Data Lit

Serena, Spencer, and Mellisa share their favorite moments from season two and then discuss what they're looking forward to in season three. WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Moore Square Magnet Middle School's Maya Smith Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Ever wondered how the answers from bubble sheets get translated into data that is used to make decisions? Learn where your data comes from in this interview with WCPSS' Senior Director of Testing, Brian Sumner. In this episode, we review what types of data the Testing Department generates and the role they play in communicating results to various stakeholders. Then see if you can identify which testing stories are true in a game of Believe it or Not. WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Moore Square Middle School's Maya Smith Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Throughout this season, we've researched and discussed ways to source, interpret, and communicate data. In this episode, we share quotes from those episodes that have resonated with us. Join us for our first clip show! WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Oftentimes we get data and start to analyze the numbers without pausing to look at the data set with a critical eye. However, as a result of the pandemic, we have had to take a step back and ponder the impact that disruptions could have on any data analyses as we return to “normal”. In this episode, Being a Data Critic, we interview Julie Molique, Senior Director in the WCPSS Department of Data, Research & Accountability to learn more about four criteria for evaluating data during and after a pandemic. References & Resources for WCPSS Staff: Data Quality Campaign. (2014, February 1). Teacher Data Literacy: It's About Time. https://dataqualitycampaign.org/wp-content/uploads/2016/03/DQC-Data-Literacy-Brief.pdf Domaleski, C., Boyer, M., & Evans, C. (2020). Restart & Recovery: Accountability interrupted: Guidance for collecting, evaluating, and reporting data in 2020-2021. Council of Chief State School Officers. https://ccsso.org/sites/default/files/2020-09/CCSSO_RR_Accountability-v3.pdf WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

The data teachers use to make decisions can come from various sources, including knowing their students' learner profiles, understanding the implementation of new instructional programs, and even reviewing student achievement results. Tune in to our interview with three WCPSS teachers, Mieya Bumpers, Lynzi Daniel, and Kevin Ledger, who share not only how they utilize different data, but strategies that enhance their students' data literacy skills. WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Looking at school data to identify future opportunities and possible challenges in growing each student each day is critical in planning successful school outcomes. Kindly tune in to explore some practical ways WCPSS principals Michelle Bell, Aaron Marcin, and Robert Gupton at the elementary, middle, and high schools lead with data in their schools. WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

“It's more important now than ever to really identify what's going on in our instruction.” MTSS Coaches Sandy Carter and Mickey Gurganus join us to discuss how data-based problem solving can be used to provide an effective and equitable learning environment for our students. Tune in for some practical tips for how PLTs can leverage data to improve instruction. (And there's even an acronym quiz thrown in!) References & Resources for WCPSS Staff: 5 Questions PLCs Should Ask to Promote Equity Equity Impact Analysis Questions Files In/Files Out (FIFO) User Guide National School Reform Faculty's list of Protocols MTSS Coach Roles and Responsibilities MTSS Modules on Canvas Student Outcome Ad-hoc Reports (SOAR) User Guide TIPS Guide TIPS Protocols WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

In this episode, we explore the parallels between educational data and baseball data. We look at the past, present, and future of each, discussing how advancements in one industry can inform the other. You don't have to be a baseball fan to learn something from this home run of an episode! Research & Resources from the episode: Daily JSTOR - A Short History of Standardized Tests Goodhart's Law National Student Clearinghouse The Power of Feedback USA Today: MLB lockout inevitable on Dec. 1: What is in dispute and how long will it last? WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

In this episode, we tackle three obstacles that sometimes prevent staff from engaging with educational data: Separating the signal from the noise, lack of time, and determining next steps. For each we provide listeners with practical tips for how to overcome those barriers so they can more easily implement data literacy skills in their positions. Research from the episode: Bernhardt, V. (2004). Data Analysis for Continuous School Improvement (2nd ed.). Larchmont, NY: Eye on Education Inc. Data-based Decision Making in Education: Kim Schildkamp, Mei Kuin Lai, Lorna Earl Data Quality Campaign. (2014, February 1). Teacher Data Literacy: It's About Time. https://dataqualitycampaign.org/wp-content/uploads/2016/03/DQC-Data-Literacy-Brief.pdf DuFour, R. (2015, November). How PLCs do Data Right. Educational Leadership, 73(3), 22-26. https://www.ascd.org/el/articles/how-plcs-do-data-right Goodwin, B. (2015, November 1). Mindsets are key to effective data use. Association for Supervision and Curriculum Development. https://www.ascd.org/el/articles/mindsets-are-key-to-effective-data-use Sorrells, A. (2019, December 18). Here's what 800+ NC teachers think about education data. Education NC. https://www.ednc.org/nc-teacher-education-data-survey/ Resources for WCPSS staff: Atlas - Looking at Data protocol Data Driven Dialogue protocol DRA's Data Literacy Course DRA's “Evaluating Data after a Pandemic” Office Hours Session TIPS Guide with Protocols WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

It's not enough to be able to interpret data, to truly initiate change, you have to be able to effectively communicate data. In this episode, we review five practical tips for how to talk about data with staff, students, and families. Research from the episode: Adaptive Schools. (n.d.). Seven Norms of Collaborative Work. Retrieved November 1, 2021 from http://theadaptiveschool.weebly.com/7-norms-of-collaborative-work.html Association for Supervision and Curriculum Development. (2015, November 1). 8 Data Points to Ponder. Educational Leadership. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el201511_takeaways.pdf Datnow, A., & Park, V. (2015, November). Five (Good) Ways to Talk About Data. Educational Leadership, 73(3), 10-15. https://www.ascd.org/el/articles/five-(good)-ways-to-talk-about-data DuFour, R. (2015, November). How PLCs do Data Right. Educational Leadership, 73(3), 22-26. https://www.ascd.org/el/articles/how-plcs-do-data-right Finnigan, K., Daly, A. J., & Che, J. (2012). Mind the gap: Learning, trust, and relationships in an underperforming urban system. American Journal of Education, 119(1), 41–71. Goodwin, B. (2015, November). Mindsets Are Key to Effective Data Use. Educational Leadership, 73(3), 78-79. https://www.ascd.org/el/articles/mindsets-are-key-to-effective-data-use Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux McWilliams, L., & Patton, C. (2015, November). How to Share Data with Families. Educational Leadership, 73(3), 46-49. https://www.ascd.org/el/articles/how-to-share-data-with-families Resources for WCPSS staff: DRA's Data Literacy Course TIPS Guide with Protocols WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

In order to make decisions about how well a school is doing, we need to look at multiple measures in order to uncover the full story. In this episode, your hosts will explore the four main data types (Student Learning, Demographic, Perceptions, & School Processes) by sharing where these types show up in our buildings and how they work together to impact school improvement. Research from the episode: Bernhardt, V. (2004). Data Analysis for Continuous School Improvement (2nd ed.). Larchmont, NY: Eye on Education Inc. McDonal, J.P., Isacoff, N.M., and Karin, D. (2018). Data and Teaching: Moving Beyond Magical Thinking to Effective Practice. New York, NY: Teachers College Press. Morrison, J. (2008, December 8). Why Teachers Must be Data Experts. Association for Supervision and Curriculum Development. https://www.ascd.org/el/articles/why-teachers-must-be-data-experts Resources for WCPSS staff: Data-Based Problem Solving for Continuous School Improvement WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

You got the data! Now what? In this first episode, we explain what it means to be data literate and explore some critical skills data-literate individuals/educators should have. Research from the episode: Association for Supervision and Curriculum Development. (n.d.). EL Takeaways: 8 Data points to ponder. ASCD. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el201511_takeaways.pdf Association for Supervision and Curriculum Development. (2015). How to share data with families. ASCD. https://www.ascd.org/el/articles/how-to-share-data-with-families Mandinach, E. (2013, September 13). Data literacy vs assessment literacy. Micheal and Susan Dell Foundation. https://www.dell.org/insight/ellen-mandinach-data-literacy-vs-assessment-literacy/# Precisely Editor. (2019, March 29). What is data literacy & why is it important? https://www.precisely.com/blog/data-integrity/data-literacy-what-it-is-and-why-it-matters Resources for WCPSS staff: Smith, M. (2019). Data literacy. Data, Research and Accountability. https://wcpss.truenorthlogic.com/ia/empari/learning2/course/viewCourseSearch?courseId=13130 WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

We conclude our conversation with author and educator Rick Wormeli by discussing how teachers can implement best practices without burying themselves in work. After touching upon what ideas about grading we should carry with us in a post-pandemic world, we share our takeaways from our interview. Resources for WCPSS staff: Goodwin, B. & Rouleau, K. (2020, September 1). Research matters / grading to encourage re-rearning. Association for Supervision and Curriculum Development. https://www.ascd.org/el/articles/grading-to-encourage-re-learning Wormeli. R. (2020, May 8). Descriptive feedback techniques - Part 1 [Video]. YouTube. https://www.youtube.com/watch?v=78y5Csm5N8g Wormeli. R. (2020, May 8). Descriptive feedback techniques - Part 2 [Video]. YouTube. https://www.youtube.com/watch?v=TgpumwMOe4g Wormeli, R. (2018). Fair isn't always equal: Assessment and grading in the differentiated classroom. Stenhouse Publishers. Wormeli. R. (2011). Redos and retakes done right. Educational Leadership. https://www.newenglandssc.org/wp-content/uploads/2019/02/Redos-and-Retakes-Done-Right-Rick-Wormeli-1.pdf Wormeli. R. (n.d.). Re-learning and re-assessing: Practical tips. Association for Middle Level Education. https://www.amle.org/re-learning-and-re-assessing-practical-tips/ Wormeli. R. (n.d.). We have to prepare students for the next level, don't we? Association for Middle Level Education. https://www.amle.org/we-have-to-prepare-students-for-the-next-level-dont-we/ WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

“Accountability is a mutual commitment to the others' success,” according to Yale Business School. We unpack this idea in the second part of our three-episode interview with author and educator Rick Wormeli. In doing so, we look into using grades as motivators, the difference between sense-making and meaning-making, as well as why we should be open to giving students second chances on assessments. Resources for WCPSS staff: Fair Isn't Always Equal, Rick Wormeli Re-learning and Re-assessing: Practical Tips by Rick Wormeli (AMLE) Redos and Retakes Done Right by Rick Wormeli, Educational Leadership (ASCD); Nov 2011, 69(3), pp 22-26 Descriptive Feedback Techniques -Part 1 video by Rick Wormeli Descriptive feedback Techniques - Part 2 video by Rick Wormeli We Have to Prepare Students for the Next Level, Don't We? by Rick Wormeli (AMLE) WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

In this first segment of our three-part interview with educator and author Rick Wormeli, we dive into what is the purpose of grades, what should be included in a grading plan, and how we can balance effective grading policies with accountability mandates. References & Resources: Re-learning and Re-assessing: Practical Tips by Rick Wormeli (AMLE) Redos and Retakes Done Right by Rick Wormeli, Educational Leadership (ASCD); Nov 2011, 69(3), pp 22-26 Descriptive Feedback Techniques -Part 1 video by Rick Wormeli Descriptive feedback Techniques - Part 2 video by Rick Wormeli We Have to Prepare Students for the Next Level, Don't We? by Rick Wormeli (AMLE) WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Cary High School's Logan Foster Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Welcome to the second season of Data Lit! In this episode, we preview the upcoming season, ask what does it mean to be data literate, and share what we're looking forward to in the upcoming shows. WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Music for this episode is provided by Moore Square Magnet Middle School's Maya Smith. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

It's hard to believe that the end of the first season of the Data Lit podcast is upon us. Join Spencer, Serena, and Mellisa as they recap the highlights from their main series around Assessment Methods, Assessment Types, and Feedback. WCPSS staff can earn credit for listening to and reflecting on any of the completed series from this season. Learn more here. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Theme music provided by Moore Square Magnet Middle School's Maya Smith. Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

We conclude our series on feedback with a crossover episode, chatting with WCPSS Digital Learning cohosts Chris Zirkle and Katie Heyward, as well as their fellow Digital Learning Coordinator Sadie Hoover. Together we discuss how digital tools can aid teachers in providing feedback for students. Tune in to pick up some practical ideas that you can immediately embed into your classroom! References from the episode: WCPSS Digital Learning Podcast Flavorful Feedback Episode Digital Badges Episode Giving Meaningful Digital Feedback Hattie & Timperley (2007) The Power of Feedback. Review of Educational Research (Vol 77, No1). Theme music created by Centennial Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

In this episode, we interviewed students ranging from kindergarten through high school about their thoughts on feedback, touching upon how they receive it, how they use it, and how they would advise teachers to deliver it. Afterwards, we debrief, sharing our takeaways from what we heard. References from the episode: Ferriter, W. M., & Cancellieri, P. J. (2017). Creating a Culture of Feedback: Empower Students to Own Their Learning (Solutions for Creating the Learning Spaces Students Deserve). Bloomington, IN: Solution Tree. Wiliam, D. (2011). Embedded formative assessment: Practical strategies and tools for K–12 teachers. Bloomington, IN: Solution Tree. Theme music created by Centennial Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

In her book Postcards and Pearls, author Gina Greenlee says: “Experience is a master teacher, even when it's not our own.” It is for this reason that in the second part of our Feedback series we will lean on the experience of our district's teachers, students and Digital Learning Coordinators. In this episode, we invite two local science teachers, Bill Ferriter and Paul Cancellieri, who are life-long practitioners of feedback to share lessons learned and practical strategies we all should consider as we build a culture of feedback in the classroom. References: Brookhart, S. M. (2017). How to give effective feedback to your students. (2nd Ed.) ASCD, Alexandria VA Ferriter, W. M., & Cancellieri, P. J. (2017). Creating a culture of feedback: Empower students to own their learning (Solutions for Creating the Learning Spaces Students Deserve). Bloomington, IN: Solution Tree. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx Wiliam, D. (2012). Feedback: Part of a system. Educational Leadership, 70(1), pp. 30–34. http://www.ascd.org Theme music created by Moore Square Magnet Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Guests: Bill Ferriter and Paul Cancellieri --- Send in a voice message: https://anchor.fm/datalit/message

As we explore the concept of feedback, one of our key take-aways has been the notion that feedback must be received by the learner in order to be effective; as a result, how feedback is given plays an instrumental role in how it is received. In this episode, we provide educators with some considerations when giving written or oral feedback, as well as strategies for feedback in group and one-on-one contexts. References from the episode: Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. (2nd Ed.) ASCD, Alexandria VA Gonzalez, J., & Johnson, M. (2020, May 10). Flash Feedback: How to Provide More Meaningful Feedback in Less Time. Retrieved September 17, 2020, from https://www.cultofpedagogy.com/flash-feedback/ Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 WCPSS staff can earn credit for listening to and reflecting on completed series. Learn more here. Theme music created by Centennial Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

In our last episode, we focused on the "Why of Feedback”. We established that "Feedback" plays a crucial role in student learning as it enables them to correct or improve their work and gain new knowledge. In this episode, the "Who of Feedback,” we identify the different individuals who provide feedback. In the classroom, the teacher typically is the first person who comes to mind when we think of who gives feedback. However, we have identified that feedback can come from students doing a personal critique of their work or providing feedback to their peers and teachers. References: Brookhart, S. M. (2017). How to give effective feedback to your students. (2nd Ed.) ASCD, Alexandria VA Bruce, L. (2001). Student self-assessment: Making standards come alive. Classroom Leadership. Retrieved from http://www.ascd.org/publications/classroom_leadership/sept2001/Student_Self-Assessment.aspx Double, K.S., McGrane, J.A. & Hopfenbeck, T.N. The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educ Psychol Rev 32, 481–509 (2020). https://doi.org/10.1007/s10648-019-09510-3 Hattie, J. & Clarke, S. (2019). Visible learning feedback. Routledge. Wiggins. G. (2012). Feedback for learning: Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx Wiliam, D. (2011). Embedded formative assessment: Practical strategies and tools for K–12 teachers. Bloomington, IN: Solution Tree Wake County staff can receive credit for listening to a Data Lit series. Learn more here. Theme music created by Centennial Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Researchers have found feedback to be important and impactful - for example, John Hattie (1999) describes feedback as the “most powerful single moderator that enhances achievement”. In this episode, we begin by sharing why we used feedback as classroom teachers and what lessons we learned as part of the process of giving feedback to ourselves to improve our own practice. We also share a little about the science of how feedback affects the brain and learning, before ending with a discussion about the reality of providing feedback despite its impactfulness on achievement. References from the episode: Fisher, D., & Frey, N. (2012, September). Making Time for Feedback. Educational Leadership, 70(1), 42-46. http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Making-Time-for-Feedback.aspx Gonzalez, J. (2020, May 10). Flash Feedback: How to Provide More Meaningful Feedback in Less Time. Cult of Pedagogy. https://www.cultofpedagogy.com/flash-feedback/ Hattie, J. & Timperley, H. (2007). The Power of feedback. Review of Educational Research, 77(1), p81-112. Stafford, T. (2013, February 25). Why your brain loves to get feedback. BBC. https://www.bbc.com/future/article/20130226-why-your-brain-loves-feedback Theme music created by Moore Square Magnet Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

We kick off our series on feedback with a pair of haikus from Mellisa and Serena: Feedback can be harsh What else will I have to change? Now, is it better? *** Feedback helps your growth Done well, not ‘bout your self worth Needed when remote *** These poetic gems weren't just included to embarrass the co-hosts, but to serve as models for pieces of work that might receive feedback. Spencer then uses Hattie and Timperley's four levels of feedback (task, processing, self-regulation, and self) to let them know how they did. Resources from the episode: Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen & T. Postlewaite (Eds.), International encyclopaedia of education (2nd ed., pp. 5738-5745). Oxford, UK: Pergamon Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. (2nd Ed.) ASCD, Alexandria VA Theme music created by Moore Square Magnet Middle School's Maya Smith Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

In this episode we continue to explore the different assessment types by taking a look at Assessments for Learning (aka Formative Assessments). We start by sharing a few analogies (Cooking/Dress Rehearsal/Journey) to frame and define assessments for learning, then we discuss some classroom examples that teachers can use before wrapping up with a discussion which brings home the point that both Assessments of and Assessments for Learning are needed for teachers and students in the instructional cycle. References: ASCD - Formative Assessment: Why, What, and Whether Educational Sciences - The Effects of Formative Assessments Theme song provided by Cary High School student Logan Foster Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

In this episode, we share our insights on what is Assessment of Learning, reviewing summative and interim assessments, as well as their purpose based on our experiences as teachers. We do so through the analogy of taking a vacation, focusing on the destination while making pit-stops along the route. We discuss who the users of this assessment type are, and identify some of the different ways in which Assessment of Learning can be effectively employed. Resources from the episode: Crane, E. W. (2010). Building an interim assessment system: A workbook for school districts [PDF File]. Council of Chief State School Officers. Retrieved from https://www.wested.org/online_pubs/Interim_Workbook081810.pdf Stiggins, R.J. Arter, J.A., CHappuis, J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. Portland, OR: ETS Theme song provided by Cary High School student Logan Foster Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

We transition from our Assessment Methods series to our Assessment Types series with the help of the Karate Kid, as Mr. Miyagi's instruction to Daniel LaRusso is illustrative for distinguishing between these two categorizations. Afterwards, we preview the upcoming series by defining assessment of learning as well as assessment for learning. Resources from the episode: Sparks, S. (2015). Types of Assessments: A Head-to-Head Comparison. Education Week, 35(12), 3. https://www.edweek.org/ew/section/multimedia/types-of-assessments-a-head-to-head-comparison.html Stiggins, R. (2008). Assessment Manifesto: A Call for the Development of Balanced Assessment Systems. Portland, OR: Assessment Training Institute. Theme song provided by Cary High School student Logan Foster Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

In this episode, we conclude our conversation on different assessment methods by digging into Performance Assessments. We provide a definition of the term performance assessment, identify the different types of performance assessments, and give examples of each, as used in the classroom. In examining the suitableness of the different assessment methods, we stress that no one method would reveal all information we need to know about our students' learning; rather, the use of each will depend on the learning standard (s) being addressed. Resources from the episode: Goodwin, B., & Miller, K. (2012). Research says / good feedback is targeted, specific, timely. Educational Leadership, 70(1), 82–83. Retrieved from ASCD McTighe, J. (2015). What is a performance task? (Part 1). Defined Learning. Retrieved from https://blog.performancetask.com/what-is-a-performance-task-part-1-9fa0d99ead3b Stiggins, R.J. Arter, J.A., CHappuis, J. & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right-Using it Well. Portland, OR: ETS Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx Wren, D. G., & Garies, C. R. (2019). Assessing deeper learning: Developing, implementing, and scoring performance tasks (1st ed.). Lanham, MD :Rowman & Littlefield Publishers, Inc. Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

Personal communication is often overlooked as an assessment method, yet it is probably more frequently used than any of the other methods. In this episode, we explore how to use personal communication to collect evidence of what students know and are able to do, as well well as highlight ways in which students themselves can play a role as co-assessors. Double, K.S., McGrane, J.A., Hopfenbeck, T.N. (2020, June). The Impact of Peer-Assessment on Academic Performance: A Meta-analysis of control Group Studies. Educational Psychology Review. Volume 32 Stiggins, R.J. Arter, J.A., CHappuis, J. & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right-Using it Well. Portland, OR: ETS Wiggins, G. (2012, September). Seven Keys to Effective Feedback. Educational Leadership. Volume 70 (1) WCPSS Digital Learning Coordinators (2020, June 2). Giving Meaningful Digital Feedback Podcast Episode Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

We continue our analysis of assessment methods by learning about extended written response. Often considered just a tool for language arts, we explore how every teacher can leverage extended response assessments to reveal and provide feedback on student learning. Yet doing so isn't always easy, so tune into this episode to learn how to maximize this assessment method. Resources from the episode: Stiggins, R.J. Arter, J.A., CHappuis, J. & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right-Using it Well. Portland, OR: ETS Wiggins, G. (2012, September). Seven Keys to Effective Feedback. Educational Leadership. Volume 70 (1) Goodwin, B., & Miller, K. (2012). Research Says / Good Feedback Is Targeted, Specific, Timely. ASCD, 70(1), 82-83. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Good-Feedback-Is-Targeted,-Specific,-Timely.aspx Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System. --- Send in a voice message: https://anchor.fm/datalit/message

This episode kicks off the Assessment Method series by diving into the first of the 4 methods discussed - Selected Response. During the episode we provide examples of how we each used selected response items in our classes, as well as share how this method can enhance the characteristics of feedback. There's even a sports reference thrown in just to show that assessment discussions are not just limited to the classroom. Resources from the episode: Prensky, M. (2007). Digital game-based learning. St. Paul, MN: Paragon House Stiggins, R.J. Arter, J.A., CHappuis, J. & Chappuis, S. (2006). Classroom Assessment for Student Learning: Doing It Right-Using it Well. Portland, OR: ETS Wiggins, G. (2012, September). Seven Keys to Effective Feedback. Educational Leadership. Volume 70 (1) For more resources and notes, head to www.wcpss.net/datalit Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Before we launch into our first series on Assessment Methods, we wanted to take a moment to explore just what the purpose of assessment is. After an odd-but-hopefully-insightful potty-training analogy, each host shares a different model for what assessment means: A hamburger, the latin roots of the word, and a three-legged stool. We then chat about what these models reveal about assessment. You can learn more about this topic and send in questions for the hosts at www.wcpss.net/datalit. Resources from the episode: Chen, M. (2007, February 02). Assessment: Time to Put It in Context. Retrieved from https://www.edutopia.org/time-put-assessment-context Drost, B. (2016, October 15). Sitting Beside the Learner: The 'Me' in Assessments. Retrieved from https://achievethecore.org/aligned/sitting-beside-the-learner-the-me-in-assessments/ Torres, C. (2019). Assessment as an Act of Love. ASCD, 61(1), 2nd ser. Retrieved from http://www.ascd.org/publications/newsletters/education-update/feb19/vol61/num02/Assessment-as-an-Act-of-Love.aspx Hosts: Mellisa Smith, Serena Halstead, and Spencer Ziegler Data, Research, and Accountability department for the Wake County Public School System --- Send in a voice message: https://anchor.fm/datalit/message

Welcome to the Data Lit podcast! We're kicking off our show with a brief introduction to our hosts, all of whom work for the Data, Research, and Accountability department for Wake County Public Schools. We then discuss the series we'll cover in our first season, highlighting some of the main topics we'll hit. You can learn more about the show and send a message to the hosts at www.wcpss.net/datalit. --- Send in a voice message: https://anchor.fm/datalit/message