BILL HALTERMANN AND PAMELA ROBERGE, BAP ANALYTICS
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작성자 Billy Follett 댓글 0건 조회 38회 작성일 23-08-30 15:32본문
Authors Bill Haltermann and Pam Roberge, BAP Analytics Every year the New York State Education Department releases information on the mapping of the grades 38 test questions to the standards.
This is important because it helps educators understand what is being tested and gives us a into the test ... Authors Bill Haltermann and Pam Roberge, BAP Analytics Pam Roberge and Bill Haltermann gave a presentation at DATAG the New York statewide school data analysts group on July 18 in Saratoga Springs.
The subject was the Evolution of StandardsBased Data Driven Instruction. If you would like to learn more, please ... Authors Bill Haltermann and Pam Roberge, BAP Analytics We like the NYS ELA grades 38 assessments.
However, we cant help noticing the number of articles denouncing the state assessments for a whole host of reasons.
It varies, of course, depending on who the author is. Some say state results shouldnt ... Bap Analytics is presenting The Summer Data Jam in partnership with Educational Vistas on Wednesday, August 1st starting at 900 am. Offering a fullday and halfday session.
Connect with your peers to explore and exchange ideas. CONNECTING DATA ANALYSIS TO CLASSROOM INSTRUCTION When Wednesday August 1, ... Author Bill Haltermann, BAP Analytics Every year the New York State Education Department releases information on the mapping of the grades 38 test questions to the standards.
This is important because it helps educators understand what is being tested and gives us a glimpse into the test design. Combined with the ...
Community College Board 9 years, and the ONC BOCES Board 6 years. Bill is an avid skier. He won a gold medal in the LW2 senior giant slalom in the 1990 National Disabled Ski Championships. He started the Disabled Ski Program at Windham Mountain in 1982.Pam worked in the Hudson Falls school district for over 30 years. She has traveled extensively to Florida and Nevada to visit family and is currently grandmothering a three year old girl. Pam also has had a long career in community theater culminating in her role as Kate in the critically acclaimed Caravan Players production of Exit The Body in 2012. ce, do people insist there is no diagnostic value in the state tests There are several reason. One reason is purely psychological. If the tests are used badly for one reason, the illogical leap is that it cant be good for any reason. A second and an unfortunately prevalent reason is that many educators simply do not know how to properly get or use the diagnostic data from the state tests. If we had a nickel for every time we heard someone say they had analyzed the state test data, but only looked at the scores and performance levels, we would be seriously rich today. Just because you can analyze one subset of data from the state tests does not mean you understand how to get the diagnostic value. Why does that happen.Lets pause for news a second and glance back at history. When the common core was introduced, the Regents Reform Agenda had three foundational legs. The first was the new standards, the second was the teacher evaluation system and the third was what we will encapsulate in the phrase data driven instruction DDI. Guess which one wasnt mandated Since there was no mandate and no uniform statewide system, the rollout and deployment of DDI was spotty at best. Because of the lack of rigorous and consistent training, many claim to use DDI, but very few do it well or even appropriately.In all fairness, useful DDI training has been lacking. Diagnostic analysis of state test data is complicated. Its an art not a science. There are several pieces of great news that serve as foundations to give us the ability to do a proper analysis. SED supplies us with several pieces of critical data. The first is the mapping of each question on the state tests to the standards. There can be no diagnostic analysis unless we know the skills being tested. BAP Analytics takes that even further and maps all the released questions to subskills related to the standards. This makes the analysis and skill deficit targeting more precise and useful. The more educators understand what is being tested and how, the better prepared they are to positively modify instruction. The second critical piece of data that is supplied by SED and the RICs is the success rate for large groups of students for each question, i.e. the percent of students who got each question correct either statewide or a large regional sample. This data supplies us with benchmarks and pvalues which we can use as a proxy for question difficulty. Because of the psychometrics of test creation, questions are designed to cover a range of levels of difficulty. No proper diagnostic can be done without those measures that frame the question difficulty.Another critical piece of information necessary for successful DDI is the ability to access released passages and questions from the tests. As educators we need to know not only what skills are being tested, but how they are being tested. Studying the complexity of the text used in the state tests and how many different way skills are tested is essential. Remember its not the standards that define the level of instructional rigor, its the state tests. The state tests are the only resources we have that help ensure a common, consistent level of instruction across the state, across districts and across classrooms. We ignore state tests and the diagnostic information they supply at our peril and to the detriment of our students.We have been fortunate to have been a part of several district initiatives that not only have successfully analyzed state test diagnostic data, but then connected that analysis to classroom instruction. It is truly amazing to see the DDI cycle completed and how that can empower and motivate teachers to help their students improve.
This is important because it helps educators understand what is being tested and gives us a into the test ... Authors Bill Haltermann and Pam Roberge, BAP Analytics Pam Roberge and Bill Haltermann gave a presentation at DATAG the New York statewide school data analysts group on July 18 in Saratoga Springs.
The subject was the Evolution of StandardsBased Data Driven Instruction. If you would like to learn more, please ... Authors Bill Haltermann and Pam Roberge, BAP Analytics We like the NYS ELA grades 38 assessments.
However, we cant help noticing the number of articles denouncing the state assessments for a whole host of reasons.
It varies, of course, depending on who the author is. Some say state results shouldnt ... Bap Analytics is presenting The Summer Data Jam in partnership with Educational Vistas on Wednesday, August 1st starting at 900 am. Offering a fullday and halfday session.
Connect with your peers to explore and exchange ideas. CONNECTING DATA ANALYSIS TO CLASSROOM INSTRUCTION When Wednesday August 1, ... Author Bill Haltermann, BAP Analytics Every year the New York State Education Department releases information on the mapping of the grades 38 test questions to the standards.
This is important because it helps educators understand what is being tested and gives us a glimpse into the test design. Combined with the ...
Community College Board 9 years, and the ONC BOCES Board 6 years. Bill is an avid skier. He won a gold medal in the LW2 senior giant slalom in the 1990 National Disabled Ski Championships. He started the Disabled Ski Program at Windham Mountain in 1982.Pam worked in the Hudson Falls school district for over 30 years. She has traveled extensively to Florida and Nevada to visit family and is currently grandmothering a three year old girl. Pam also has had a long career in community theater culminating in her role as Kate in the critically acclaimed Caravan Players production of Exit The Body in 2012. ce, do people insist there is no diagnostic value in the state tests There are several reason. One reason is purely psychological. If the tests are used badly for one reason, the illogical leap is that it cant be good for any reason. A second and an unfortunately prevalent reason is that many educators simply do not know how to properly get or use the diagnostic data from the state tests. If we had a nickel for every time we heard someone say they had analyzed the state test data, but only looked at the scores and performance levels, we would be seriously rich today. Just because you can analyze one subset of data from the state tests does not mean you understand how to get the diagnostic value. Why does that happen.Lets pause for news a second and glance back at history. When the common core was introduced, the Regents Reform Agenda had three foundational legs. The first was the new standards, the second was the teacher evaluation system and the third was what we will encapsulate in the phrase data driven instruction DDI. Guess which one wasnt mandated Since there was no mandate and no uniform statewide system, the rollout and deployment of DDI was spotty at best. Because of the lack of rigorous and consistent training, many claim to use DDI, but very few do it well or even appropriately.In all fairness, useful DDI training has been lacking. Diagnostic analysis of state test data is complicated. Its an art not a science. There are several pieces of great news that serve as foundations to give us the ability to do a proper analysis. SED supplies us with several pieces of critical data. The first is the mapping of each question on the state tests to the standards. There can be no diagnostic analysis unless we know the skills being tested. BAP Analytics takes that even further and maps all the released questions to subskills related to the standards. This makes the analysis and skill deficit targeting more precise and useful. The more educators understand what is being tested and how, the better prepared they are to positively modify instruction. The second critical piece of data that is supplied by SED and the RICs is the success rate for large groups of students for each question, i.e. the percent of students who got each question correct either statewide or a large regional sample. This data supplies us with benchmarks and pvalues which we can use as a proxy for question difficulty. Because of the psychometrics of test creation, questions are designed to cover a range of levels of difficulty. No proper diagnostic can be done without those measures that frame the question difficulty.Another critical piece of information necessary for successful DDI is the ability to access released passages and questions from the tests. As educators we need to know not only what skills are being tested, but how they are being tested. Studying the complexity of the text used in the state tests and how many different way skills are tested is essential. Remember its not the standards that define the level of instructional rigor, its the state tests. The state tests are the only resources we have that help ensure a common, consistent level of instruction across the state, across districts and across classrooms. We ignore state tests and the diagnostic information they supply at our peril and to the detriment of our students.We have been fortunate to have been a part of several district initiatives that not only have successfully analyzed state test diagnostic data, but then connected that analysis to classroom instruction. It is truly amazing to see the DDI cycle completed and how that can empower and motivate teachers to help their students improve.
