Workshops & Institutes:
Using Assessment to Transform
Students into Learners
C2D3 Overview
Clarifying Learning
Data Driven Dialogue
Quality Assessment
Information Based Education Practice Standards:
The
evolution of decision-support
technologies and their rapid
penetration of the K-12 educational
marketplace have made it possible to
bring educators a wide variety of
data, in ever-expanding formats, to
facilitate just-in-time,
instructional decision-making. But
even as these educational data and
assessment technologies continue to
improve, their use by educators and
the potential transformation of
instructional practice has lagged
behind. Simply putting data and
assessment technologies in the hands
of educators has not been enough to
change their practice (e.g.,
Ringstaff & Kelley, 2002; Dick,
2005).
This
was the situation three and-a-half
years ago when a consortium of
districts, BOCES, and the University
of Colorado at Denver responded to a
Colorado Department of Education (CDE)
request for proposals to implement
Information-Based Educational
Practice (IBEP) among the
educators in districts across the
state. The resulting project, the
Colorado Consortium for Data-Driven
Decisions (C2D3),
focused on developing the practices
among educators and educational
decision-makers that would allow
them to take advantage of the
evolving marketplace of data and
assessment technologies. To clarify
what these practices include, the
original project developed
Information-Based Educational
Practice (IBEP) Standards for
Classroom Practice. These Standards
formed the core around which the C2D3
project developed professional
learning experiences for educators
and educational leaders.
The
original C2D3
project discovered that first and
foremost educators needed to
see
what information-rich educational
practice that takes full advantage
of data technologies would look like.
Next, they needed
sustained professional learning
experiences that developed their
understanding of these practices and
supported their efforts to transfer
them into their daily routines.
Finally, they needed these changed
practices to be
supported within their school and
district context. The
original project made considerable
progress on all of these fronts
within participating districts, as
evidenced by the C2D3
year 3 evaluation report. Many
educators in those districts now use
information-based practices, but not
enough for these practices to
permeate the state.
21st
Century Standards-Based Educational Practices and Innovation Configuration Maps:
Like a road map that shows
different ways of getting from one place to another, an innovation configuration
map (ICM) identifies major components of an innovation and then describes the
observable variations of each component. The 21st Century Standards-Based
educational practices ICM provides developed descriptors that define the
different levels of operational forms for implementing 21st Century
Standards-Based instruction at the classroom level. These maps can then be used
in research, evaluation and assessments as well as in facilitating the change
with planning, development and implementation.
The following ICM
describes 21st Century Standards-Based educational practices from the educator
perspective. For purposes of this map, educators include: in-service teachers,
teacher candidates, and faculty members. This map includes four clusters of
practices. The clusters are:
1. Clearly define
learning.
2. Use quality assessment instruments and practices to select, evaluate, and
revise instruction.
3.Use classroom assessment formatively to support students taking responsibility
for their own learning.
4. Use collaborative inquiry to analyze and interpret data.
Each practice cluster
includes a number of components for educators and students, with descriptors for
up to 5 variations for each component of the practice. The variation that is
closest to the intent of the innovation is variation (a).
For Innovation
Configuration Maps and IC mapping, see, Hall, Gene E. & Hord, Shirley M. (2001).
Implementing change: Patterns, principles and potholes. Boston, MA: Allyn and
Bacon.
Click here to download the ICM in a
pdf
CDE Status Reports:
Evaluation Reports:
