Advancing Assessment Literacy Data Informed Decision Making II: Goal Setting

Advancing Assessment Literacy

Data Informed Decision Making II:

Goal Setting

Advancing Assessment Literacy Modules: Data Informed Decision Making II (February 2008) 2

Goals

Think about a goal you have achieved or one you currently have.

• Why did you set that goal?• Why that goal and not other options?• What changes had to occur to meet that goal?• How did/are you measuring your progress?• How will things be different once you’ve achieved

your goal?

Adapted from O’Neill, J. & Conzemius, A. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.


Goal Statements

• A goal is a statement that changes how students learn in their classrooms.

• Goals should lead to plans that teachers administer and control.

• Goals shouldn’t place the solution in someone else’s hands.

O’Neill, J. & Conzemius, A. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.


Creating Goal Statements

• You have been given the hypotheses and accompanying questions from Data Analysis: Extending the Assessment

• The hypotheses will be prioritized, and some may be set aside in favour of putting more energy into others.

• The remaining hypotheses are going to be converted to goal statements.


Prioritizing Goals

• Today, the hypotheses and accompanying questions from Data Analysis: Extending the Assessment will be prioritized.

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

• You may have used this matrix in an earlier workshop when setting broad goals for your inquiry.


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 hypothesis.

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

Place hypothesis

here.

Total of 3 cells to the left.



Individual Ranking of Priorities

• Down the left of the chart, label each hypothesis 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 five categories and their corresponding points. e.g. A–12, D-10, G-6, etc.


Group Ranking of Priorities

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

• Raise your hand if one of your 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.

• Come to consensus on which hypotheses will be selected for future work.




• Effective goal statements need to be clearly written so that they contain meaning.

• Holcomb (2004) supplies the following template:

By __________, students will _________ (do more or better on a specific skill) as evidenced by an increase (or decrease) of _____________ as demonstrated by or on _______________.

By 2009, students will improve their reading by an increase in the number and variety of strategies used as demonstrated by the number of strategies checked off in their reading strategy list.




Convert the hypotheses you’ve selected to goal statements.


SMART Goals

S Specific, Strategic, Sustainable

M Measurable

A Attainable (with some challenge)

R Results-based

T Time BoundO’Neill, J. & Conzemius, A. (2006). The power of SMART goals: Using goals to improve student learning. Bloomington, IN: Solution Tree.


SMART Goals

In what ways does the goal statement template match the SMART goal elements?


Tree DiagrammingSMART Goals

Tree diagramming increases the clarity of SMART goals.


Goal TargetsMeasuresIndicators

Tree Diagramming SMART Goals




Students will improve their reading by an increase in the number and variety of strategies used.





Before reading

During reading

After reading





Before reading

During reading

After reading

Direct Assessment

Provincial AFL

Direct Assessment

School-wide assessment

Direct Assessment

School-wide assessment





Before reading

Direct Assessment

Provincial AFL

85% of students using 6/6 strategies

Year 1: 65% will report using all 6 strategies




Tree DiagrammingSMART Goals

• Using the supplied templates, create tree diagrams of the goals that have been chosen.

• The following modules will present some options regarding action planning for meeting goals.


Reflection

• Individually, complete the following stem:

A key learning for me was . . .

• When you are done writing, form a pair and share your learning with one another.

Documents

Advancing Assessment Literacy Data Informed Decision Making II: Goal Setting