Have you ever heard
about Northwest Evaluation
Association commonly known as NWEA?
This is a company that tests students knowledge on a desired subject
matter and complies the results instantly. Students use the computer to
test how well they answer the questions the computer program proposes to them.
If the student answers the question correctly they receive a harder question,
but if they answer incorrectly, the receive a less difficult question. Over the
course of the test, the student will level off and this is how their score is determined. After the students are finished with the test
their results are immediately analyzed and the amount of data that is obtained
is astounding and can seem quite overwhelming.
Tonight I had a Google hangout with my professor
and went over some of the many different reports NWEA computes. In his school
district they use the data, that was obtained a few weeks ago, to help teachers
address the needs of their students. The administrator and each teacher has a
meeting to discuss what should be done with the data for their classes.
When
I first wrote about "data" I was not sure how students test scores
could be used to measure students performance accurately or help make decisions
about instructions but now I am not so sure. After looking at some sample
reports, the students are broken down into different score ranges. A teacher
can actually see where all students fall on average in comparison to the class.
If they wanted they could further look at each individual student and see where
they excelled and where they struggled by topic within a subject. Since the
teacher has this type of assesses to what the student knows and doesn't know
they could better differentiate their lessons. Also, if teachers had this type
of knowledge they would be able to pin point what areas to cover more thoroughly
with each student.
I
wonder though, when will a teacher have the time to sit down and think about
all of this data for each student? Yes, I said earlier they meet with the administrator, but that
just an overall meeting. If a teacher wants to really dive into this data they
would have to do it on their own time. Is
this fair to the teacher? Or how then should all of this data be used?
"Mrs. Aiello, does this test count?"
ReplyDeleteMy students are gearing up to take their first NWEA assessment. They will take it again in the winter and once more in the spring. In the mind of a 13 year old, this is just one more standardized test, but hey, at least it is on the computer. The students always pose this question to me since we've started giving the NWEAs in 8th grade about a year ago.
To me, as an ELA educator, this test counts...somewhat. I am able to see each student's individual performance in many different reading areas. Are they struggling with factual passages or more figurative ones? Are they performing at an 8th grade reading level, a 4th grade level, or a 10th grade level? Sometimes, I have students with all of these levels in one room.
What counts for me above almost everything else about the NWEA is that at the end of the year, I can (sort of) see a student's growth. NWEA produces a helpful graph that charts the student's growth over the year. I like that even my 8th grader that started at a 4th grade level can demonstrate his/her growth with this assessment. They aren't served questions that are so far out of their reach that they can't show what is within their grasp. NWEA tests adapt in real time as the student takes the exam, so the questions are tailored to a student's ability level. If you cannot answer the 8th grade level question correctly, NWEA will adapt to find out where you are. NYS fails to do that with their annual standardized assessment, which just so happens to be tied to my evaluation.
Since NWEA is relatively new to me and my district, they have given us two training days...over the last two years. There has been no other district support, administrator meetings with staff, release time to collaborate with colleagues, or time given to sift through this mountain of data. I have over 100 students; how am I supposed to effectively use this data if I am not given adequate training and time?
Finally, while I like this standardized assessment a bit better than the NYS assessment, the student's writing is not a factor at all. This is concerning to me because when a student moves through their schooling career, it is writing that becomes one of the most frequently used and most significant skills of all.
I suspect no company or state has mastered how to standardize a writing section; it is still too subjective. That's what is lacking in data-driven reform...the human element. I am not in the business of producing widgets to market to the masses. My workplace is populated with people that come with their own baggage, hopes, dreams, strengths, and weaknesses, all of which cannot be computed into measurable data.
D, I totally understand about testing the writing portion. However, the SAT now has a writing portion. Do you think that they could implement this message to measure kids and produce data? Do you think this type of data would be valuable?
DeleteAlso if your school is using NWEA testing they should really go over the data and reports produce because when evaluated and appropriately looked at it can be quite useful. After going over the reports with my professor, I saw how a teacher could use it to differentiate a lesson. The problem is the data is quite overwhelming.
We keep using that concept of overwhelming. That is a good term to keep referencing because the more people understand teaching, just like many other professions is overwhelming, we will obtain more qualified and committed teachers. So many teachers already know this, especially at the elementary level. Compare having to teach every subject all day with minimal breaks as opposed to teaching one or two areas for usually 40 minutes...it took me real time at the elementary level before my decade plus as a secondary educator realized this! Yes our concepts are harder pedagogically, but if we have more knowledgeable students entering the secondary level, we will all be more successful.
DeleteThe time burden on a teacher is overwhelming and that is something too often is overlooked by all but the teacher. An effective teacher knows they have much work to do beyond the student contact time in the class setting. Administration frequently asks for time to discuss building or district initiatives that require time, this time could of course be used efficiently to analyze student data and assessment results. The public does realize that most teachers work diligently at home grading, developing lesson plans and reflecting on student interactions. WE all need to best support professional time to allow for increased data analysis in a timely manner. That is key to this whole process, timely and efficient use of the data to redirect instruction and support individual kids. Of course as you said…all of this requires professional development and a true understanding of what the data means. A test score of X is simply not enough. As you clearly saw in the NWEA reports or any other data mining source of information, it can become overwhelming. Let us discuss how you are going to use this information understanding these limitations!
ReplyDelete