Data Analysis: for the Student and Teacher

Data Analysis: for the Student and Teacher Erin Appling

What is Data Analysis Evaluation of student understanding on specifically aligned questions to student expectations. This particular form allows a grouping of questions to SE for clear evaluation and discussion supporting the PLC model. Additionally, provides the critically thinking piece in a “no-pressure” setting. (student analysis)

When would I use this With any common assessments More often used after a formative assessment Great for pre-assessment to guide teaching All contents and grade levels with SE’s or common themes

Time……… And ANOTHER Task Time is precious! This will at first take you a day to set up the spreadsheet in planning and a day for your students to go over their data. Many of you have days built in for this in your curriculum. If used correctly you will be able to save time in the long run on re-teach, redo, teaching what students already know, digging to find misconceptions because the students thoughts become visible.

Data Analysis Provides Enables both student and teacher awareness Guides focused learning or re-teaching Great to hold conversations during PLC Student Accountability A visible understanding of what a student is thinking while working through the question.

WHO does this REALLY help? TEACHERS: Further instruction Future Lessons Guidance of learning gaps Set up of “watch students” EASIER tutorials Students thoughts become transparent STUDENTS: Accountability Focus Clarity on WHY How do I improve? Explain exact area of struggle (charts, graphs, vocabulary, content reading)

Differentiation In a perfect world we are able to help our students succeed in their personal areas of weakness and increase their areas of strength. The perfect world is here… Data analysis helps us to create small groups and provide the direct instruction students need. This analysis helps teachers to focus small groups thus creating a “perfect world” environment.

Current Users….. Helps me to understand what the students were confused about, sometimes it was a word that was never taught: conclusion. Students said: I like to be able to redo my test like this instead of answer more questions. I can use this quickly to group my students for re-teach on certain expectations. The form takes some time to set up, but the kids all see where they need to improve and they can see growth over time.

Set Up Group questions by standard (do not do this on test) Write out complete standard Problem Number “red/green” column What did I NOT understand? (vocabulary, picture, graph/chart, rework problem space) Keeping all of our data analysis sheets similar will promote consistency and efficiency. Merge of cells in word or in Excel

Completed Form

Students in Action This clip is from the second assessment, students display a connection between SMART goals and their own data analysis. https://webmail.birdvilleschools.net/owa/redir.aspx?C=d1f6f224217349d2ac27dd6097947913&URL=http%3a%2f%2fwww.youtube.com%2fwatch%3fv%3dPkWaXMlhf-E%26feature%3dyoutu.be

Now What? Use the information from data sheets to show areas of focus. Reteach: whole class or small groups Redo: embedded into the data sheet OR focused tutorials based on low SE (small groups or days) Reassessment: Problem attic, focused questions, solely based on low SE

FAQ How much time does this take to set up? How will this work for my regular vs P(AP) classes What if I have too many SE or not enough per assessment? How does this REALLY help my students? Short and Long Term

Data Analysis: for the Student and Teacher