There are certainly bad and ugly things about data as well as the good. We will bring these to light in this mini series. In part 1 we will talk about the sometimes bad or not so great social-emotional impacts of data on teachers.

But what about looking at data at the individual kid level? What about when different data sources seem to contradict? What does that tell me? What do I do next? 

This is a continuation of the last episode discussing topics in Assessment for which there is some disagreement.

I have learned moving to the assessment department that there are some topics in regards to testing and analysis that seem to be polarizing. People either feel one way or the other and they feel strongly about it. Often I find this confusing because I don't see where the debate is, but other times I feel like what is missing is a deep understanding of Educational Assessment and Assessment Literacy. This is a two part episode so make sure to catch all the topics discussed.

Our department goal is to minimize the impact of assessment on instructional time as much as possible. But how do we do that? Hint- We start with a comprehensive district wide assessment plan.

Lali Carr,  Social Studies Coordinator for Plano ISD, joins our Podcast to talk about her experiences in coaching teachers and the role of Assessment in the coaching process. 

Achievement is about all students getting the same, specific result, growth is about progress towards a goal. 

This the final installment of Assessment Vocabulary.  I think. For now. Unless I think of more terms. 

This is a continuation of our last episode on the assessment vocabulary teachers need to know in order to correctly interpret and use the data. 

Just like you need to know terms like saute, baste, and knead in order to cook, you need to know some specific vocabulary to correctly read and interpret assessment data.  In this two part series we will explain the terms teachers need to know to analyze, interpret, and correctly use assessment data.