Personalizing Learning Targets With Technology-Based Assessment

2021 ◽  
pp. 278-303
Author(s):  
Lauren Menard
Keyword(s):  
Student Performance ◽  
Grade Level ◽  
Progress Monitoring ◽  
Learning Goals ◽  
Content Standards ◽  
Data Driven Instruction ◽  
Common Assessments ◽  
Smart Goals ◽  
Education Today ◽  
Student Performance Data

There is tension between standardization and individualization in education today. Instructional fidelity to a challenging grade-level curriculum is the expectation of current pedagogy. Federal U.S. initiatives mandate assessing the academic growth of all students with common assessments aligned with challenging content standards. The growing number of students who vary as learners in today's classrooms holds implication for instruction and assessment. Personalizing learning targets promotes an equitable measure of student growth. Appropriate instructional goals develop grade-level curricular skills that are selected based on student performance data and are personalized with individualized baselines and proficiency targets. Technology facilitates data-driven instruction through the efficient development and progress monitoring of personalized learning goals. In this chapter, a technology-based model for personalizing standards-based learning targets, developing SMART goals, and monitoring progress is presented.

Advancing equity in accountability and organizational cultures of data use

2017 ◽  
Vol 55 (4) ◽  
pp. 361-375 ◽  
Author(s):  
Nora Gannon-Slater ◽  
Priya G. La Londe ◽  
Hope L. Crenshaw ◽  
Margaret E. Evans ◽  
Jennifer C. Greene ◽  
...  
Keyword(s):  
Organizational Learning ◽  
Student Performance ◽  
Grade Level ◽  
Data Use ◽  
Performance Data ◽  
Missed Opportunities ◽  
Content Type ◽  
Grade Level Teams ◽  
Cultural Tensions ◽  
Student Performance Data

Purpose Data use cultures in schools determine data use practices. Such cultures can be muted by powerful macro accountability and organizational learning cultures. Further, strong equity-oriented data use cultures are challenging to establish. The purpose of this paper is to engage these cultural tensions. Design/methodology/approach The data discourse and decisions of four grade-level teams in two elementary schools in one district were studied through observation of 62 grade-level meetings over the course of a year. The observations focused on “data talk,” defined as the structure and content of team conversations about interim student performance data. Findings Distinct macro cultures of accountability and organizational learning existed in the two schools. The teams’ own data use cultures partly explained the absence of a focus on equity, and none of the teams used student performance data to make instructional decisions in support of the district’s equity aims. Leadership missed opportunities to cultivate an equity-focused data use culture. Practical implications School leaders who advocate that equity importantly guides data use routines, and can anticipate how cultures of accountability or organizational learning “show up” in data use conversations, will be better prepared to redirect teachers’ interpretations of data and clarify expectations of equity reform initiatives. Originality/value This study is novel in its concept of “data talk,” which provided a holistic but nuanced account of data use practices in grade-level meetings.

The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis

1986 ◽  
Vol 8 (3) ◽  
pp. 5-13 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs
Keyword(s):  
Student Performance ◽  
Analysis Of Variance ◽  
Meta Analysis ◽  
Performance Data ◽  
Effect Sizes ◽  
Education Practice ◽  
Equal Interval ◽  
Data Source ◽  
Student Performance Data ◽  
Over Time

This meta-analysis investigated the effects on achievement of type of graphing paper employed in displaying student performance data collected over time. The data source was 15 controlled studies with 16 effect sizes. The average weighted unbiased effect sizes for 6-cycle and equal interval paper, respectively, were .53 and .46. Hedges's analogue to analysis of variance indicated this difference was not statistically reliable. Implications for special education practice are discussed.

scholarly journals If You Build it Will They Come? Teachers’ Online Use of Student Performance Data

2013 ◽  
Vol 8 (2) ◽  
pp. 168-207 ◽  
Author(s):  
John H. Tyler
Keyword(s):  
Student Performance ◽  
Test Data ◽  
Effective Teacher ◽  
Urban District ◽  
Web Based ◽  
Achievement Gains ◽  
Computer Based ◽  
Student Test ◽  
Teacher Data ◽  
Student Performance Data

Testing of students and computer systems to store, manage, analyze, and report the resulting test data have grown hand-in-hand. Extant research on teacher use of electronically stored data are largely qualitative and focused on the conditions necessary (but not sufficient) for effective teacher data use. Absent from the research is objective information on how much and in what ways teachers use computer-based student test data, even when supposed precursors of usage are in place. This paper addresses this knowledge gap by analyzing the online activities of teachers in one mid-size urban district. Utilizing Web logs collected between 2008 and 2010, I find low teacher interaction with Web-based pages that contain student test information that could potentially inform practice. I also find no evidence that teacher usage of Web-based student data are related to student achievement gains, but there is reason to believe these estimates are downwardly biased.

The Missouri Elementary Mathematics Contest: Student Performance on Questions That Reflect NCTM Standards

2003 ◽  
Vol 10 (3) ◽  
pp. 162-169
Author(s):  
Lynda M. Plymate ◽  
David I. Ashley
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
Conceptual Understanding ◽  
Grade Level ◽  
Elementary Mathematics ◽  
Nctm Standards ◽  
Test Event

The Missouri Council of Teachers of Mathematics (MCTM) has conducted an annual elementary mathematics contest for students in grades 4, 5, and 6 since 1985. Twenty-five sites throughout Missouri host regional contests in which school-selected participants (three to five per grade level, depending on the number of students) compete in grade-specific tests that measure mathematical estimation and computation, conceptual understanding, and problem-solving ability. The top three winners from each test event and at each grade level are then invited to compete against the winners from other regional contests at a state finals competition.

scholarly journals The Promise and Pitfalls of Using Imprecise School Accountability Measures

2002 ◽  
Vol 16 (4) ◽  
pp. 91-114 ◽  
Author(s):  
Thomas J Kane ◽  
Douglas O Staiger
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Grade Level ◽  
Financial Incentives ◽  
Small Schools ◽  
Market Value ◽  
School Accountability ◽  
School Level ◽  
Accountability Systems ◽  
Accountability Measures

In recent years, most states have constructed elaborate accountability systems using school-level test scores. However, because the median elementary school contains only 69 children per grade level, such measures are quite imprecise. We evaluate the implications for school accountability systems. For instance, rewards or sanctions for schools with scores at either extreme primarily affect small schools and provide weak incentives to large ones. Nevertheless, we conclude that accountability systems may be worthwhile. Even in states with aggressive financial incentives, the marginal reward to schools for raising student performance is a small fraction of the potential labor market value for students.

scholarly journals Aligning Goals, Assessments, and Activities: An Approach to Teaching PCR and Gel Electrophoresis

2008 ◽  
Vol 7 (1) ◽  
pp. 96-106 ◽  
Author(s):  
Allison R. Phillips ◽  
Amber L. Robertson ◽  
Janet Batzli ◽  
Michelle Harris ◽  
Sarah Miller
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Gel Electrophoresis ◽  
Cell Biology ◽  
Genetically Modified Organisms ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Biological Concepts ◽  
Biology Lab

Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions.

scholarly journals Multiple Intelligence Measurement through Performance Tests in Students of 1st High School, Tana Toraja

2020 ◽  
Author(s):  
Hengki Wijaya ◽  
Indra O S Toding ◽  
Harmelia Tulak ◽  
Umrati Umrati ◽  
Sahrul Syawal
Keyword(s):  
High School ◽  
Student Performance ◽  
Multiple Intelligences ◽  
Performance Test ◽  
Test System ◽  
Multiple Intelligence ◽  
Performance Tests ◽  
Theory Of Multiple Intelligences ◽  
The Face ◽  
Education Today

The theory of multiple-intelligences initiated by Howard Garner because of dissatisfaction with the education system, which introduced the intelligence quotient test system. The multiple-intelligences philosophy has changed the face of education today because it eliminates the distinction provided by schools to students. The multiple intelligences theory emphasizes that each is different and cannot be forced to be equal. This paper aims to discuss multiple-intelligences on student performance tests in 1st High School Tana Toraja. The author provides performance tests and questionnaire instruments to respondents. The results of the performance test and questionnaire instruments which had completed the performance tests and questionnaire instruments. The results showed that the students of 1st High School Tana Toraja were not optimal in using their intelligence to develop their potential. The reason is that students do not understand clearly the type of multiple-intelligence. Students are not interested in improving their type of multiple-intelligence and are more interested in developing other intelligence potentials.

scholarly journals Progress Monitoring in Inclusive Preschools: Using Children's School Success+ Curriculum Framework

Inclusion ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 110-126
Author(s):  
Susan B. Palmer ◽  
Kandace K. Fleming ◽  
Eva M. Horn ◽  
Gretchen D. Butera ◽  
Joan A. Lieber
Keyword(s):  
Goal Attainment ◽  
School Success ◽  
Progress Monitoring ◽  
Individualized Education Program ◽  
Learning Goals ◽  
General Curriculum ◽  
Post Intervention ◽  
Preschool Classrooms ◽  
Monitoring Process ◽  
Curriculum Framework

AbstractProgress monitoring in inclusive preschool classrooms should describe all children's progress towards general curriculum outcomes and individual children's unique outcomes or IEP goals. This research study used the Children's School Success+ Curriculum Framework (CSS+ Curriculum Framework) and progress monitoring process to assess the outcomes of 73 children on these dimensions. Children's progress monitoring data were analyzed within groupings based on instructional need level (i.e., low, medium, or high) in academic content and social domains. Progress monitoring findings for both the academic and social support level of need groups showed significant progress pre- to posttest on most academic outcomes, but some variation with less consistent gains within the social emotional domain. Goal attainment scaling data demonstrated children's gains toward achieving their social goals (individualized education program [IEP] or specific learning goals) were at the expected level between 50% and 71% of the time. Academic-focused goal attainment was at or above the expected level of between 54% and 76% of the time, based on the learning grouping. Teacher implementation of CSS+ Curriculum Framework appeared to impact change in classroom and instructional practices pre-post intervention.

scholarly journals Implementasi Fuzzy C-Means dan Possibilistik C-Means Pada Data Performance Mahasiswa

2020 ◽  
Vol 6 (2) ◽  
pp. 39-48
Author(s):  
Gadis Retno Apsari ◽  
Mohammad Syaiful Pradana ◽  
Novita Eka Chandra
Keyword(s):  
Objective Function ◽  
Grade Point Average ◽  
Student Performance ◽  
Fuzzy Clustering ◽  
Performance Data ◽  
Grade Point ◽  
Fuzzy C Means ◽  
Student Performance Data ◽  
Minimum Objective Function

Students are the most important component in a university, especially private universities especially Universitas Islam Darul ‘ulum (Unisda) Lamongan. One of the most important roles of students for higher education is achievement. This study aims to determine the role of Fuzzy Clustering in classifying student performance data. The data includes GPA (Grade Point Average), ECCU (Extra-Curricular Credit Unit), attendance, and students' willingness to learn. So that groups of students who have the potential to have achievements can be identified. In this case, the grouping of student performance data uses Fuzzy Clustering by applying the Fuzzy C-Means (FCM) and Possibilistic C-Means (PCM) algorithms with the help of Matlab. In the FCM algorithm, the membership degree is updated so as to produce a minimum objective function value. Meanwhile, the PCM algorithm uses a T matrix, which shows the peculiarities of the data which are also based on minimizing the objective function.

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