Our Schools, Our Scores, Our Community: Basic Principles for Making Public Sense of Assessment Results. (21St Century Assessment)

By Revenaugh, Mickey | District Administration, July 2002 | Go to article overview

Our Schools, Our Scores, Our Community: Basic Principles for Making Public Sense of Assessment Results. (21St Century Assessment)


Revenaugh, Mickey, District Administration


Whether you have faith in standardized testing or hope the pendulum swings the other way real soon, you have to admit that there's power in data. The question is how that data is understood and used.

Smart administrators know there's an art to presenting student performance data to the community so it can be effectively understood and constructively used. It's not a matter of trying to mask problems or make anemic results look better. As any Enron executive will tell you, tactics like that will eventually come back to bite you. Rather, the goal is to provide enough context so that meaningful patterns become clear.

By now, the annual reporting of school-by-school test scores in the local newspaper has become commonplace. Since much of the raw data for these tallies comes from state departments of education, how it is sliced and diced depends greatly upon sophistication at the top. California, for example, has managed to boil down its multiple tests and myriad other data points into an Academic Performance Index that explicitly includes performance over time. New York looks at data from demographically comparable schools. And Texas works with Just for the Kids (www.just4kids.org) a not-for-profit based in Austin, that provides comprehensive yet comprehensible data school by school on the Web.

Your district should have a clear, accessible and dynamic way to communicate your schools performance to the community. Technology can help you accomplish this goal by allowing you to analyze and chart the data, and then making it accessible over the Internet.

GUIDING YOUR DATA COMMUNICATION PROJECT

* Keep it simple. This will be your most difficult goal, one you will constantly have to balance against all others. But, remember the clearer the message, the more likely it is to be understood. Sometimes it is a matter of layering: providing "topline" results along with a way for those who'd like more detail to drill down to it. And there's no over-estimating the importance of your brief textual remarks introducing and sammarizing the data whenever they are presented-on the Net, in a printed annual report, or to your board.

* Be multi-faceted. No administrator I have ever met feels that the singular yearly standardized test scores alone define performance for schools-and assessment experts would tend to agree with. …

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