ICT Role in 21st Century Education & its Challenges.pptx
EDUU609 Appropriate Use of data
1. Exploring Data Interpreter’s Agenda
JaNae Burger
Data Assessment Presentation
Brandman University EDUU609
Not everything that counts can be counted…
and not everything that can be counted counts
~Albert Einstein~
(Brandman, 2014)
2. Useful piece of data discovered…
County list of school’s 3-Year average academic
performance index score.
http://dq.cde.ca.gov/dataquest/Acnt2014/apiavgcty.aspx?allcds=42
(CDOE, 2013)
3. Useful Information Continued…
VALUE
WHAT: Student population, data, score test scores,
# of EL students and students receiving services
WHY: Selecting the best schools for my children.
Learning more about possible places of
employment, insight on focus/performance of
individual schools
(CDOE, 2013)
4. Possible Misinterpreted Data Example
• Independent Statewide Evaluation of ASES and
21st CCLC After School Programs
http://www.cde.ca.gov/ls/ba/cp/documents/kthru9rept.doc
• Program Satisfaction based on Academics
• Difficult to gage student aspirations
• First-come, first serve program everyday.
• Determined Success by looking at
Standardized tests scores (CDEA, 2012)
5. Possible Misinterpretations Continued
• Parent Involvement- based on parent
survey
• The report indicated negative effects on
students Math ELA but all surveys and
observations were very positive
(CDEA, 2012)
6. EDUU 609 Content Connections
• Standardized tests & Math don’t really indicate student’s
math abilities (McNeil, 2005, pg 215)
• Programs were “Coverage” type programs- typically less
effective (Wiggins & McTighe, 2005, page 340)
• Programs were designed around problems not exercise (Wiggins
& McTighe, 2005, page 155)
• Students were enrolled by teacher or parent- no desire to
learn (Wiggins & McTighe, 2005, page 144)
7. References:
CDEA. (2012). Independent statewide evaluation of
ASES and 21st CCLC after school programs.
Retrieved from
http://www.cde.ca.gov/ls/ba/cp/documents/kthr
u9rept.doc
CDOE. (2013). Academic Performance Index (API)
Report 3-Year Average API School Report.
Retrieved from
http://dq.cde.ca.gov/dataquest/Acnt2014/apiavg
sch.aspx?allcds=42692296060024
McNeil, J. (2003). Curriculum: The teacher's initiative
(3rd Ed.). Upper Saddle River, NJ: Pearson
Education.
Wiggins, G. & TcTighe, J. (2003). Understanding by
Design (2nd Ed). Alexandria, VA: ASCD.
Notas do Editor
Parent Involvement based on parent survey
Hello! You will only get the surveys back from active participating parents. The parents who didn’t come and help to begin with aren’t going to be giving you a survey back!
The report actually indicated negative effects on students Math ELA but all surveys and observations were very positive
All the information that could have been controlled was very positive. The only negative information was the comparison of the participants and their test scores. There was actually a slight negative association between participants and their standardized tests scores in the most common content areas for students to seek help.
Program Satisfaction based on Academics
The teachers involved are going to report as favorable results as possible to keep their funding
Difficult to gage student aspirations
Surveys are not the most reliable source of data. Also, it is difficult to gage positive youth development. Does fitness, aspirations and behavior really sum that up? What about emotional and social?
First-come, first serve program everyday.
Doesn’t sound like they are tracking the same students
throughout the whole year.
Determined Success by looking at
Standardized tests scores
Many students who didn’t show improvement are not white, research indicates these tests often misrepresent students of color.
Parent Involvement based on parent survey
Hello! You will only get the surveys back from active participating parents. The parents who didn’t come and help to begin with aren’t going to be giving you a survey back!
The report actually indicated negative effects on students Math ELA but all surveys and observations were very positive
All the information that could have been controlled was very positive. The only negative information was the comparison of the participants and their test scores. There was actually a slight negative association between participants and their standardized tests scores in the most common content areas for students to seek help.
Standardized tests & Math don’t really indicate student’s math abilities (McNeil, pg 215)
Performance based is a much better assessment
Programs were “Coverage” type programs- typically less effective (Wiggins & McTighe, page 340)
This required only the recall of the facts given. It required no additional skills or even opportunities for growth beyond assigned task
Programs were designed around problems not exercise (Wiggins & McTighe, page 155)
The students just did their homework. They didn’t really have the opportunity to learn or relearn the information in a more applicable way
Students were enrolled by parents- no desire to learn (Wiggins & McTighe, page 144)
There’s a pretty good chance the students didn’t want to be there after school. They probably had little motivation or desire to learn
