Achievement Standards Network ASN Connecting Things Not Strings

Achievement Standards Network (ASN): Connecting Things Not Strings Diny Golder, JES & Co. Stuart A. Sutton, University of Washington Ed. Re. Ne 2012—The Hague » Atomize » Describe » Relate

Outline • ASN groundwork for “mapping” and data analysis • Enriching competency descriptions – Linking competencies to “related” resources (e. g. people, places, events. . . and other concepts) • Mapping competencies-to-competencies – Creating crosswalks (relating competencies in different frameworks) • AASL to CCSS – Visualizing crosswalks • Michigan to CCSS • Semantic mapping (further work on more fine-grained predicates) • Cross-jurisdictional data analysis – Supporting data-driven decision making » Atomize » Describe » Relate

ASN-US as Repository of US Competencies • Resource Description Framework (RDF)-based open repository – 1, 147 competency frameworks descriptions from the 50 U. S. states and territories (equivalent to 1, 147 national curricula) • Competency framework descriptions are made up of: – 395, 530 individual competency descriptions » Competency descriptions are made up of: • 4, 914, 666 RDF triples » Atomize » Describe » Relate

ASN as Competency Description Framework • ASN is about a simple linked data infrastructure for competency description – Describing competencies – Describing the frameworks in which those competencies are found – Describing relationships between competencies • Relationships within a single competency set • Relationships across 1 -n competency sets » Atomize » Describe » Relate

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Infrastructure is not sexy! Metadata infrastructure is particularly not sexy! Infrastructure of any kind is hard to “sell”! Infrastructure serves the needs of others, so it is hard to justify (in the beginning)! • Infrastructure has no funding “end”! • Infrastructure done badly, or neglected, is a disaster! • • » Atomize » Describe » Relate

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✔Atomize ✔Describe ✔Relate ASN FRAMEWORK IN A ‘NUTSHELL’ » Atomize » Describe » Relate

Atomize: Extract Competency Semantic Units Moving air and water can be used to run machines Some sources of energy cost less than others and some cause less pollution than others Make and interpret scale drawings Find and describe locations on maps with rectangular and polar Planets change their positions against thecoordinates. background of stars. Make sketches to aid in explaining procedures ideas. and used again, Many materials can be and recycled sometimes in different forms. Some source of “energy” is needed for all organisms to stay alive and grow. » Atomize » Describe » Relate

Describe: Create Metadata for Each Semantic Unit http: //asn. jesandco. org/resources/S 100729 D Original Yes 3, 4, 5 Science 4 A (3 -5) #3 Planets change their positions against the background of stars. http: //purl. org/ASN/resources/S 100729 D http: //purl. org/ASN/resources/D 1000152 » Atomize » Describe » Relate Planets change their positions against the background of stars.

Relate: Creating “Context” Learning Planes { Selection, Sequence, Content } i. e. , «molecules» Competency Assertions i. e. , «atoms» » Atomize » Describe » Relate

Learning Planes Plane B Plane A Competencies » Atomize » Describe » Relate

Cross-Jurisdictional Learning Plane » Atomize » Describe » Relate

People, places, events, concepts. . . and other “things” ENRICHING COMPETENCY DESCRIPTIONS » Atomize » Describe » Relate

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ASN-US Jurisdictional Crosswalk MAPPING AASL COMPETENCY STATEMENTS TO U. S. COMMON CORE STATE STANDARDS (MATH AND ELA) » Atomize » Describe » Relate

Mapping (Crosswalk) Problem • American Association of School Librarians (AASL) wants librarians to create lesson plans… • Descriptive metadata for the lesson plans is created by the librarians – The librarians will only correlate the lesson plans to the AASL Standards for the 21 st-Learner – The lesson plans need to be crosswalked to the Common Core State Standards in ELA and Math – AASL created the ELA crosswalk, but… » Atomize » Describe » Relate

“X” Marks the Spot? • ELA crosswalk was text-to-text in a spreadsheet » Atomize » Describe » Relate

From Spreadsheet-to-SKOS • Convert strings-to-things and import ELA crosswalk into database » Atomize » Describe » Relate

What about CCSS Math? • We needed a tool that can – Create and manage machine readable crosswalks • ASN data was already there » Atomize » Describe » Relate

No More Spreadsheets » Atomize » Describe » Relate

How it was done. . . • Various AASL Librarians worked on the cross walking tool, mapping sections of AASL to Common Core Math • Librarians found it easier to use and to manage vs. a spreadsheet • Exported the crosswalk and imported into the database » Atomize » Describe » Relate

End Result » Atomize » Describe » Relate

User Selects AASL Standards Only » Atomize » Describe » Relate

Behind the Scenes • When user saves a lesson plan: – If the lesson plan has subject of Math or ELA • The systems looks up the appropriate crosswalk AND • Assigns the corresponding mapping(s) based on the grade level of the lesson plan » Atomize » Describe » Relate

Printable View ELA Lesson Plan for Grade 7 User correlated AASL Standards » Atomize » Describe » Relate

Printable View Continued ELA Crosswalk, Grade 7 Competencies » Atomize » Describe » Relate

Lessons Learned • More robust alignment properties are needed • Once we had machine readable mappings, it was easy to incorporate the mappings into the AASL website (Drupal) » Atomize » Describe » Relate

Evolving Mapping Predicates Align To Align From Broad Super. Properties Broad Alignment Exact Alignment Major Alignment Minor Alignment » Atomize » Describe » Relate Equivalency Properties

Discussion Predicates » Atomize » Describe » Relate

Discussion Predicates » Atomize » Describe » Relate

Discussion Predicates » Atomize » Describe » Relate

Sequencing Super-Properties » Atomize » Describe » Relate

Practicing Mapping (Crosswalks) » Atomize » Describe » Relate

Existing ASN: U. S. Crosswalks » Atomize » Describe » Relate

Michigan Mapping to Common Core » Atomize » Describe » Relate

Michigan Mapping to Common Core Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. Align To » Atomize » Describe » Relate 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

Looking at U. S. Competencies Across Jurisdictional Borders ASN-US GRAPH ANALYSIS » Atomize » Describe » Relate

Complex Questions, Easy Answers • By using the structured, faceted nature of the ASN framework, we can ask and solve problems that span jurisdictions. For example • When does the U. S. start to teach its students the Pythagorean Theorem? – Which grade level(s)? – Who assesses it earliest? » Atomize » Describe » Relate

Searching the ASN: US Graph • First, search for Pythagorean Theorem across entire ASN: U. S. dataset – Display the “Education Level” facet results » Atomize » Describe » Relate

Faceted Search Screen » Atomize » Describe » Relate

Faceted Result—”Pythagorean Theorem” » Atomize » Describe » Relate

“Education Level” Facet » Atomize » Describe » Relate

Results: • Pythagorean Theorem is mentioned or assessed in grades 5 -12 with the majority of results in grades 8 -12. Next Question: • Which state(s) start to assess Pythagorean Theorem in 5 th Grade? » Atomize » Describe » Relate

Searching the ASN: U. S. Graph • Now filter results by 5 th Grade – Display the “Jurisdiction” facet results » Atomize » Describe » Relate

th Filter: 5 —Display: “Jurisdiction” » Atomize » Describe » Relate

NAEP, Nebraska, Louisiana & Montana » Atomize » Describe » Relate

Results: – Louisiana – Nebraska – Montana and – National Assessment of Education Progress (NAEP) Recommend or begin to assess the Pythagorean Theorem in 5 th Grade. » Atomize » Describe » Relate

Further Research • Are these three state standards modeled or derived from the NAEP Math Framework? • How does the local teaching of various math concepts at earlier/later grades relate to that state’s overall rank in student math performance nationally? » Atomize » Describe » Relate

Framework Analysis • We can also limit the scope of graph analysis to a single framework e. g. the Common Core State Standards for Mathematics. • Find out: – When does the Common Core start to mention the Pythagorean Theorem? – When does the Common Core start to cover the topic of division? » Atomize » Describe » Relate

“Pythagorean Theorem” Distribution » Atomize » Describe » Relate

“Division” Distribution » Atomize » Describe » Relate

What’s the take away? • Structured, semantically rich competency data enables insightful and interesting data analysis and data-driven decision making » Atomize » Describe » Relate

https: //www. assembla. com/spaces/asn-developer-forum/wiki » Atomize » Describe » Relate

QUESTIONS? Diny Golder, JES & Co. , dinyg@jesandco. org Stuart A. Sutton, University of Washington, sasutton@uw. edu » Atomize » Describe » Relate