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(NEW) Making Data Manageable

Assessment

Modules

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Introduction

Introduction 1:25

Data Overview

A Brief Overview of the Data Movement 3:41

Using Data to Benefit Students 4:09

Data in the Art Room 6:36

Collecting Data

Collecting Formative Data 2:53

Collecting Summative Data 6:24

Recording and Tracking Data 6:05

Interpreting Data

Individual Student Data 3:33

Class and Group Data 4:34

Applying Data

Identifying Areas of Need 4:20

Adjusting Instruction 3:23

Demonstrating Growth with SLOs 10:49

Conclusion

Conclusion 0:53

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  • About
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(NEW) Making Data Manageable

3 PD Hours

  • 1 Learn how to leverage data to get what you and your students need.

  • 2 Explore a variety of data collection methods that are tailored to the art room.

  • 3 Discover how to craft an art-specific SLO for your professional evaluation.

Contemporary education has been dramatically affected by the data movement. Whether it is professional evaluations, school improvement plans, or standardized test scores, data has become a significant part of the educational landscape. However, the regular inclusion of data can sometimes feel intimidating and unrelated to regular art room practices. Crack the data code! Join arts administrator Nick Gehl as he explains how to use data in a meaningful and manageable way to benefit your art program.


Connected Professional Art Educator Competencies
ASSESSMENTFormative
2.1 Utilizes formative assessment strategies to guide student learning

Summative
2.4 Monitors and tracks students’ learning
2.5 Designs student assessments aligned to learning goals
2.6 Makes use of summative assessment for evidence of learning

Nick Gehl

Nick Gehl

High School Art Administrator and PRO Facilitator

Nick Gehl is currently the Department Chair of Fine Arts at Evanston Township High School in Illinois. He is interested in enhancing the student experience, staff development, and leadership in the arts. He holds a bachelors degree in Art Education and masters degree in Educational Leadership.

Discussion

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Resources

https://theartofeducation.edu/content/uploads/2019/11/62.2_PurposefulDataCollection.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_FormativeVsSummativeData.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_10WaysCollectFormativeData.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_10WaysCollectSummativeData.pdf
https://theartofeducation.edu/content/uploads/2019/12/62.2_StudentDataTracking.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_PredicatbleDataPatterns.pdf
https://theartofeducation.edu/content/uploads/2019/12/62.2_StudentSurvey-2.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_UnderstandingSLOs.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_StudentGrowthInArtModels.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_StudentGrowthInArt19SLO.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_StudentGrowthInArtGoals.pdf
https://theartofeducation.edu/content/uploads/2019/11/62.2_StudentGrowthInArtDataCollectionChart.pdf

Links

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