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Grade Level of Achievement (GLA) Reporting

Grade Level of Achievement (GLA) Reporting. ASAS Lecture, Universities of Alberta and Calgary February 6, 2008. Introduction. Exploratory Themes The foundation for GLA reporting Solid classroom assessment theory GLA Reporting: Teacher and Administrator Handbook

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Grade Level of Achievement (GLA) Reporting

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  1. Grade Level of Achievement (GLA) Reporting ASAS Lecture, Universities of Alberta and Calgary February 6, 2008

  2. Introduction • Exploratory Themes • The foundation for GLA reporting • Solid classroom assessment theory • GLA Reporting: Teacher and Administrator Handbook • Review GLA from two perspectives • Can GLA data be collected and reported consistently? • Does GLA contribute to our knowledge base regarding student achievement?

  3. Key Question… Is it possible to balance the decision-making/management information needs of administrators with teachers’ classroom assessment data reflecting the learning needs of students?

  4. Theoretical Foundation • Greater insight is gained when teachers bridge the gap between their assessment efforts and external assessment initiatives Provincial Achievement Tests (PATs) School Improvement Grade Level of Achievement (GLA) data

  5. A Balanced ModelSee “A Balanced Approach to High Stakes Achievement Testing…” IEJLL Vol. 7, No. 4 Criterion Referenced Formative Summative Learner Support Grade PlacementDecisions Program/School Effectiveness Judgments Norm Referenced Academic Program Choice Advice/Decisions Career Choice Advice/Decisions

  6. “… the judgment of the classroom teacher is an integral part of constructive accountability” Only when accountability, standards, and assessment are fully integrated at the classroom level will we achieve the potential for fairness, equity of opportunity, and improved academic achievement that teaching professionals crave and society demands. (D. Reeves, Accountability For Learning, ASCD 2004: 107)

  7. Theoretical Basis – Understanding by DesignSee Grant Wiggins and Jay McTighe, Understanding by Design, Expanded 2nd edition, ASCD, 2005. Curriculum Proper Methods Clear Purposes Clear Targets Balanced Assessment compatible with GLA Teaching

  8. The GLA Reporting Handbook • Emphasizes reporting GLA to parents/students as primary and to Alberta Education as secondary • Provides clearer linkages to curricular outcomes • Builds on teacher capacity to do good classroom assessment work • Reinforces the link between assessment and instructional decision-making • Emphasizes assessment for learning in ways that compliment assessment of learning • Available on line @ http://www.education.gov.ab.ca/ipr/GLA/TeachAdminHandbook.pdf Or may be purchased ($6.40 Canadian) @ http://www.lrc.education.gov.ab.ca/pro/default.html

  9. Alberta Student number is used to align GLA with related variables No personal identifiers are left in the dataset 3,380 students (1.53%) were on a modified program (non-graded curriculum) 78% of 217,302 students were non-coded, 2% had severe disability codes, 8% had mild/moderate disability codes, 1% were coded as gifted and 11% were ESL students Limitations related to sampling bias 2006-07 GLA Data Characteristics

  10. For a detailed description of GLA 2005-06 data see… • http://education.alberta.ca/media/505076/glatechnicalreport.pdf • 2006-07 data analysis was consistent with 2005-06 data. • 2006-07 GLA Pilot Data report to be published in March.

  11. Spearman rho - English LA GLA & Enrolled Grade

  12. Spearman rho - Math GLA & Enrolled Grade

  13. Kendall’s tau-b Correlation of PAT by GLA* *all significant at the .01 level -2 tailed

  14. Some Conclusions re: Data Utility, Validity and Reliability • Correlations between the students’ GLA and PATs were of moderate strength • GLA and PAT correlations were similar in 2006-07 compared to 2005-06. • In general, the relationships with enrolled grade for sub-groups of students were in the expected directions supporting the validity of GLA data

  15. Some interesting relationships • Gender • Student mobility • Student birth month

  16. Gender

  17. Student Mobility and ELA

  18. Student Mobility and Math

  19. Student Mobility and Math

  20. English GLA compared to Birth Month, Grade 1

  21. English GLA compared to Birth Month, Grade 2

  22. English GLA compared to Birth Month, Grade 3

  23. English GLA compared to Birth Month, Grade 4

  24. English GLA compared to Birth Month, Grade 5

  25. Overall Data Observations • There is greater variance in GLA for sub-groups of students with unique needs • GLA data can supplement PAT data with additional insights for teachers and decision makers • GLA provides missing data • GLA value added analysis points to research needed to better understand factors affecting student achievement

  26. Related Issues, Continued … Alberta Education, in consultation with teachers and n administrators, can use the information from provincial and other external testing and assessment programs to identify potential changes in the programs of study and approaches to instruction to improve the learning of students. When using external testing methods, teacher should n be sure to balance these with information gained from other classroom assessment methods. Fair and based reasonable assessment is more accurate when on the application of a range of assessment methods . Q. Is GLA a legitimate form of triangulating data for n program planning and evaluation purposes? 16

  27. Lessons Learned • Implementation must be a combination of top down and bottom up efforts • Sharing GLA data aligns with emerging transformational or distributed educational leadership models • Students and parents can be more involved in assessment for and of learning • GLA Works best when related to existing assessment work – Teachers don’t need more work to do • Teachers need to be assured that the type of accountability GLA reporting seeks to serve is learner centered to serve student needs • Teachers benefit from collegial discussions of how to best judge a student’s GLA

  28. Lessons LearnedContinued • Role of policy entrepreneurs at all levels is vital. • GLA R is a project of discovery that will continue to be refined as it evolves before the full-range of positive impacts result. • Communications is vital. • Implementation plan has been responsive to feedback • Trust building is essential.

  29. In Conclusion, GLA reporting will be a step towards… • Improved program planning • More engaged dialogue among educators about what works for students • A more balanced approach to classroom assessment • Data rich critical reflection within professional learning communities • Better informed leadership focused on improving the overall quality of education

  30. Contacts/additional information Contacts • john.burger@gov.ab.ca - Accountability and Reporting Division, Alberta Education For more information: http://www.education.gov.ab.ca/ipr/GLA

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