Effective facilitators of change initiatives understand the difference between the role of data compared to the role of intuition during the decision-making process. While data may be misinterpreted, intuition is typically subject to bias. Therefore, it is important to reconcile the efficacy of the data analysis process rather than depending upon intuition when seeking valid and reliable solutions.
Effective Schools Research (Lezotte & Snyder, 2011) proved the value of formative assessments when seeking to optimize student learning. In relation to the evaluation of learning, major differences exist between the purpose and value of standardized summative tests compared to formative assessments. Standardized summative tests typically are assessments OF learning. By contrast, formative assessment presents the opportunity to develop assessments FOR learning (Stiggins, 2008).
Educational leaders, intent on increasing the system’s collective capacity for student achievement, ensure collaborative school teams create common formative assessments. Dufour et al (2008) cited Reeves’ (2004) belief that when collaboratively created, common formative assessments are the “best practice in assessment” (p.71). As part of the evaluation process, leaders should emphasize the need for potential solutions to be derived from diverse data analysis grounded in research-based best practices. By contrast, identification and implementation of changes based on faulty analysis, skewed by bias-laden intuition, could either result in paralysis by analysis or knee jerk reactions. The goal of assessment proficiency is to allow teachers to collect data based on student learning and then help them to reliably adjust instruction or interventions to optimize the learning for all mission.
Assessment is how educators can measure or confirm learning. Based on this simple reality, effective teachers grasp the reality that assessment and learning are two COMPLIMENTARY sides of the education process. Therefore, diverse assessment data help reflective teachers' creativity, leading to innovative but reliable instruction and interventions.
The development of common formative assessments through professional learning communities enhance the assessment literacy of involved teachers (Dufour et al., 2008) and mitigate potential bias. Crucially, collaborative teams outperform individual efforts, therefore, "learning not only occurs in teams but endures" (Schmoker, 1999, p. 12). Social cognition theory (Vygotsky, 1979) and the emotional tenor of the school (Reason, 2010) are two factors that help a collaborative team exhibit increased levels of innovation and creativity compared to a single teacher operating within a lonely, isolated classroom. An effective leader does not leave the emotional tenor of a school to chance. Rather, she or he promotes an emotionally positive climate and collaborative culture that highlights sustained learning as monitored through diverse assessments.
Researchers believe deep and meaningful professional development results when staff creatively and reliably DO the work rather than either training to do or planning to do the work (Stiggins, 1999; Pfeffer and Sutton, 2000; Fullan, 2001; Dufour et al., 2008). Therefore, an effective leader enhances the practical application of collaborative assessments and shared data points by ensuring analysis, application, and formation of next steps within an effective professional learning community (PLC) rather than through isolated, autonomous classrooms. An effective school-based PLC relies on the creation and analysis of collaborative assessments, embraces collective inquiry, commits to continuous improvement, and is results-oriented (Dufour et al., 2008).
In summary, an effective school’s decision-making processes shape its learning agenda based on the utilization of both formative and summative assessment data analysis. Common formative assessments are essential (Reeves, 2006) but optimized when developed, implemented, and reviewed through an approach that is systemically engrained by tenets of an effective professional learning community (Schmoker, 2004b; Dufour et al, 2008; Marzano & Waters, 2009). Unlike summative assessments, common formative assessments increase creativity grounded in defined autonomy (Marzano & Waters, 2009). Formative and summative assessment data analysis reliably satisfies the correlate of frequent monitoring and adjustment (Lezotte, 1991). Compared to intuition-fueled beliefs, diverse data analysis based on research, defined autonomy, and effective collaborative practices lead to more informed, reliable solutions that result in sustained success.
To cite:
Anderson, C.J. (September 30, 2018) Considering educational change initiatives: The role of data
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