Analyzing Data From Multiple Sources

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Analyzing Data From Multiple Sources

• Nebraska Leadership Conference for Assessment
  2008
• Cindy Gray
• Elkhorn Public Schools

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Informed Use of Data

• Multiple Measures/Indicators
• Thoughtful Professional Discussion
• Monitoring over Time

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Why Multiple Measures

• Measurement Error
• Data rich and information poor
• Continuous improvement doesnt mean continuous
  random change.
• Moving beyond the Cardiac Method???
• Must teach our teachers to understand and use data

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Common Types of Measures (NCA)

• Norm-Referenced Measures
• Criterion-Referenced Measures
• Perceptual Information

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Assessment Analysis Cautions

• Problem of True Score and True Zero
• Validity - Are we measuring what we really care
  about?
• Reliability - Can we be confident that our
  information is consistent?

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Scores with Limits for Analysis

• Raw Scores and Percent Correct
• Percentile Scores
• Percent of people in norm group below a given
  score
• Confidence Band adds and - one standard error
• Grade Equivalent Scores

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Grade Equivalent Scores
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Preferred Scores for Analysis

• Normal Curve Equivalents
• Quartile Ranks
• Scaled Scores
• Standard Scores (e.g., Z Scores)

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Other Norm Referenced Scores

• Achievement/Ability Comparison

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MEASURING GROWTH

• Normal Curve Equivalent Comparisons (NCE)
• Scaled Scores
• Quartile Rank Comparisons
• of Students at Proficient and Advanced Levels

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Data Does Not Speak for Itself

• Start with data from multiple sources
• Thoughtful professional discussion
• Additional data mining based upon questions from
  initial analysis

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Achievement Trend Overview
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NRT Trend Data
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Closing the Gap
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Quartile Rank Comparisons
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Stacked Reading Inventory
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Sample Perception Data
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Walking the Talk of Continuous Improvement

• Instructional leadership
• Clearly defined essential outcomes
• Climate of high expectations for success
• Close, frequent monitoring of each students
  learning
• A systematic plan to give students extra time and
  support for learning (opportunity to learn)
• Teachers working in collaborative teams that
  focus on learning
• Frequent information to each teacher about how
  well his or her students are achieving essential
  outcomes in comparison to similar students

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• Without data, youre just another person with an
  opinion.
• - Scott Ebbrecht,
• a principal in Westerville Ohio