Assessment and Design Strategies for Improving Student Learning: Utilizing Data with Technology Tools for Instructional Decisions University of Maryland Educational Technology Outreach Director: Davina Pruitt-Mentle EDUC 476/698V

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Outcomes Understand the tie between data (school/district and classroom) and standards (and instructional design) Understand where and how to locate MSDE/school data and content standards Understand how to interpret and analyze data from mock case studies Become familiar with technology tools, like Excel and the vast features within the application Making instructional designs based on data analysis Apply new knowledge gained to your own classroom data

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Graphical Overviews See Handouts

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Raw Data Math FocusReading Focus Instructional Decisions are Guided by the Overall Mission

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Decisions Guided by…. MSA Data msa_analyzing/index.asp msa_analyzing/index.asp Voluntary State Curriculum (VST) g/instruction/index.html g/instruction/index.html

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Standards/Mission Overall Mission is a driver for all educational communities –K-12 (MD) –UMCP –UMCP COE and –UMCP Life Sciences and e e –Association of American Universities Data Exchange (AAUDE) –Association of American Universities

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Instructional Management System Main Site us/IMS/ us/IMS/ User Request Form us/IMS/IMSRequest2.pdf us/IMS/IMSRequest2.pdf By default – each teacher has an account to see their students only (no request needed) LSS are also testing out IMS-only a few can afford them

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Data Warehouse: MCPS example Data Warehouse artments/technology/datawareh ouse.shtm artments/technology/datawareh ouse.shtm Limited to central office staff and school administrators Many LSS are testing out online data warehouses

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Why Excel? For those who do not have data warehouses Those who do have a data warehouse, but want to analyze outside the “standard” format –can download data entered in database into Excel –many collect in Excel and then have a central person enter into data warehouse

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Templates MSDE g/m4w2/pr2/index.html g/m4w2/pr2/index.html UMCP COE dards.html dards.html

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Identifying Desired Results  Scavenger Hunt  Data  Curriculum and Standards  Data  Looking at the Bigger Picture  State Needs University Needs  LSS College Needs  School Unit/Dept. Needs  Interpretation and analysis  Case Studies (LP elem school)  Collecting (tech group) Excel –Downloading and using templates –Analysis College High Elem. –Tools Basics Lookup Conditional Formatting Filters Graphs/Charts SD/Variance

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Identifying Desired Results Different ways to look at and analyze data Easier with technology tools and procedures Consensus on interpretations Connect instructional decisions/changes based on interpretation

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Instructional Choices Learning Styles Instructional Styles Background Info on target group/s Differentiated Instruction vs. Individualized Instruction

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Instructional Choices 8.4/9.4 (apple unit); 8.3/9.3 (your own scenario of differentiated instruction); 10.1 (chemistry consultant); each of the case studies w/Excel (elem/high/college)

Session 1 Assessment and Data CourseCOE ETO UMCP copyright /9.4 Apple Unit See Handouts

Session 1 Assessment and Data CourseCOE ETO UMCP copyright /9.3 Scenario Various scenarios were used throughout this weeks readings sharing visions and examples of what differentiated instruction is (and in some cases is not). Come up with your own scenario that would illustrate an example of what differentiated instruction is. Continue to check back to see what others have posted and share your option as to if you feel their example is/is not "differentiated instruction"-and support your opinion.

Session 1 Assessment and Data CourseCOE ETO UMCP copyright Chemistry High School Some results