Emergent data-driven approaches to school improvement: The journey of three schools through self-evaluation

2015 ◽  
Vol 18 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Yiasemina Karagiorgi ◽  
Maria Nicolaidou ◽  
Christos Yiasemis ◽  
Petros Georghiades
Keyword(s):  
School Improvement ◽  
Data Driven ◽  
Self Evaluation

scholarly journals Guiding Residency Program Educational Goals Using Institutional Keyword Reports from the Ophthalmic Knowledge Assessment Program Examination

2020 ◽  
Vol 12 (02) ◽  
pp. e234-e238
Author(s):  
Isdin Oke ◽  
Steven D. Ness ◽  
Jean E. Ramsey ◽  
Nicole H. Siegel ◽  
Crandall E. Peeler
Keyword(s):  
Residency Program ◽  
High Variability ◽  
Knowledge Assessment ◽  
Data Driven ◽  
Educational Goals ◽  
Residency Programs ◽  
Percent Correct ◽  
Self Evaluation ◽  
Assessment Program ◽  
Significant Difference

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

Investigating the Role of Data-Driven Decision-Making Within School Improvement Processes

2021 ◽  
pp. 1707-1725
Author(s):  
Venesser Fernandes
Keyword(s):  
Decision Making ◽  
Organizational Change ◽  
School Improvement ◽  
Critical Role ◽  
Data Driven ◽  
Evidence Based ◽  
Data Driven Decision Making ◽  
Continuous School Improvement ◽  
Decision Making Processes

This chapter provides a detailed literature review exploring the importance of data-driven decision-making processes in current Australian school improvement processes within a context of evidence-based organizational change and development. An investigation into the concept of decision-making and its effect on organizational culture is conducted as change and development are considered to be the new constants in the current discourse around continuous school improvement in schools. In a close examination of literature, this chapter investigates how key factors such as collaboration, communication, and organizational trust are achieved through data-driven decision-making within continuous school improvement processes. The critical role of leadership in sustaining data cultures is also examined for its direct impact on continuous school improvement processes based on evidence-based organizational change and development practices. Future implications of data-driven decision-making to sustain continuous school improvement and accountability processes in Australian schools are discussed.

scholarly journals School self-evaluation for school improvement: Examining the measuring properties of theLEADsurveys

2016 ◽  
Vol 60 (3) ◽  
pp. 191-210 ◽  
Author(s):  
Panayiotis Antoniou ◽  
Jacqui Myburgh-Louw ◽  
Peter Gronn
Keyword(s):  
School Improvement ◽  
Self Evaluation

Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement

2021 ◽  
pp. 647-661
Author(s):  
Julius N. Shanks
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Leaders ◽  
Instructional System ◽  
Data Driven ◽  
Federal Mandates ◽  
Improve Student Achievement ◽  
Data Culture

School leaders are faced with enormous responsibilities in addressing student achievement as directed by district, state, and federal mandates. There is a need for school leaders to structure and implement how to acquire, analyze, and commit action from identified gaps in student learning using assessment data. A major part of the process is establishing how teachers use student data to improve teaching and learning opportunities. When discussing school improvement measures and initiatives, one commonly refers to observations, feedback, and professional learning communities as its core components. This chapter provides a framework using a data-driven instructional system (DDIS) as a model for school improvement in establishing a school data culture that can improve student achievement.

scholarly journals Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

2016 ◽  
Vol 15 (3) ◽  
pp. ar38 ◽  
Author(s):  
Mary C. Carmichael ◽  
Candace St. Clair ◽  
Andrea M. Edwards ◽  
Peter Barrett ◽  
Harris McFerrin ◽  
...  
Keyword(s):  
High Risk ◽  
Assessment Tools ◽  
Data Driven ◽  
High Risk Population ◽  
Pass Rates ◽  
Final Exam ◽  
General Biology ◽  
Self Evaluation ◽  
Assessment Techniques ◽  
University Of Louisiana

Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students.

The self-evaluation form: is the SEF aiding school improvement?

2007 ◽  
Vol 21 (3) ◽  
pp. 32-37 ◽  
Author(s):  
Sara Bubb ◽  
Peter Earley ◽  
Elpida Ahtaridou ◽  
Jeff Jones ◽  
Chris Taylor
Keyword(s):  
School Improvement ◽  
The Self ◽  
Evaluation Form ◽  
Self Evaluation

Value Added in English Schools

2009 ◽  
Vol 4 (4) ◽  
pp. 415-438 ◽  
Author(s):  
Andrew Ray ◽  
Tanya McCormack ◽  
Helen Evans
Keyword(s):  
School Improvement ◽  
Multilevel Models ◽  
School Achievement ◽  
Value Added ◽  
Development Planning ◽  
Self Evaluation ◽  
Value Added Models ◽  
National Governments ◽  
Academic Year ◽  
Local Levels

Value-added indicators are now a central part of school accountability in England, and value-added information is routinely used in school improvement at both the national and the local levels. This article describes the value-added models that are being used in the academic year 2007–8 by schools, parents, school inspectors, and other professionals in local and national governments. The article outlines the development of value-added models in England following the introduction of national testing at ages seven, eleven, and fourteen in the 1990s. It describes the current “contextual” value-added models in detail, looking at the mathematical specification of the multilevel models and discussing the practical choice of explanatory attainment and contextual variables. The article also describes various uses of the value-added models, including in the published school achievement and attainment tables and in the RAISEonline system that supports schools in their self-evaluation and development planning and informs external inspection.

scholarly journals School self-evaluation an international or country specific imperative for school improvement?

2021 ◽  
Vol 2-2 ◽  
pp. 100063
Author(s):  
Martin Brown ◽  
Sarah Gardezi ◽  
Laura del Castillo Blanco ◽  
Rossitsa Simeonova ◽  
Yonka Parvanova ◽  
...  
Keyword(s):  
School Improvement ◽  
Self Evaluation ◽  
Country Specific
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