How To Select Resources

Outcome Themes

Pick one or more Outcome Themes, moving the sliders on the left

More about Outcome themes

There are four main outcome themes we are exploring:

  • Proficiency -   Academic and vocational knowledge and skills that open doorways of opportunity
  • Awareness - Understanding of social, political, and cultural context in which students learn and grow and unlearning the majority narrative
  • Dispositions -  Skills that are predictors for success in school and later in life and tricks that make this complex world easier to navigate
  • Agency - Taking charge of one’s learning and being a part of collective action towards an aligned vision

Purpose

Reflect and select the Purpose of measuring this outcome

More about Purpose

When we think of tracking progress or measuring these outcomes, the most fundamental question is, ‘what is the purpose of measurement?’

  • Track student progress towards a shared vision?
  • Inform teacher action in the class, is it to build a sense of ownership of their learning in students?
  • Share progress with the parents?
  • Track progress against set goals for the organization?
  • Show results to stakeholders such as government, funders/donors who are already invested in the cause?
  • Raise funding to recruit new invested stakeholders?

The driving force behind measurement could be one or a combination of these. Also please note this is not an exhaustive list and there could be other strong purposes for measuring outcomes as well.

Stakeholders

Identify stakeholders based on who will be using the data 

More about Stakeholders

Stakeholders are those interested parties who will be affected or will be using the data. A few of those stakeholders could be:

  • Funder or donor: these are individuals or organizations who are supporting the program either financially or through any other means. Depending on the kind of relationship, they would be interested in data across the various operations of the organization and also the impact created by the support they provided. They might be more interested in growth-monitoring tools that can be “rolled up” into a dashboard that allows them to see trends about the progress across a large number of classrooms.
  • Head of Training (HoT): The Head of Training is typically the person in your organization who is making org wide decisions around training and support of teachers and teacher coaches.
  • Parent: As we work towards a more collectively, contextualized vision it is imperative that we have the voice of our students’ parents recognized and share data in a meaningful and collaborative manner with them.
  • School leader: School leaders typically look for data around test scores, school culture, student progress on values & mindsets, teacher performance and coaching. The specificity of data used by school leaders varies depending on different contexts.

Remember that needs of each stakeholder are not mutually exclusive and the same data can be used differently by different stakeholders.

Form

Pick from the different forms of resources

More about Form

  • State testing – assessments prescribed by your district or state.
  • Teacher generated assessments – assessments made teachers to inform practice.
  • Student surveys - A student survey allows students to voice their issues, needs, and desires, giving feedback.
  • Rubric - A rubric is an assessment tool that clearly indicates marking criteria. It can be used for marking assignments, class participation, or overall grades.
  • Family/Parent survey – A set of questions to get parents involved in different aspects of the student’s education.
  • Staff survey – a set of questions that allow you to collect feedback from your staff.
  • Student conversations – intentional dialogue with students around progress made on outcomes.
  • Teacher interviews – A set of open-ended, in-depth questions that allow you probe into teaching practice and teacher insights.
  • Student progress to goals – When you have set class goals and use a tracker to track progress against those.
  • Teacher practice – Observing teacher actions to provide feedback on specific aspects of classroom interaction.
  • Projects - Some areas for evaluation include content mastery, collaboration or participation, and presentation or style. Additional considerations may include meeting deadlines or other elements specific to your topic or project.
  • Performance based tasks - A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product and/or performance that serve as evidence of learning.
  • Anchor Standards - standards define what students should understand and be able to do by the end of each grade.

End User

The end user is someone who is actually using the resource to collect the data

More about the End User

A few things to bear in mind when thinking about the end user

  • Is it the teacher? If so, think about all the other administrative paperwork she is already doing. Does this fit into that? Does it provide meaningful, actionable data?
  • Is it the student? If so, is it developmentally, reading comprehension level aligned to the students? Is it long and could it lead to fatigue therefore poor responses? Is it an assessment of learning or for learning?
  • Is it the parent? If so, is it in a language that the parents are comfortable with? Is it easy to use? Is it asking questions in a way that is sensitive to their culture and context?
  • Is it an external evaluator? If so, have you aligned over the criteria and definitions of what is being measured? Are there trainings to ensure that evaluators are collecting data consistently? Do you have all the necessary permission to capture data through them?

 

If you want to change the options you have selected, just click on Reset and Start Over.