Data-Driven Instruction

            Chapter nine is about the analysis of data that drives instructional decisions.  Chapter nine defines sources of data and identifies how to analyze the data to make curricular decisions.  Collecting, analyzing, and understanding how to use data effectively is a continuing process that is discussed.  This chapter discusses sources of data, analyzing data, and how to use data effectively.

            There are four sets of data which include student learning data, demographic data, program data, and perception data, that is examined to create a clear picture of what schools must do to meet the needs of all their students.  Before implementing any process for collecting and analyzing the data, teachers and administrators must understand what each of these four sources involves.  Student learning data can be derived from standardized tests, criterion-referenced tests, teacher observations of student abilities, and authentic assessments.  Standardized testing is able to provide assessments that are psychometrically valid and reliable.  Criterion-referenced tests are intended to measure how well a person has learned a specific body of knowledge and skills.  Teacher observation of students’ abilities is making note of how students are responding to the material being taught.  Authentic assessment incorporates real-world situations.

            Demographic data includes enrollment, attendance, ethnicity, and gender figures, grade levels, dropout rates, and socio-economic information.  The main reason for collecting this type of data is to have a clearer picture of a district’s students.  It is to understand who the students are, what trends are seen in the student population, and what factors outside of school may assist administrators and teacher to better understand students.

            Program data are a description of school programs, instructional and assessment strategies, and practices in the classroom.  It is seen as action research, which involves gathering data that will enlighten future decision making about programs and curricula.  Perception data consists of individual views, beliefs, and values about systems in the workplace and in academic settings.  Perception data can be collected through questionnaires, interviews, and observations.  Through this data, educators can recognize and respond to the opinions and ideas of the wider school community.

            Once all types of data have been collected, it can then be analyzed.  Analyzing data can be used to help improve and facilitate student learning.  Also, once data has been analyzed, educators will be able to use the information to place students in appropriate courses, to monitor quality of instruction for student learning, and to develop working relationships within the community in order to enhance the business program.

            Data is very beneficial in the school system.  The different types of data are used regularly and educators learn about their students and their own teaching styles.  Data can be used for many different reasons and it is important that educators take advantage of the benefits of data.

White, Raholanda. (2007). Data-Driven Instruction. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 117-129). Reston, VA: National Business Education Association

Online Learning and Assessment Solutions

           Chapter eight discusses online learning and assessment solutions.  It emphasizes the emerging role of assessment in the delivery of instruction from remote locations.  It discusses distance learning assessment issues, online assessment tools, aspects of security and authentication of test takers, alternative online assessment strategies, and evaluation of online student participation.

            There are many issues with distance learning assessment.  The book thoroughly discusses four of them.  Conducting a formal assessment transparently is a tricky arrangement in the traditional classroom.  An online assessment’s format can more closely match the subject matter to the students’ learning preferences.  Online assessment can be delivered as text, audio, graphics, or video, which means the instructor can design the most appropriate assessment that matches the online course media.  The last issue is authentic authorship in an online assessment is critical.

            There are online assessment tools that are used in online courses.  Stand-alone assessment software can be used which serves three purposes.  They reduce the time and cost in developing and maintaining web-based assessment tools; the exist for institutions that want to augment traditional on-campus courses or in-house training programs; and an assessment package can be added to distance learning courses that primarily function through e-mail discussion complemented by news groups or mailing lists.  There is also text-analysis software which analyzes and grades student writing based on text-recognition.  Teachers should evaluate online assessment software across eight dimensions which are versatility, adaptability, scope, responsiveness, flexibility, security, availability, and suitability.

            There are many security and authentication of test takers in online courses.  Verifying online authorship can be used which can use fingerprint recognition, voice authentication, online signature systems, and biometric system applications.  There are also issues of plagiarism and cheating.  There are many resources that can be used to check the authenticity of essays and previous essays.  I have had many teachers use programs to make sure we were not copying previous papers.

            There are also alternative online assessment strategies.  These include scratch-test, test-correction tactic, bid tests, and vignettes, and web-based portfolios.  I have actually used some of these various types of assessment strategies in previous online courses.  Personally, I like to have options when I am taking a test and I like when the teacher changes up the assessment format.

            I feel as if this chapter is more for college level educators.  I am not sure if many high school teachers really use online courses.  I know that if I ever teach an online course I will know what type of programs and forms of assessment to use.

Maeder, Dale, W. (2007). Online Learning and Assessment Solutions. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 102-116). Reston, VA: National Business Education Association

Technology Tools and the Assessment Process

            Chapter seven is about technology tools and the assessment process.  Teachers are able to blend various technology tools within assessment activities and it allows the teacher to match a student’s learning style with the appropriate assessment tool, which ensures that the instructor will connect with the student to obtain desired results.  This chapter discusses the topic of student-centered assessment within the context of a technological environment.  A connection between technology and learning is established, then specific technology tools available for the classroom is discussed, and online assessment is addressed.

            Student-centered assessment helps educators focus on students’ becoming self-directed in learning plans and activities.  Self-directed learners are defined as a student who takes responsibility for his or her learning.  Student-centered model of learning encourages teachers to view their students as academic partners who work together to produce relevant and meaningful learning experiences.  Technology provides educators with tools to develop alternative and individualized informal and formal assessments which provide feedback for students and educators.  Teachers have to understand though that technology must be used with a purpose.  There must be a connection between technology use and learning.

            Classrooms have changed throughout the years.  Now there are computers, projections screens, new software, and other technological devices.  Classrooms now have Smartboards which is a large screen that acts as a touch-sensitive computer monitor.  I had never used a Smartboard until my internship and they are very useful.  There are so many ways Smartboards are used and the students really enjoy using them also.  Some schools also use a laptop cart, which can change any classroom into a computer lab.  Another type of classroom is the hybrid classroom which is a face-to-face classroom that blends online tools into class content and assessment.

            Informal assessment is a way of measuring student learning and is very important.  It allows educators to make adjustments during the course.  Smartboards, student response systems, Breeze Presenter, simulations, reinforcement software, drill and practice software which is tutorials and games can be used.  I have only a couple of these assessment tools and they are great.  The students enjoy using a variety also.

            Formal assessment tools include web-based tools, course management tools, and online conferencing tools.  There are exam generators, application software, screen capture software, and online conferencing tools.  The only experience I have with this type is from the online courses in this program.

            The different tools and assessment processes discussed in this chapter are very helpful.  I know that I will be able to use many of them and I am looking forward to the feedback of my students to let me know if they gain anything out of the class.

Wilkinson, Kelly, L. (2007). Technology Tools and the Assessment Process. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 88-101). Reston, VA: National Business Education Association

Selecting Appropriate Assessment Methods

            Chapter six is about selecting the appropriate assessment methods needed to achieve three goals.  These three goals include:  to determine whether his or her instruction is successfully conveying material to the class in general; to assess the knowledge level of each individual student; and to formulate a plan to enhance student learning.  Enhancing student achievement through assessment, then the main categories of assessment is reviewed, and descriptions of various assessment tools are provided.

            Bloom’s Taxonomy is long trusted as the analytical framework for knowledge acquisition.  It can be characterized as a scheme to classify educational goals, objectives, and most recently, standards.  The original version categories included knowledge, comprehension; application, analysis, synthesis, and evaluation.  The revised version categories are remembering, understanding, applying, analyzing, evaluating, and creating.  When educators understand the principles of the taxonomy enables them to classify what exactly is being assessed.  The other model used is the Dynamic Instructional Design (DID) model.  It follows a six-step process for designing instruction that includes formative and summative feedback questions at each step.

            The next section discussed is about connecting theory to practice.  Authentic assessment is first mentioned.  Authentic assessment usually means presenting students with tasks that are directly meaningful to their education instead of indirectly meaningful.  One of the most important practices to emerge from authentic assessment are rubrics which are scaled descriptors of performance through which teachers could describe students’ level of mastery.  Alternative assessment is discussed next which refers to any type of assessment that does not include the classic objective formats of multiple-choice, true/false, fill-in-the-blank, and matching, continuing all the way to standardized achievement tests.  They provide formative and summative data for teachers and students.

            There are many assessment options teachers are able to use.  These include quick-check assessment vehicles which are three-minute writes, muddiest point, know-want-learn, think-pair-share; checklists, role plays, rubrics, portfolios, and written evaluations which include learning logs, journals, and reflections.

            This chapter is very informative about assessments which will help me in the classroom.  I know that I will be able to use the many assessment options mentioned in this chapter.  I have already used some of them when I was interning and they really do work.

Williams, S. R., Wattam, D. K., & Evans, R. D. (2007). Selecting Appropriate Assessment Methods. In M.L. Bush (Ed.), Assessment for an Evolving Business Education Curriculum (pp. 74-87). Reston, VA: National Business Education Association