https://docs.google.com/spreadsheets/d/1gGHa24iHJP5O3NS8O7fqDd4MPNjIRE8WflacxuDVaa4/edit?usp=sharing
Classroom assessments when
implemented consistently and used effectively can provide teachers with not
only a window into what their students know and understand, assessments can also
provide teachers insight into the effectiveness of their own pedagogical practices,
and areas within their instruction that may still require work. What is important to understand is that gathering
this vital information does not require the use of complicated tools or a
sophisticated statistical analysis of assessment results, it simply requires teachers
to “tally how many students missed each assessment item or failed to meet a
specific criterion then use these tallies to pay special attention to the
trouble spots that arise” (Guskey, 2003, February).
A prime example of this is clearly
demonstrated in the Grade 6 Mathematics assessment data shown within the above
linked spreadsheet. As the collected
data reveals there is a significant difference between each of the learning
standards students were tested on and the results that were achieved in this
ten question test. For example as the table shown on the data overview sheet
reveals most of the class successfully met learning standard M:03:FA: 6.3
however, the opposite could be said about standard M:03:FA: 6.2 which
broadcasts the need for a whole class reteach on this particular topic.
Delving deeper the data collected
from this math assessment assists the teacher further by providing a baseline
snapshot of where each of his/her students are in relation to each of the
standards presented as well as aides the teacher in identifying both individual
and groups of students who are struggling to meet a majority of the standards as
well as those students who are gradually progressing to meet them and those excelling
and ready to move on to learning more advanced concepts, as shown on page 2 of the
above linked document titled “students groupings”. As the chart on this sheet reveals by
classifying students into small groups based on whether they have met or have yet
to meet each of the learning standards, the teacher can visually see where additional
support and instruction is needed, as well identify opportunities for students
to learn and support each others understanding of the standards based on the
results of this one test. In moving
forward the teacher can use this data collected from this one test as
motivation to try alternate methods to reteach concepts that students didn’t
quite reach yet, as well as use the information as a prompt to open lines of
communication with each of his/her students making them and active part of
their learning process.
What is most important to understand
is that this data like most assessments is only one measure of each of the
student’s understandings of the standards presented and should not be held as
the soul determinant of their overall performance level. Like most data collected
it should be looked at in combination with a variety of artifacts, like
observations, in class and homework assignments as well as exit slips before passing
final judgment on what students actually need to succeed. “The more data
sources that suggest a particular need among students, the more confident
teachers can be about moving forward instructional changes to fulfill that
need” (Logan, 2014).
The tools teachers choose to use to
gather their data like most things in education can vary greatly from classroom
to classroom. However, one thing is for sure the process of collecting and
sharing the results of assessments is getting easier with the ever-expanding technologies
available for use by educators via the Internet. Two powerful Web 2.0 tools currently available
that are particularly conducive to data collection are ZoHo Creator, and Google
Docs. Both of these online applications offer users the ability to create visually
stunning spreadsheets that are both flexible and easily expandable.
For example, the Grade 6 Mathematics
assessment document linked to this post was created using the sheets
application of Google Docs. As illustrated, the format of the spreadsheet
created was very similar to spreadsheets created using Microsoft Excel. For teachers familiar with
using this traditional office application, the transition to using Google’s
online version of spreadsheets will be quite smooth, as this web-based tool
offers similar tool buttons, and functions.
The biggest perk of this online software, besides to being free, is that
once documents are created information can easily be shared via a link as
above, or via email to a select few. In an educational setting this can be
extremely useful, because it allows teachers a platform to view, share,
collaborate, and analyze the data collected from one or more classes on one
spreadsheet from virtually anywhere, at anytime. In addition, the ability to color code
particular data segments can reveal learning trends and gaps that are occurring
within a class or grade level that may have previously been overlooked simply
by looking at scores or percentages alone generated from tests taken. Finally Google Docs also allows teachers the
ability to download and save completed spreadsheets to their computers for
later reference.
Another option available for
collecting data in a school setting is ZoHo Creator. ZoHo Creator, unlike
Google Docs is a web-based application that requires a paid membership to use
after a fifteen-day free trial. The greatest difference between ZoHo Creator
and the Google Docs application described above is that the tools and functions
contained within this application are quite different and somewhat complex from
other spreadsheet applications. In a school setting this could pose a problem
for teachers who are just learning to use technology or struggle to learn new
applications, and thus may require additional training and practice before
being fully implemented and used for data collection.
“The job of the teacher is to be faithful to
authentic student learning experiences” (Alber, 2011, December). Therefore,
when it comes to assessing the performance level of their students it is
important that the data they collect from assessments is current, ongoing, and
used to actively drive the instruction they provide to students on a daily
basis. Adding teachers in achieving this
goal are web-based tools like Google Docs, and ZoHo creator that are paving the
way to easing how data is viewed and analyzed both in school and out.
References
Alber, R. (2011,
December). Three ways student data can inform your teaching. Edutopia. Retrieved December 15, 2014 from:
http://www.edutopia.org/blog/using-student-data- inform-teaching rebecca-alber.
Google, Inc.
(2014). Google Docs [Website] Retrieved December 18, 2014 from: https://docs.google.com
Guskey, T.R.
(2003, February). How classroom assessments improve learning. Educational Leadership.
60, 6-11. Retrieved December 19, 2014 from:http://www.ascd.org/publications/
educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-ImproveLearning.aspx&sa=U&ei=vqCVVJFSwp028ueDmAo&ved=0CCAQFjAA&usg =AFQjCNGiLKmr98NsFHBnVlPTcy0NIJW5Zw
Logan, L.
(2014). 5 ways to use data to improve your teaching. Amplify. (/). Retrieved December 16, 2014 from: http://www.amplify.com/viewpoints/5-ways-to-use-data-to improve-your-teaching.
Southern New
Hampshire University (2014). EDU 641 data assessment guidelines and rubric. Retrieved December 15, 2014 from: https://www.snhu.edu/webdocs.
EDU_641_Data_Assessment_Rubric(1)-1.doc
ZoHo Corporation
Pvt. Ltd. (2014). ZoHo Creator [Web Application]. Retrieved December 18. 2014 from: http://www.zoho.com
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