YAP Using Data for Continuous Improvement Microgroup
To kick off this month-long event – we are providing an introductory YouTube video featuring Aimee Guidera, Executive Director from the Data Quality Campaign. Please take a few minutes to review the video – and let’s talk!
Video – Aimee Guidera, from the Data Quality Campaign talks about why data is important.
http://www.youtube.com/watch?v=3M04YH4X_cU (this is captioned)
Your Feedback on the Following……
- Aimee Guidera, from the Data Quality Campaign suggests that data should be used as a flashlight, as opposed to a hammer. What do you think this means in your setting?
- What methods or processes to you use to collect data in your setting?
- How do you use data in your work?
Comments
Hi all,
Using data as a flash light is asking administrations to move from a "two dimensional world to a three dimensional world". That involves several thing: funds to do that, and they government systems requiring data to encourage "flash light" use of data, not hammer results.
I would like to take some time (I know the discussion is not this specific, but I would really like to take advantage of our group expertise) to ask for some data help from our group
We have an interesting, new data situation in a new adult/vocational program. Data collection in adult Ed is often "paper and pencil" /basic skills driven. Those methods, used as a primary or exclusive method to demonstrate mastery or drive instruction has been disastrous for student who can not demonstrate learning in that way. As a result, (the hammer) many students, despite accessibility policies, have not been able to participate in our programs. We are attempting to combine our traditional methods of data collection with processes that will be considered to demonstrate skill mastery and "count" in the awarding of standard curriculum based certifications. I am interested in any information on alternative ways of collecting and reporting data that have been helpful to you. We are starting with standard check lists of skills taken from curriculum frameworks coupled with photos, collected over time to demonstrate skill mastery and application over time. I am hoping, if this works, to demonstrate that the traditional data collection be considered a "flashlight" for some students who could then use the alternative method to demonstrate mastery in standard curriculum offerings. Any good ideas?
Robin....these are great observations...and I definitely agree - using data as a flashflight is a different way of thinking - and often requires different processes - moving away from traditional ways of doing things. The student level data processes that you refer to...checklists, photos, etc. are terrific examples of innovative ways to collect student-level data - espcially using curriculum frameworks as the benchmark.
Has anyone ever used student self-reports or video technology to collect student self-assessment data? That way students "hold the flashlight" and can actively participate in their own assessment.
Thanks Robin for your contribution to this YAP event.
YAP Colleagues:
Last week, we were privileged to have Dr. Bernstein and Mr. Jon Burkhardt, from Westat conduct a live Webinar about using Data for Continuous Improvement. Please keep checking back to the YAP site for a transcript and audio recording of the event. As our colleagues shared, one use of data is for program improvement – and evaluating your program. As you think about the content that was shared, think about these questions:
Please share your thoughts!
Judy L. Shanley Ph.D.
Director, Student Engagement & Mobility Management
Co-Director, National Center for Mobility Management
Easter Seals Transportation Group
YAP Faciliator Data Microgroup
AYPF EVENT DETAILS
Webinar – Using Student Surveys: Implications for Leadership and School Improvement Initiatives, Thursday, March 27, 2014, 1:00-2:00pm
AYPF is hosting a series of webinars examining the use of student surveys to inform continuous improvement of teaching and learning. This webinar will focus on the use of student surveys at the school level. Discussion will be centered on how the surveys are implemented and how the data from student surveys can be utilized to improve professional development and to track progress over time. Rob Ramsdell, The Tripod Project, will discuss the opportunities and challenges inherent in survey implementation, as well as policy implications for professional development of teachers. Susan Martin, Chief Academic Officer, Lewiston School Department, will talk about district-level use of the Tripod survey in Lewiston, ME, and Karen Paquette, Lewiston Middle School, will discuss the use of student feedback to improve teaching and learning at the school level.
If you consider the logic model that our Westat colleagues shared during their Webinar last week, it is clear that robust program evaluation systems utlize data at multiple levels. Student data - formative and summative are two important sources. Please share your ideas for a multi-tiered data collection system...
Some multi-tiered questions...Does this make sense?
Organizational level - what impacts does a adult education program have on an organization?
Program Level - What conditions and attributes of the adult education program affect student outcomes.
Student Level - What student level variables affect program performance?
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