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Workshops & Institutes:
Using Assessment as a Support for Learning
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: |
