotential Uses

6. Advancing Assessment Literacy Modules: Setting the Stage II - February 20086 Discussion Questions What are you noticing about data and its uses? What are the possibilities for the use of data? What are the potential pitfalls? What type of assessment does your local public think best informs them about student learning? Consider the business community, community members without children in school, etc.

7. Advancing Assessment Literacy Modules: Setting the Stage II - February 20087 The Nature of Data For each of the different assessments (individual/classroom, school, etc.), please individually indicate, by shading a rectangular area upwards, the extent to which you think the assessment and their results could potentially contribute to improved student learning.

8. Advancing Assessment Literacy Modules: Setting the Stage II - February 20088 The Nature of Data With a partner, share your graph and try to come to a mutual consensus or your rationale about the potential value the different student assessments and their results will have on improving student learning. As a table group, similarly share your “pair” graphs with each other and discuss the potential value student assessments and their results will have on improving student learning.

9. Advancing Assessment Literacy Modules: Setting the Stage II - February 20089 Discussion Questions What are the main purposes for each of the student assessments shown on the chart and how to they vary from one another? Overall, what level of assessment(s) does your table think will most improve student learning in schools? Why? Thinking about the different levels at which we can gather assessment data, which levels provide more definitive data about students and which levels provide more indicative data about students? Overall, what level of assessment(s) does your table think will inform your local public the best about the extent to which students are learning? Why?

10. 10 Setting the Stage: Understanding Data Purposes & Uses Part Two Types and Sources of Data

11. Advancing Assessment Literacy Modules: Setting the Stage II - February 200811 Types of Data QuantitativeQualitative Numerical in form Efficient to analyze Objective Not numerical in form Can be more than words or text – pictures, artifacts, etc. More complex to analyze Subjective

12. Advancing Assessment Literacy Modules: Setting the Stage II - February 200812 Sources of Data Individually, then as table groups, complete the “Sources of Data” grid. Refer to the data sources you brainstormed earlier. (Adapted from Wellman and Lipton, 2003) Review grids and discuss: –In which areas do we have the most data? –Which areas might be lacking? –What are the respective benefits and drawbacks of the different categories of data?

13. Advancing Assessment Literacy Modules: Setting the Stage II - February 200813 Sources of Data Identify something in your own work/ classroom/school that you are interested in learning more about. –Develop a question or hypothesis –Determine at least three data sources you might “tap” to explore your issue –Triangulating Data - How will the information from each of those sources help paint a clearer picture for you? Do different sources point to similar conclusions?

14. 14 Setting the Stage II: Understanding Data Purposes & Uses Part Three Principles of the Saskatchewan Assessment for Learning Program

15. Advancing Assessment Literacy Modules: Setting the Stage II - February 200815 Principles of the Saskatchewan AFL Program 1.Cooperation and Shared Responsibility 2.Equity and Fairness 3.Comprehensiveness 4.Continuous Improvement that Promotes Quality and Excellence 5.Teacher Professionalism 6.Authenticity and Validity 7.Honesty and Openness

16. Advancing Assessment Literacy Modules: Setting the Stage II - February 200816 Principles of the Saskatchewan AFL Program Read and Connect –Everyone at the table reads the first numbered statement. After reading, one person at the table offers an insight or connection they are making to that statement. –Repeat the process with all seven statements. At the end, discuss the practical impact of the principles on the working lives of teachers. What is the most important message within the principles?

17. Advancing Assessment Literacy Modules: Setting the Stage II - February 200817 Assessment of/for Learning (Sutton, 2001) Assessment of Learning Checks what has been learned to date Is designed for those not directly involved in daily learning and teaching Is presented in a periodic report Usually gathers information into easily digestible numbers, scores and marks Usually compares the student’s learning with either other students or the standard for a grade level Does not need to involve the student Assessment for Learning Checks learning and decides what to do next Is designed to assist teachers and students Is used in marking and conversation Usually detailed, specific, and descriptive feedback in words as well as (or instead of) numbers, scores, and marks Usually focused on improvement, compared with the student’s previous best Needs to involve the student – the person most able to improve learning

18. Advancing Assessment Literacy Modules: Setting the Stage II - February 200818 Discussion Questions Thinking back to the definitions of quantitative and qualitative data, which seems to apply to assessment of and assessment for learning? In what ways are both of these processes necessary in schools? Which of these processes would have the most positive impact on the day-to-day lives of students and teachers?

19. Advancing Assessment Literacy Modules: Setting the Stage II - February 200819 Types of Referencing Criterion-referenced: Comparing how students perform relative to curriculum objectives, level attribution criteria (rubrics), and the level of difficulty inherent in the assessment tasks. Standards-referenced: Comparing how students performed relative to a set of professionally or socially constructed standards. Experience or self–referenced: Comparing how students perform relative to the assessment data gathered by teachers during the school year. Norm-referenced: Comparing how students in a school performed relative to the performance of students in the division, region, or project. Longitudinal-referenced: Comparing how students perform relative to earlier years’ performance of students. From Assessment for Learning Math 2006 Understanding the Numbers Workshop.

20. Advancing Assessment Literacy Modules: Setting the Stage II - February 200820 Types of Assessment Diagnostic –Diagnostic assessment should be done informally and continuously. It is used to assess the strengths and needs of students and to make program modifications. It is used for "diagnosis" rather than "grading". Formative –Formative assessment should be conducted continuously. It is used to improve instruction and learning and to keep both students and teachers aware of the course objectives and the students' progress in meeting those objectives. –The results of formative assessment are analyzed and used to focus the efforts of the teacher and students. Summative –Summative assessment occurs at the end of a unit or program. It is used with formative evaluation to determine student achievement and program effectiveness. –Summative assessment should form only part of students' grades. Definitions from Saskatchewan Learning, 1997

21. Advancing Assessment Literacy Modules: Setting the Stage II - February 200821 Understandings Referring to the principles of the Saskatchewan Assessment for Learning Program, discuss the relationship between the types of referencing and types of assessments with the processes used in the provincial AFL program.

22. Advancing Assessment Literacy Modules: Setting the Stage II - February 200822 Present Understanding As a table group, craft a statement, visual representation or both which details your present understanding of the Assessment for Learning Program.