Learning Point Associates logo.

Learning Point Associates Contact Us Privacy Policy Search

Ohio Data Primer

1 2 3 4 5 >>

Module 4: Practice—How Can We Improve

To bring students to proficiency more quickly, teachers need to understand how student performance builds throughout the academic year, and even from year to year. Short-term, within-year instructional documentation and student performance measurement should be in place and should be used. At minimum, promising instructional practices within each classroom ought to be identified so they can be implemented more often in order to accelerate student learning and unpromising practices identified so ways can be found to improve or replace them.

The Practice pages for Module 4 will show you how to add and view short-term data for your students. It will train you to see meaningful patterns, even across data from tests of many different kinds. It will assist you to determine if the data patterns are driven by instructional differences, performance variation, or measurement problems.

What short-term data? The answer is any or all of it. You give occasional quizzes or end-of-unit tests. You grade assignments and homework. Your school or district may use periodic assessments to track progress against curriculum or standards. You award semester grades. These and others are all data elements that should show interpretable patterns when compared to each other and to the state's annual tests.

The Module 4 Tutorial showed you how the graph works. Of course, to see graphs for your own students, data must move from your records to the Data Primer. The simplest and most direct method to do this is to just type your students' data directly into the data table of these Practice pages. As long as you leave your web browser open, the data you type in will remain for your use. If you close the web page or if the connection is severed for whatever reason, the data you typed in will also disappear. The Data Primer does not back up or save the data you enter. The good news here is that security of confidential student data is absolute: only you enter them, view them, manipulate them. Since you are responsible for the students, their learning, and their data, this makes sense. On the other hand, since the data are not backed up, should you want at a later date to re-use them, you will need to re-enter all the data. It is recommended therefore that, if you are not already using a digital gradebook, that you first create a data file on your own computer. This will make it easier to select data for use on the Data Primer Practice pages.

The Practice pages can walk you through a process to structure and load data into the Data Primer data table data you record about your students in your gradebook (or whatever source you prefer). The process to load these data is not difficult although you may at times find it tedious.

Clicking here will take you to the Data Primer's data table to learn how to interpret data patterns often found in gradebooks.

Clicking here will take you to instructions to help you organize and structure your own data set.

To repeat, data you add to the Data Primer are strictly your property and your responsibility. Once you close your browser, those data disappear permanently from the Web; they are available to you only during your current browser session. Should you leave the browser open after you finish working with the data and leave the computer on, anyone who picks up where you left off on that computer will be able view your students' data. To maintain confidentiality of your students' data, you will want to be certain that you fully close your browser session after each use of your data.

1 2 3 4 5 >>


Copyright © 2008 Learning Point Associates. All rights reserved.