![]() (By the way, I don’t agree with making this data public for other students to see, as was done at one Orange County, California, high school.) Share Testing Results With Students Individually: After doing this, set some obtainable, realistic goals for each of them to work toward before the next test. That said, here are some suggestions for using standardized test data: Use standardized testing results along with other data (e.g., in-class assignments and observations) when making instructional decisions. A disclaimer: Just as one grade does not determine all that a student is or isn’t, neither does one test score. Taking a look at previous standardized test scores for your current students is beneficial in several ways. I’ve also used this data to refer students for further counseling services or advocate for additional support for them. You then have an opportunity to be empathetic, acknowledge their hardship, and set some goals together for them to improve academically. One student told me that she just gave up on school when her dad went to prison. The students may then share a reason with you: Their parents divorced, or they moved to a new city/community. You can express concern about this, sharing the data with them. Perhaps prior to eighth grade, the child had been an A student and then started earning Ds and Fs. Here are some notable examples:įrom a child’s cumulative files, you can sometimes see a dramatic grade change at a specific point during their school journey. ![]() From trekking to the counseling office after school, sitting down with a cup of coffee, and reading through the files of students I had questions about (beyond the data in hand), I’ve discovered critical information. Much information is found in these files. ![]() It’s difficult to find the time to read students’ files, but if you haven’t before, trust me, it’s well worth it. If a large number of students don’t do well on a high-stakes assessment, we need to reflect back on the teaching and make necessary adjustments in the future. Projects, Essays, and Exams: Summative assessments, such as literary analysis essays or end-of-unit science exams, allow us to measure the growth of individual and whole-group learning. This freedom allows you to be a fly on the wall, gathering data on individual students: How well are they making sense of the content? Interacting with others? Are they struggling with a learning activity? Such data from observations then leads us to adjust pacing for the whole class or scaffold for those students who are still struggling. In other words, they don’t freeze up when you step away from the podium or your regular spot by the whiteboard. Observations: The beauty of having a constructivist, student-directed classroom? The kids are comfortable with you walking around and sitting with them in their groups-your “guide on the side” role. Exit slips, brief quizzes, and thumbs up/thumbs down are a few of my favorite ways to gather information on where students are and where we need to go next. Formative Assessments: Low-stakes assessments are really the most important and useful student data.
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