Assignment Three, Unit Three

Assessment in a classroom happens on a daily basis, whether it happens with a formal test for academics or social interactions. In the end, it is the academic side that keeps schools afloat on the local, state and federal level. With this, I would have two instructional suggestions for my school that are rooted in becoming more organized in data. The first would be to based on ill use of time by staff and the second driven by the need for more student-centered data. Each suggestion for my school would be made with reference to Bernhardt’s (2007) suggestion that each system be introduced with appropriate time (Bernhardt, 2007). In parallelI, implementation would include the studies of people such as Wayman (2005) that spotlight the importance of proper professional development in order for data to be correctly translated (Wayman, 2005). 

The first would be an extension of our Student Information System. Currently we use carbon based report cards; each scribed grade and comment is squeezed in a box. Large, rectangular report cards are shifted from one teacher to the next in the upper grades and specialist grades are given to the teachers and written on by the teacher (very redundant use of time). This entire process consumes hours of preparation blocks. A grade book and report card extension of our SIS would contribute to more efficient use of professional time in our school. Staff morale during this hectic time would improve and transition from one marking period to the next would be easier.

The second suggestion is that my school start using a Curriculum/Instruction and Assessment management system. The decision to implement this type of management tool would be driven on the data that many students are continuing to show partial proficiency in tested subject areas and the question of whether or not more could be showing advanced proficiency. A CIA management system would enable teachers to store lesson plans and give ready information as to a lesson’s validity with state standards. Standard aligned weaknesses and strengths with each student could be identified and then directly spoken to within lessons through individual and small group sessions (Bernhardt, 2007, p14). In addition a system that monitored student achievement would allow hard data to be presented at parent-teacher conferences, IEP meetings and contribute to placements in middle school.

Magnifying the difference in test scores between my school and Flemington/Raritan would not be such a fair comparison. As Bernhardt (2007) points out there are always unreported variables to take into consideration (Bernhardt, 2007). I casually discussed the significant test results with our principal, a former teacher and principal in the Flemington/Raritan district. He reflected that our community is more nourishing than academically competitive. In addition, though our community is small,we have an incredibly wide range of education and socio-economic backgrounds. This unpredictable variable of student’s home life also has direct impact on their attitude towards their academic achievements.

Sources:

Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 23-55). Larchmont, NY: Eye On Education.

Wayman, Jeffrey. "Involving Teachers in Data-Driven Decision Making: Using Computer

Data Systems to Support Teacher Inquiry and Reflection." Journal of Education for Students Placed at Risk (JESPAR) 10.3 (2005): 295-308. Retrieved from http://goo.gl/YRRsD