Using Student Performance Data to Strengthen Assessment and InstructionA plethora of assessment tools exist, including summative and formative, as well as objective and subjective assessments. As a CIA leader, it is essential to make sure that that such assessment documents focus on achievements that are measurable in terms of student knowledge, skills, attitudes, and beliefs. Assessments can focus on the individual learner or the entire class. Moreover, data collection and the recording of data in order to address the results of assessments can enhance instruction in the classroom. A CIA leader must be able to gather data that support all learners and drive quality instruction.To prepare:Review the following:
The two videos (TRANSCRIPTS ATTACHED) Data-driven Instruction and Assessment: An Instructional Observation ProcessBethel School District, Eugene, Oregon and Data-driven Instruction and Assessment: An Instructional Observation ProcessRichland II School District, Columbia, South Carolina for the effects of instructional observations conducted by Nancy Gregory and Rhonda Wolter. These two segments demonstrate how data are collected through instructional observation, both traditional and as a walk-through.The videos and data slides from the focus group interviews in the Bethel School District, which demonstrate how valid data were used to drive quality instruction in the district (Attached)Readings in Chapter 2 of the Mandinach and Jackson (2012) textThe vignettes in Chapter 4 of the Bambrick-Santoyo (2010) text (Also, examine the article by Hamilton et al.)WRITE: Assignment is a paper, 6 to 8 pages in length, consisting of the following sections. Use the following headings to organize your work:Section 1: Using Assessment to Drive InstructionDescribe at least two examples of the types of assessments used in examples from readings and videos. Explain the purpose for using these particular forms of assessment, and how data were utilized to drive instruction. Provide examples of how the data improved student learning. Be specific, and provide details to support your choices.Section 2: District Practices: Standards-Based Teaching and LearningRefer to Santa Ana College in Santa Ana, CA to complete the following component.
Santa Ana College. (2018). 2018 student success scorecard. California Community Colleges. https://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=871#homeReview the data provided by Santa Ana College District. What does the data tell you about the districts use of standards-based teaching and learning?Using Student Performance DataReview Figure 2.6, Abbotts Framework of Improvement and Readiness, on page 39 in the Mandinach and Jackson (2012) text. How would the district you selected fare in response to this process? Based on what you know about the district, explain what you perceive to be the use of student performance data to lead instruction and school improvement efforts. You may complete this task focusing on a specific grade level and/or content area. Be specific, and provide examples.Section 3: Describing the RelationshipFinally, address the following question: What is the relationship between assessment, data, and instruction? As a CIA leader, what strategies will you implement to make sure the relationship remains stable and effective? Use scholarly research to support your strategies.
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