Analysis of Data
Having used an organized method to sort the student data, it is clear to see what students are struggling, what students are excelling and where the teacher could improve strategies in specific areas.
To begin, questions 3, 5 and 6 stood out to me most. For these three questions less than 50% of the students got the answer correct. A mere 8% (one student) got question 6 correct which was based on standard M:01:NO:6.4 (Accurately solves problems involving single or multiple operations on fractions (proper,improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple).
There were also four students who stood out based on the percentage of questions they got correct or standards they met. These students were Zoran, Zyntar, Zhield, and Zamsung. Both Zoran and Zyntar got 40% of the questions correct and both Zhield and Zamsung got 30% of the questions correct. This is a possible indicator to me that intervention may be necessary for these particular students. Also, factors such as seating arrangements and small groups should be considered using this data.
It is clear that Zucy excelled at the assessment and is meeting almost all the standards. The teacher should investigate some ways to challenge Zucy during class. Seeing that they did so well on the assessment, they are probably more independent in their learning and could benefit by moving ahead while the teacher works with the other students. Online math centers such as Noetic Learning, allow for gifted students to challenge themselves at their own pace. Khan Academy is also another online center where Zucy could move forward independently all while the teacher monitors his/her progress.
Overall, this data gives the teacher a clear understanding of where she/he may need to improve their teaching strategies. It also serves as a guide to differentiate the content for the students who are understanding the concepts and those who are not. After completing the assignment, it is clear to me how important it is to organize data for teachers to read in ways that are understandable. So often we are thrown data sets and information that we do not understand due to a lack of training. If this is the case, then why are we collecting the data in the first place? Teachers must be comfortable in how to read, interpret and analyze the data.
I think that you had a similar thought process to me when making your table. I looked at anything that scored below a 60% though because anything below that is considered failing in our district so that was the benchmark I set mine up for. It did definitely give a clear indication of which students were struggling overall as well as if there was a specific standard/question that all the students struggled with. That helped when thinking about how to create the groups. It would have been interesting to see what the questions and answer options were so that there could be an analysis of the questions as well. I find at times that the question wording can sometimes be the issue.
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