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Student Information and Assessment

posted Oct 26, 2012, 10:10 AM by lesplin@tech.washk12.org

Student Information and Assessment


Current Student Information Systems and Assessment Databases contain a vast amount of data. The questions are:
  • How do we use it to determine what our students need to be successful in school?
  • Who is at risk?
  • Who needs remediation?
  • Can remediation improve our UCAS percentile?
  • Where are we weak?
  • Where are we strong?
  • What does a dropout look like in early grades?
  • How can we predict summative assessment scores?

Step 1 - Consider the Source - Where is our data? How can we access it? How is it entered? Rate each sources' reliability (dependability: the quality of being dependable or reliable.) and validity (the quality of supporting the intended point or claim; soundness or cogency) SIS, SERF, Data View, Local Assessment, Other Formative Assessments and Benchmarks, Teacher Assessment and other Sources.

Step 2 - Integrating Assessment Data With SIS Data - Are there unique identifiers linking students, teachers, classes, schools and districts? Can apples be compared to oranges? How? GPA vs Assessment Score, Formative vs Summative Score, Predictability of assessment vs GPA for success in class, post high education, vocation.

      • Student - SSID, Local LEA ID, Birthday, Name
      • Teacher - Cactus ID, Name
      • Class - Course, Section Number, Core Code, Period and Day
      • School - School Number
      • District - District Number
      • Test and Course Grouping - Subject
      • Standards and Objectives
      • Subject Area Codes

Step 3 - Find the Data that makes a difference

  • At Risk Profile
  • Focus on UCAS
  • Formative Assessment

Step 4 - Getting Information (useful data) to Users: Teachers, Administrators, Staff, Students and Parents. What is the real purpose of a Student Information System or a Reporting System - Simplify, Simplify, Simplify

  • Where is les more?
  • When is more more?
  • Single Sign On
  • Data Presentation - the missing metaphor - Utility, Aesthetics, Ethics and Logic of information
  • The Golden Mean of
  • 80-20 Rule for assessment data
  • Start anywhere, somewhere
  • Guide exploration from summary to detail
  • Provide a framework for understanding and assisting
  • Provide useful information to improve outcomes including assessment
  • The grass is greener

Step 5 - Using information to improve learning, assessment, intervention and enhancement.

  • Focus on a specific group, subject, standard or objective. Armor and sabot.
  • Don’t always focus on the high and low achieving students
  • Use the core

Step 6 - Integrating Assessment and SIS into Curriculum and vice versa.

Back to Step 2