1 / 19

Quality School Portfolio Decision Support System: Transforming Data into Information

Quality School Portfolio Decision Support System: Transforming Data into Information. John J. Lee Senior Researcher. UCLA Graduate School of Education & Information Studies Center for the Study of Evaluation (CSE)

kolya
Télécharger la présentation

Quality School Portfolio Decision Support System: Transforming Data into Information

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Quality School PortfolioDecision Support System:Transforming Data into Information John J. Lee Senior Researcher UCLA Graduate School of Education & Information StudiesCenter for the Study of Evaluation (CSE) National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

  2. The Quality School Portfolio (QSP) • Without tools to investigate and understand results, more testing will not impact educational practice • Software for use by educators to organize, collect, interpret, and respond to complex data • UCLA, OERI, Stuart, and Joyce Foundation support

  3. QSP—Making Use of Testing and Other Information Data Manager Resource Kit

  4. QSP Goals • Transform test and other results into usable, actionable form • Create coherent information structure for all members of the educational community (policymakers, administrators, teachers, and parents) • Encourage using information as the basis for making decisions about educational options and services • Raise capacity and efficacy of educators • Communicate findings in intuitive displays

  5. Learning to Use Results: QSP Features • Relies on external and internal sources of information • Easy access and display • Custom queries • Disaggregation • Report preparation

  6. Applying QSP • Use for school monitoring and improvement • For distance learning assessment reporting • For distributed program evaluation (LA’s BEST; Artful Learning) • Disaggregation • Individual longitudinal records

  7. Disaggregation How can the school focus on particular populations? System Groups Custom Groups Combo Groups

  8. Conditional Disaggregation: Eight Filters • Hispanic + • Boys + • 9th Grade + • Spanish L1 + • Redesignated English • Magnet schools + • GPA below 2.0 + • Less than 2 years in the school

  9. Gauge Display

  10. Scatterplot

  11. Quick School Comparisons

  12. School Performance Reports

  13. Resource Kit Menu

  14. Resource Kit Functions • Clustered topics of resources • Selection or modification of instruments in a cluster given a description • Supports Acrobat Reader and Rich Text Formats • Customized entry of standard surveys, etc., to permit local use of evaluation data and simultaneous export of information to centralized sources

  15. QSP Resource Kit • Local data to answer local questions • Staff and student surveys, interview and observation protocols • Data entry mechanisms, e.g., student work—in process (digital portfolios) • Online assessments or surveys • Transfer into Data Manager

  16. Resource Kit Summary Page

  17. Extensions • QSP Web (currently in development) • Data analysis from descriptive to growth projection • Flexible report wizard • Improved Web training component

  18. User Challenges • Learning to ask productive questions • Looking at measures over time • Level of technical sophistication, e.g., hierarchical models, trajectories • Reports appropriate to various audiences and stakeholders

  19. Continuing Research: A Sample of Impact Questions • Who is helped? What kinds of schools, teachers, and students? How do experience, beliefs, knowledge condition impact? • Do administrative practices change at school, district and board levels? • What happens in classrooms? Is student growth affected? For how long? What kind of combination of information is needed (CRT/NRT, process)?

More Related