Template+-+Data+and+Results

Updated September 13, 2010

﻿DATA AND RESULTS

Template for the Formative and Interim Assessment Subcommittee

Describe in more detail recommendation for reporting and utility of data and results. Consider who is responsible and the impact of the data. Use the assessment purpose, measurements, and mantra to assist you in this section.

FORMATIVE ASSESSMENT

From meeting on August 28, 2010:

Other recommendations for data and results: Formative data and results will only be reported depending on the complexity/formality of the task(s). Generally formative data and results:
 * Entities || How/Will data be reported? || How will the data be used by each entity? ||
 * Colorado Department of Education || Not reported || N/A ||
 * Colorado Department of Higher Education || Not reported || N/A ||
 * School Districts || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">N/A ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Institutes of Higher Education || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">N/A ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Schools || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not formally reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Support the development of formative instruction. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Teachers || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not formally reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Guides differentiated instruction: Includes on-going gathering, interpreting and using information about student learning. ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Parents || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not formally reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Exists as a body of evidence ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Students || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not formally reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Self-assessment of clearly defined learning targets, shows progress (or lack of progress) towards goals ||

Stay in classroom;
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Is used by teachers and students ﻿;
 * Is used by teacher teams;
 * Could be made available to parents;
 * Is supported by school structure, i.e., time and resources to interpret.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">INTERIM ASSESSMENT Will interim data be reported?


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Yes, as a body of evidence, for intervention purposes

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">How will the data be reported?
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">As a part of a body of evidence

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">How will the data be used?
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Programmatic decisions and adjustments
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Inform progress toward school improvement goals
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Student goal-setting
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Provides focus for PLC groups
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Guides instructional adjustments
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Calibrate grade levels, schools
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Can be used at the district level

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">PLEASE POPULATE THE CHART BELOW


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Entities || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">How/Will data be reported? || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">How will the data be used by each entity? ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Colorado Department of Education || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">N/A ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Colorado Department of Higher Education || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">N/A ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">School Districts || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Per district protocols, such as reports by schools, teachers, student, class reports, groups within class, grade level, for content area performance as well as by standards || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">To inform reliability of interim assessment instrument, efficacy of assessment design, programmatic changes, curriculum adjustments, identify and mediate achievement gaps, differentiated instruction ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Institutes of Higher Education || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Not reported || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">N/A ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Schools || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Per school protocols, such as reports by teachers, student, class reports, groups within class, grade level, for content area performance as well as by standards || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">To identify areas for improvement, RTI, progress monitoring, staff development, inform progress toward school improvement goals, differentiated instruction, for programmatic decisions/adjustments, calibrate instruction, provide focus for PLC groups ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Teachers || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Per school protocols, such as, reports by student, class, groups within class, grade level, for content area performance as well as by standards || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Monitor progress, differentiate instruction, support students to set/revise learning goals, identify areas for improvement for the student (intervention), groups, and class, calibrate instruction, identify areas of professional growth ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Parents || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Individual student reports || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Support student progress towards mastery of the standards ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Students || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Individual student reports indicating overall <span style="display: block; font-family: Arial,Helvetica,sans-serif;">growth in a content area. || <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Create a plan towards improvement and monitor progress towards learning goals (ownership), to see progress and growth towards mastery of standards. Can be used for comparison of student performance to others. ||