UTILIZATION OF TEST

RESULTS
RENATO N. PACPAKIN, Ed.D.
 HOW CLASSROOM ASSESSMENTS
IMPROVE LEARNING

Teachers who develop useful

assessments, provide corrective
instruction, and give students
second chances to demonstrate
success can improve their
instruction and help students
learn.
 HOW CLASSROOM ASSESSMENTS
IMPROVE LEARNING

1. Make Assessments Useful

2. Follow Assessments with
Corrective Instruction
3. Give Second Chances to
Demonstrate Success
4. Similar Situations
5. The Benefits of Assessment
 USING ASSESSMENT
RESULTS

1. Plan for Instruction

2. Report Progress
3. Evaluate the
Instructional Program
 USING DATA TO GUIDE INSTRUCTION
AND IMPROVE STUDENT LEARNING

A picture may be worth a thousand words,

but in education, information speaks
volumes. Data analysis can provide a
snapshot of what students know, what they
should know, and what can be done to meet
their academic needs. With appropriate
analysis and interpretation of data,
educators can make informed decisions
that positively affect student outcomes.
 USING DATA TO GUIDE INSTRUCTION
AND IMPROVE STUDENT LEARNING

Research has shown that using data in instructional

decisions can lead to improved student performance
(Wayman, 2005; Wayman, Cho, & Johnston, 2007;
Wohlstetter, Datnow, & Park, 2008). No single assessment
can tell educators all they need to know to make well-
informed instructional decisions, so researchers stress the
use of multiple data sources. Generally, schools collect
enormous amounts of data on students attendance,
behavior, and performance, as well as administrative data
and perceptual data from surveys and focus groups. But
when it comes to improving instruction and learning, its not
the quantity of the data that counts, but how the information
is used (Hamilton et al., 2009).
 SEVEN PRINCIPLES FOR FOSTERING
GREATER USE OF
ASSESSMENT RESULTS

Tomorrow's Teaching and Learning

Adhering to these principles to guide
assessment work will help campuses make
better use of assessment results that will, in
turn, generate the amount and quality of
evidence that provides a solid basis for
action. With such evidence in hand,
institutions will be better positioned to
implement changes in teaching and learning
on their campuses that will foster higher
levels of student accomplishment.
 SEVEN PRINCIPLES FOR FOSTERING
GREATER USE OF
ASSESSMENT RESULTS

Tomorrow's Teaching and Learning

1. Gauge the value of assessment work by the extent to which
results are used.
2. Identify the target for use of evidence of student learning
when designing assessment work and sharing results.
3. Begin assessment activity with the end use in mind.
4. Leverage the accreditation process for meaningful campus
action to improve student learning.
5. Connect assessment work to related current national
initiatives and projects.
6. ink assessment activity to campus functions that require
evidence of student learning such as the program review
process or a campus center for teaching and learning.
7. work purposefully toward the final stage of the assessment
cycle assessing impact, closing the assessment loop and
remember that the assessment of student learning is a
 8 FORMATIVE ASSESSMENT DATA
SOURCES THAT HELP STUDENTS
BECOME
BETTER LEARNERS (BY KATHY DYER)

1. Warm-Ups (bell work)

2. Classwork
3. Checks-for-Understanding
4. Mini-Presentations
5. Peer Review
6. Exit Tickets
7. Homework
8. Self-Assessment
 TEACHERS USE OF DATA TO
IMPROVE STUDENT LEARNING

Teaching cannot improve

substantially unless we use
data correctly

Poor Use of Data Worse Than

No Use