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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

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Presentation Transcript
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?

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

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?
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 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 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