Advancing Assessment Literacy

Data Gathering II:

Creating Questions

Advancing Assessment Literacy Modules: Data Gathering II (February 2008) 2

Prioritizing Goals

• Today the goal statements created in the last session will be prioritized.

• You have been supplied with a list of the goal statements and a goal setting matrix.

Advancing Assessment Literacy Modules: Data Gathering II (February 2008) 3

Holcomb, E. L. (1999). Getting excited about data. Thousand Oaks, CA: Corwin.

Goal-Setting Matrix

• Individually, complete the highlighted portion of the matrix. Total the three ratings for each goal statement.

• A total of 15 would indicate a severe need that is crucial to the effectiveness of the school that the school can address.

Place goal statements

here.

Total of 3 cells to the left.

Advancing Assessment Literacy Modules: Data Gathering II (February 2008) 4

Individual Ranking of Priorities

• Down the left of the chart, label each goal statement A, B, C, D, E, etc.

• In the Individual Ranking column select the top five based on the totals in the Individual Ratings column.

• On a sheet of paper list the top 5 categories and their corresponding points. E.g. A–12, D-10, G-6, etc.

Holcomb, E. L. (1999). Getting excited about data. Thousand Oaks, CA: Corwin.

Advancing Assessment Literacy Modules: Data Gathering II (February 2008) 5

Group Ranking of Priorities

• The facilitator will call out each letter in turn and will record and tally the points for each.

• Raise you hand if one of your top five letters is called. Give the facilitator the number of points for that letter.

• If a number of goals have the same score, the process will be repeated for those.

Holcomb, E. L. (1999). Getting excited about data. Thousand Oaks, CA: Corwin.

Advancing Assessment Literacy Modules: Data Gathering II (February 2008) 6

What Do We Need to Know?

For each goal, answer the following:

1) What evidence would demonstrate that progress is being made on the specified goal?

2) Does this goal lack baseline data from which to measure progress?

~ If so, how will this data be collected?

3) Is there more than one source of evidence or more than one indicator of need for this goal?

4) What are the assumptions being made about students and their learning? What is needed to do to verify them?

5) What action might help raise achievement on this goal?Holcomb, E. L. (1999). Getting excited about data. Thousand Oaks, CA: Corwin.

Advancing Assessment Literacy Modules: Data Gathering II (February 2008) 7

What Do We Need to Know?

• Submit the questions to the facilitator.

• These questions will form the basis of the next steps in the process.