Assessment

THE TEACHER'S ROLE IN RAISING GIFTED STUDENT ACHIEVEMENT Gifted education has long been a proponent of teaching students how to become life long, autonomous learners. This requires a shift in roles as the teacher moves from the //sage on the stage// to the //guide from the side.// One of the first jobs a teacher has in the move from a disseminator of knowledge to a facilitator of learning is to teach students how to look at their own test data. How often do students get a paper or test back, look at the grade and stuff the work in their desk without even taking the time to see what areas need improvement? How often do you require your students to analyze the data and make an action plan for improvement? If student reading achievement is to increase, teachers and students must first look closely at the data to discover patterns and trends, and then begin collaborative discussions about teacher and student roles and responsibilities in the learning process. PREASSESSMENT:

What do my STUDENTS know about their skills? Educators have a variety of tools at their disposal for pre-assessing the skill levels of their students. What is often missing is the inclusion of students in data analysis. If the goal of assessment is to measure, monitor and improve student achievement, students must understand the data and their part in improving or maintaining achievement levels for success. To involve students in the assessment process try data driven dialogue. This process can be used with students to assist them in becoming responsible for their own learning outcomes. **Over time, the use of a form with the following steps will promote reflective self- assessment practices on the part of students at all grade levels:**
 * =Predict: Before handing back the data, have students predict how they think they did on the test and why. e.g. didn't study or was well prepared, never heard of any of the concepts. =
 * Explore: Hand back the test and look for patterns e.g. missed all multiples of 9s; worse at true/false; don't understand theorem
 * Explain: Describe what might have been the cause of the data What action will you take to improve your learning? (The teacher provides possible actions like join this flexible group, online practice, after school help, etc.)

Adapted from: Wellman, B., & Lipton, L. (2004). //Data-driven dialogue a facilitator's guide to collaborative inquiry//. Sherman, CT: MiraVia.

Download the Student Data Dialogue form here. View the video for a description of how to use the form.