TESTING ANALYSIS TEAM (TAT)

A PROPOSAL

 

September 17th, 2005

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A Concept Team Mutually Developed by:

Dr. Hector Garcia

Mr. Mark Karadimos

 

Also Available at:

http://www.mathguide.com/research/TAT.doc

 

 

Table of Contents

I

Introduction

1

II.

Memo to faculty concerning a Testing Analysis Team

2

III.

Purpose of the Testing Analysis Team

3

IV.

Timeline of Events

4

V.

Summary

5

I. Introduction

            Federal and state educational departments of education place a growing number of standards on districts and schools.  The standards themselves are being raised from year to year to make organizational change and improvement the ultimate standard for every district and school.

            The standards are based on a reasonable set of statistics.  Broad statistics, like graduation rate, mobility, and attendance, have always been a part of school report cards.  Now, statistics include number of students who compare to national and state averages within reading, writing, math computation, math problem solving, and more.  These statistics are not only shared within educational communities, but they are made public.

            Therefore, the movement toward school improvement is no longer strictly centralized.  School improvement has been placed in the hands of local authorities and the drive is statistics-based.  This is why Dr. Garcia and I are developing a Testing Analysis Team (TAT) to fulfill a certain school's role within the greater school improvement model.

            In its current proposed form, TAT will be a team consisting of four to five people who will analyze data and report to the greater educational community.  The team will be in search of problematic areas found within standardized tests routinely proctored by a certain school.  The team will also brainstorm strategies for instructional improvement and report these strategies to the educational leadership in the educational community.

            The rest of this document exists to outline TAT, in all of its roles and functions.  From its inception to the specifics of yearly goals, the rest of this document will allow the educational leadership to gain a deeper understanding of TAT and how it will benefit a certain school.

II. Memo to faculty concerning a Testing Analysis Team (TAT)

            Dr. Garcia would like me to form a team of 4 – 5 people to analyze ACT, PSAE, and TAP scores.  The purpose of this team is to analyze the data to identify areas of concern and use this information to modify instruction.  Participants on this team will be paid for their participation.

            Interested faculty members must inform me in writing, preferably via e-mail, by -----.  Preference will be given to those faculty members who possess analytical skills related to research of this nature.

III. Purpose of the Testing Analysis Team (TAT)

Vision

            A certain school's faculty members in TAT will use testing information for the purpose of making gains in learning and instruction within the educational community.

 

Mission

            The mission of TAT is multifaceted and includes:

a) using data to identify areas of concern within the learning community,

b) developing strategies to overcome areas of concern,

c) communicating those strategies with fellow educators within the community,

d) assisting educational leaders in making grandiose changes to the educational community,

e) encouraging the use of data analysis throughout the entire educational community.

 

Goals

            The goals will change as time progresses.  The first priority will be to form an effective team.  Then, the team will begin to look at data, analyze it, and brainstorm strategies for improvement in regard to instruction.  Next, it will communicate it to the larger educational community.  The level of improvement as a percentage should be at a minimum constant of 5%/year.

IV. Timeline of Events

I have created a timeline of events for TAT.  They are broken down by year.

 

Objectives for the Year

Year 1

(‘05-‘06)

A. Form an effective team.

B. Identify broad areas of concern that leads to at least 3 or 4 specific areas.  Develop a number of strategies to combat areas of concern.

C. Share findings with educational community and a certain school's leadership.

D. TAT prepares to assist the growth of clusters.

Year 2

(‘06-‘07)

A. Delve deeper into data.  Identify more specific areas of concern, which may or may not include existing areas of concern.

B. TAT looks at data surrounding clusters.

C. Brainstorm strategies to handle concerns.

D. Share information with educational community and leadership.

E. Present information to the Educational Council for purposes of adopting instructional and organizational change.

Year 3

(‘07-‘08)

A. Place TAT within a certain school’s organizational chart in such a way as it sits next to the SIP Committee for purposes of generating specific ideas for change.  SIP and TAT will exist to communicate between each other, present findings to educational leadership and community, and ultimately feed ideas for change to the Educational Council.

B. Identify further areas of concern, including those surrounding clusters.

C. Brainstorm strategies to handle concerns.

D. Share information with educational community and leadership.

E. Present information to the Educational Council for purposes of adopting instructional and organizational change.

F. TAT becomes a permanent committee, firmly rooted in a certain school’s organizational chart.

Year 4

(’08-‘09)

Repeat steps B – E above.  TAT now exists as a role-model committee for departments, small schools, and clusters to follow.

 
V. Summary

            The standards imposed by federal and state departments come to some educators with a great deal of angst.  They claim the statistically-centered standards run contrary to the true nature of education, which is to touch the lives of individuals in order to inspire growth.  Somehow the clam is bent on a perceived clinical nature brought on by statistics.

            However, there is a platform of research to contradict this belief.  Kirkpatrick (1998) is one author who has written many volumes on the benefits of feedback when developing, maintaining, and enhancing training programs.  By examining his works and the works of others, it is clear the opposite belief is actually the case.

            Training programs, in order for them to exist as adaptable modes of instruction, must be based on a set of criteria.  The process forces participants to communicate, measure growth, adapt to changes, and consequently form a healthy organization.  The process is humanistic in nature.

            To understand the importance of a statistically-centered system, one only need reflect on the practice of medicine.  If it did not adopt such a model, we may still resort to using leeches for curing all types of illnesses or using thalidomide to increase fertility.  What may appear to be good practice is not always effective.  In fact, in the case of thalidomide, there are certain practices that are quite harmful.

            A statistically-centered system is humanistic.  It allows practitioners within education to make decisions not based on their own preferences, but on performances that either make gains or not make gains in critical performance areas.  A statistically-centered system weeds out bias and invites practitioners to experiment for the overall well-being of all participants.

            The Testing Analysis Team outlined within this body will meet the demands and enjoy the benefits of a statistically-centered process.  I invite all members of the educational community to reflect on this body for the purpose of instituting it at a certain high school.

 

Kirkpatrick, D. (1998) Evaluating Training Programs.  2nd Edition. Berrett-Koehler Publishers, Inc.