Blog

Data Moments

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Collaborative teams engage in professional learning when they focus on the results of their own efforts. In a professional learning community, data from team-developed common assessments serve as the linchpins of success. Too often, however, teams are bogged down by data: the data set is too big, the opportunities for gathering the data are too sparse (just one or two common assessments in a quarter), the organization of the data is too time-consuming, the meeting time to discuss the results is too short, etc. For these many reasons, teams often confess they spend more time planning their efforts than examining the results of their efforts. Planning isn’t bad; it just isn’t sufficient in a professional learning community. Healthy and productive teams always examine the impact of their best-laid plans. Read more

Doing It or Doing It Well? Using Data for Learning

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About five years ago, I decided that it was time to get in shape. An infomercial caught my eye and I found myself ordering a video program, weights, bands, nutritional guide, and pull-up bar while wating impatiently for my new life to begin. After the second day of inserting a DVD into my computer and following along, I realized this commitment was not going to be easy. With persistence, in about a month, I felt I was actually making progress and able to do the exercises. However, just as I began to swell with pride, I caught a glimpse of myself in the fireplace glass and gasped. While I thought I looked like the trainers on the DVD, I suddenly realized I wasn’t even close! Read more

Three Rules Help Manage Assessment Data

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We live in the Information Age, when never before has so much data on student learning been so readily available. It is the best of times... And yet, to harried principals struggling to make sense of the mountains of assessment data, the Information Age may feel like the worst of times... Read more

Collecting and Analyzing Common Assessment Data

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While most teachers recognize the value of analyzing assessment data they often struggle with collecting the data. It is not sufficient to know how many questions each student answered correctly or . . . Read more