Ddi and assessments in mathematics analyzing and tracking data
This presentation is the property of its rightful owner.
Sponsored Links
1 / 36

DDI and Assessments in Mathematics: Analyzing and Tracking Data PowerPoint PPT Presentation


  • 73 Views
  • Uploaded on
  • Presentation posted in: General

DDI and Assessments in Mathematics: Analyzing and Tracking Data. At the K-5 Level May 15, 2014. Session Objectives. Be able to describe what to look for when analyzing student work for a Common Core-aligned assessment Be able to create a data tracker for assessments

Download Presentation

DDI and Assessments in Mathematics: Analyzing and Tracking Data

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Ddi and assessments in mathematics analyzing and tracking data

DDI and Assessments in Mathematics: Analyzing and Tracking Data

At the K-5 Level

May 15, 2014


Session objectives

Session Objectives

  • Be able to describe what to look for when analyzing student work for a Common Core-aligned assessment

  • Be able to create a data tracker for assessments

  • Develop questions that drive data-analysis meetings around Common Core-aligned assessment data


Agenda

Agenda

  • Introduction

  • Warm Up: Review of Assessment Design

  • Looking at Student Work

    • Examples

    • Time with work you brought

  • Tracking Student Work

  • Leading a Data Meeting with Questions

  • Q & A


Introduction

Introduction

  • Part I: Assessment (February)

  • Part II: Analysis* (May)

  • Part III: Action (July)


Analysis is hard

*Analysis is hard.

  • We don’t want to “granularize” content…

    …butwe have to do something to look

    “under the hood”

  • We want our students engaged in rich tasks…

    …butwe want to dig into the work

    associated with the tasks to learn specifics about

    what our students know and can do

  • We don’t want to put rigor in silos or to create a “checklist” for rigor…

    …but we want usable information about

    how are kids are doing with respect to the

    demands of the Common Core


Warm up review of assessment design

Warm Up: Review of Assessment Design

1. What makes this assessment Common Core-aligned?

2. Critique this. How could it be improved?


Review what two things make a great common core assessment

Review: What Two Things Make a Great Common Core Assessment?

1. Balance of rigor

2. Variety of levels


Think aloud

Think Aloud…

  • I knew some of my students were functioning below grade level, so I used the NF domain heading to locate similar understandings at the 3rdgrade level. This drove instruction for my unit and allowed for more differentiation.

  • I tried to vary performance level using PLDs by mixing identifying equivalent fractions and generating equivalent fractions.

  • I tried to include a variety of prompts/question types that would offer a balance of rigor. This drove instruction for my unit and ensured a balance of rigor throughout the unit.


Examine sample assessment

Examine Sample Assessment

First Focus Question: “Imagine looking at some student work associated with this assessment.

What kinds of errors do you think you’d see?

What would these errors reveal about students?”


Looking at student work

Looking At Student Work

Second Focus Question: “Look at the work from Caitlin and Truman.

What kinds of errors do you see?

What do these errors reveal about students?”


This evening s two big ideas

This Evening’s Two Big Ideas:

Analyze student work based on:

1. The grade level standard(s) being measured

2. The type of error, viewed through a rigor* lens


Rigor means different things to different people

*Rigor Means Different Things to Different People

  • Procedural

  • Conceptual

  • Application


Caitlin

Caitlin


Caitlin1

Caitlin


Caitlin2

Caitlin


Caitlin3

Caitlin


Truman

Truman


Truman1

Truman


Truman2

Truman


Truman3

Truman


Summary

Summary

Notice:

1. The grade level standard(s) being measured

2. The type of error, viewed through a rigor* lens


Activity

Activity

  • Spend some time with student work that you brought.

    • What standards are being measured?

    • What types of errors are being made?


How do we track data

How Do We Track Data?


Tracking the class

Tracking The Class


Each item through multiple lenses

Each Item, Through Multiple Lenses


Useful disaggregation

Useful Disaggregation


Useful disaggregation1

Useful Disaggregation


Possible modifications

Possible Modifications

  • Break down data to show strategies employed (e.g., table, equation, picture)

  • Break down P, C, A further (e.g., “P – Division of fractions”)

  • Include other “lenses” (e.g., vocabulary, writing)

  • Also tag items at performance levels, using PLDs

  • Tag items to more than one standard


Using questions to lead data meetings

Using Questions to Lead Data Meetings

“Bambrick Model”—Based on Paul Bambrick-Santoyo’sDriven By Data

We’ll look at:

  • “Pre-Cursors” (what happens before a data meeting)

  • “Conversation Starters and Re-Directors” (what happens during a data meeting)

    $64,000 Question:

    How might these look different using

    a Common Core-aligned assessment?


Pre cursors

“Pre-Cursors”


Pre cursors1

“Pre-Cursors”

  • How would we prepare differently for a Common Core assessment meeting?

    • What different activities would we ask teachers to do?

    • What different questions would we pose?


Conversation starters re directors

“Conversation Starters & Re-Directors”


Conversation starters re directors1

“Conversation Starters & Re-Directors”

  • What would be different during a Common Core assessment meeting?

    • What different activities would we ask teachers to do?

    • What different questions would we pose?


This evening s two big ideas revisited

This Evening’s Two Big Ideas, Revisited:

  • Analyze student work based on

    1. The grade level standard(s) being measured

    2. The type of error, viewed through a rigor lens


Session objectives1

Session Objectives

  • Be able to describe what to look for when analyzing student work for a Common Core-aligned assessment

  • Be able to create a data tracker for assessments

  • Develop questions that drive data-analysis meetings around Common Core-aligned assessment data


Thanks

Thanks!

  • Q & A


  • Login