Using Technology to Analyze and Improve Teaching and Learning

1
Using Technology to Analyze and Improve Teaching
and Learning

• Presented by
• Sara Moshman, MetaLogic, Inc.
• Pam Jones, Clarksville High School, Clarksville,
  Arkansas
• Karen Umeda, Maemae Elementary School,
  Honolulu, Hawaii
• Rhonda Kemmis, Memorial Middle School, Sioux
  Falls, South Dakota

The CCSSOSCASS projects provide opportunities
for member states to implement and evaluate
classroom-based formative assessments to improve
teaching and learning using SCASS Item Banks and
the MetaCat assessment system from MetaLogic,
Inc. of Lincoln, NE http//metacat2.com, email
info_at_metalogic1.com
2
The South Dakota Story by Rhonda Kemmis A school
district in South Dakota is implementing the
first year of a new health education curriculum.
Rhonda Kemmis, using the SCASS Health Item Bank,
created a 35 question multiple choice test that
aligned with the new injury prevention
curriculum. This test was administered by 6
teachers to 276 students in 5 schools prior to
the unit as a pre-test, and after the unit as a
post-test. The data are currently being
analyzed to

• compare scores by school - determine if some
  teaching techniques more effective than others
  with regard to this new curriculum
• see how well teachers addressed some standards
  compared to others
• check the scores by gender and race to see if
  lessons and delivery have addressed all
  populations as well as possible

3
Pre-Test Data (all 5 Schools)
4
Pre-test data for the 5 schools
5
Pre-Test Average Scores by Skill Skills
AIAccessing information, AVAdvocacy,
DMDecision Making, ICInterpersonal
Communication, SMSelf Management, CCCore
Concept (injury prevention in this case)
6
The real fun! Comparing Pre-test Scores to
Post-test Scores
7
Pre and Post Average Scores - all 5 Schools
8
Kemmis 73 students
Item Analysis
95.89
Question 1 Smoke Detectors
9
Kemmis 73 students
95.89
Question 2 Home fires (crawl)
10
Kemmis 73 students
100
Question 3 Seat Belts
11
School 1 90.65
School 2 80.0
Test Question 14 Water Safety
School 3 100
School 4 55
12
Health Skill Comparison Report (all 5
schools) Skills AIAccessing information,
AVAdvocacy, DMDecision Making,
ICInterpersonal Communication, SMSelf
Management, CCCore Concept (injury prevention
in this case)
13
Average Score by Ethnicity/Skill all five
schools
14
The Hawaii Storyby Karen Umeda

• Five 4th grade classes at Maemae elementary
  school took an online science pre-test to help
  inform instructional decisions.
• Karen worked with the other teachers to create
  the test using the SCASS Science Item Bank.

15
4th Grade Science Pre-Test Report Samples
(partial data shown) disaggregated by gender and
teacher (names removed for privacy)
Sub-grouped by national science standard (one
standard shown)
Sub-grouped by cognitive dimension (one cognitive
dimension shown)
16
The Arkansas Storyby Pam Jones

• High school health teacher Pam Jones has been a
  regular using of the web-based assessment system
  for both pre- and post-assessments to inform her
  instruction.
• "Overall, I think this was my most effective use
  of the system. In analyzing the pre-test data, I
  noticed that the kids seemed to score lower in
  decision making and goal setting and decided to
  do a more concentrated effort on those topics
  during the unit. We did many activities to help
  reinforce what a good decision concerning STDs
  means. They were asked to write open responses to
  address the topic as well. When we post-tested, I
  was DELIGHTED that my students scored above 90
  average.
• -- Pam Jones, Clarksville
  High School, Clarksville, Arkansas

17
Health Skill Comparison Report from Pam
Jonesdisaggregated by grade level and gender
Partial Report one skill shown
Pams success has resulted in expansion of the
assessment system to all health teachers in the
Little Rock, Arkansas School District for
2006-2007