Q1) When I am teaching in the future, I am going to explain “data informed decision making” in three ways: what “data informed decision making” is , ways it can be used and ways it improves students. First I would tell my future colleague what “data informed decision making” is. I would say that it is “a set of expectations and practices around the ongoing examination of data to ascertain the effectiveness of educational activities to improve outcomes for students.”(Means 1) To put it in a simpler way, it is making choices on actions in your class based on data, whether that be test results or studies. Examples of these could be case studies, that compare classrooms/schools/districts to other classrooms/schools/district.
To explain ways that it is used, I would also go into the framework for making a Data Informed Decision. I would go through the five main points that it hits: Reflect, Plan, Implement, Assess, and Analyse. Going into more detail, the first part of the framework is reflect. Whoever is making the
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Something that you have instilled in my mind is that you should not give an assessment with planning on making a decision on the results. There is no reason and you should not be giving an assessment or an assignment without having planned to make a decision on it because then you are just wasting the students time while they are taking the assessment as well as your time as you grade this useless assessment. As stated in Chapter two, teachers should be giving “Decision-Driven Assessments.” Before every assessment that you want to give your students, you should sit down and think about what decision that this assignment is linked to. The information that the assessment produces should give teachers exactly what decision to make regarding the specific decisions that is in
The data collected was the duration of scheduled and actual work hours per shift which was calculated and aggregated per nurse and per week. A shift a RN worked was classified as an overtime shift if the actual working hours were longer than the scheduled hours. We also analyzed the associations between errors (or near errors), work hours, and overtime. Regression models were performed to assess if working more than twelve hour shifts would increase the probability of making one or more errors (or near errors) in a week long period.
I don't agree that we should evaluate all facts and data before making decisions. It is not possible to evaluate all fact and relevance of data for most of time. It will be very time-consuming. It is also hard to gather
Assessment is defined in the Merriam – Webster Dictionary as “the act of making a judgement about something” and thus connotes a worthwhile activity based on sound, careful thought. In Education, assessment has been variously defined as “any systematic method for obtaining information from tests and other sources, used to draw inferences about characteristics of people, objects or programs” (AERA, APA, & NCME, 1999, p.172); “any purported and formal action to obtain information about the competence and performance of a candidate’ (Schuwirth & van der Vleuten, 2014. p.243). Generally, assessment has three purposes. First, to determine what students do and do not know,
The combinational development of databases and AI machines that bring the new technology called as discovery in databases, The overall fields of science that discover machine learning, data visualization, knowledge recognition, computing on high performance, and expert systems but the main thing in it is data selection, data pre-processing, data converting, data mining explanation and evolution of knowledge while the data mining is the steps of knowledge discovering and is the most important one.[2]
What tools are available to assist teams in making a decision? In addition to creating an environment for effective decision making and reaching consensus on methods for making decisions as a team, there are tools that can assist teams in formulating and reaching decisions. Many of these tools were developed in the 1990s as companies working on improving quality and introducing self-managed team into the workplace. In decision-making there are many different decision-making models to assist us along the way. One thing with every decision- making model there are several decision-making tools needed to help narrow down the amount of information to only the ideas that are relevant to the decision at hand. In this paper we are going to examine one of the many different decision-making tools that can assist us in this process. The specific decision-making tool we shall discuss is for team-based decisions.
Students are being tested on elements that were seen on their pre-test. More specifically, the students are being tested on elements of the pre-test that they did not score well on. After more than four weeks of instruction on these elements, this assessment will project the evidence of student learning in regard to five specific learning goals. I will collect this data by having students complete the test with their answers for this assessment. By using a multiple choice test, students can receive immediate feedback on their assessment because a machine automatically tabulates correct and incorrect answers as the test is fed through the machine. My rationale for this data-collection method is based on the fact that it provides immediate feedback to the students and myself. Quick turnaround is essential when evaluating the evidence of student
Lastly, the greatest tool we can give to our children and students is the ability to be a good decision maker. The ability to make good decisions does not happen overnight. Children have to be given choices. Starting with deciding between one piece of candy and another, and then working up from there. Some people may seem to have been born with this unique gift, but in truth, people have to be taught to weigh the pros and cons of a situation before taking action. They have to practice this process routinely. Controlling one's impulsive-decision behavior and patiently working a problem through to a sound conclusion takes years of conditioning one's minds. We, as teachers and parents, have thirteen years of school to aid children in learning this important lesson. I say, "Let's get to work".
The journey of my decision analysis learning process has been a roller coaster ride. While I enjoyed reading, understanding and learning about the various methodology and aspects of decision analysis, I also find myself stressed, frustrated and ready to give up. For me, the concept about what is decision analysis, the utility of decision analysis, and the topics on decision bias, ethics, complexity and controversy of decision analysis make sense to me as I understood what they are and how they can impact a decision making process. Quantitatively, while I enjoy experimenting and learning the R, Rattle and Excel Decision Tree Plan, statistically, I am frustrated as I am unable to come up with the correct answers when it comes to the quantitative models and calculations such as the probability matrices, binomials, conditional probability, and Markov modeling. Learning the functionalities and seeing an outcome from the R software and knowing what an excel can do to a set of data is intriguing yet exciting to me,
According to Grevells (2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent, accessibility, detailed, earned and transparent. Think about these theories and principles of assessment I designed my assessment strategies. For example, in my teaching practice I use assessment strategies resembling to
Companies have transformed technology from a supporting tool into a strategic weapon.”(Davenport, 2006) In business research, technology has become an essential means that many organizations use in their daily operations. According to the article, Analytics is a major technological tool used. It is described as “the extensive use of data, statistical and quantitative analysis, explanatory and predictive models, and fact-based management to drive decisions and actions."(Davenport, 2006) Data is compiled to enhance business practices. When samples are taken, they are used to examine research and understand how to solve problems or why situations are as they are. Furthermore, in this article, Thomas Davenport discusses analytics from a business standpoint. He refers to organizations that have been successful in their usage of data and statistical analysis. In addition, he also discusses how data and statistics can be vital in the efforts to improve the operations of businesses.
Getting accurate information for taking decisions is only possible when communication is proper. The decision maker should be aware of all the positives and negatives of taking a decision and that is possible only when there is good communication.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
DSS may provide support to all phase of the decision-making process and to all managerial levels, both for individuals and groups. DSS is designed to support complex managerial problems that other computerized techniques cannot. DSS is user-oriented, utilizes data and frequently models. DSS can improve the effectiveness of decision-making, decrease the needd for training, improve management control, faciliate communication, save effort by the user, reduce costs and allow for more objective decision making. DSS can be used to support individuals or it can be used to support decisions made by groups
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.