Using Data to Inform Instruction EDU 330 Educational

Using Data to Inform Instruction EDU 330: Educational Psychology Daniel Moos, Ph. D

What are we doing today? • Last Class: Define and apply Validity and Reliability • • • A teacher knows an assessment is valid if…. A teacher knows an assessment is reliable if…. . Today’s Class: Using assessment to inform teaching • • • Why do you assess? What can be assessed? When and how should you assess to inform instruction? • Pre-assessments Formative assessments

WHY do you assess? Divergent Perspectives • • • Gatekeeping Judging Right Answers Control Comparison to others • • Formative and supportive Facilitate self-regulation Comparison to learning outcome(s) (not others) Use over multiple learning activities “Assessment is today’s means of understanding how to modify tomorrow’s instruction. ” Carol Tomlinson

WHEN should you assess? (I) Pre-assessment Finding out Summative Making Sure Formative Keeping Track & Checking up

Pre-assessments: Why use them? To determine student’s misconceptions, current understanding, interest, and/or level of readiness 1. What do I know about my students now? 2. What is the format and content of the final assessment for the lesson plan and/or unit? 3. What do I NOT know about the students’: content knowledge, skills needed for the particular lesson/unit, interest? • Provides information to determine differences before planning • Assist in the development of activities that are appropriate and challenging: ZPD (Zone of Proximal Development) • Identifies potential misconceptions and/or learning gaps related to learning outcomes

Pre-assessments: What are some examples? Pre-assessment Finding out…interest, knowledge, misconception Formal Pre-test Journaling KWL Chart Observations Self-evals

Pre-assessments: How can they can inform instruction? How do you think teachers should use pre-assessments to inform instruction? What are reasonable benchmarks for modifying instruction?

Formative assessments: Why use them? Process of accumulating information about a student’s progress related to identified learning outcome(s) to assist in instructional decisions and capacity to work with individual students • Paints more accurate picture of student • “Early warning signs” (conceptual understanding and/or motivational concerns) • Provides regular feedback and opportunities to self-regulate • Increases probability that instruction aligns with learning activities

Formative assessments: What are some examples? Formative Conference Exit Card Peer evaluation 3 -minute pause Quiz Observation Journal Self-evaluation

Formative assessments: What are some examples?

Formative assessments: What are some examples?

Formative assessments: How can they can inform instruction? How do you think teachers should use pre-assessments to inform instruction? What are reasonable benchmarks for modifying instruction?

Application This application will meet Standard 10 F (understand data practices) 1. Identify a lesson plan (individually or in groups of up to 3) 2. Complete Lesson Plan Assessment sheet 3. Upload completed lesson plan assessment sheet to your Standards Portfolio (Standard 10) 1. Include Standard information (Standard 10 F: Understand data practices) 2. Write rationale and description 3. Submit