Data Assessment Module 5

Link to the spreadsheet

Analysis and Interventions:

When looking at the data, there are a few standards that need to be retaught. McKenzie (2014) would identify this as a "pattern of need" because standard M:01:NO:6.4 was missed by all but one student (as cited by Logan, 2014, para. 3). It would be a good idea to reteach this standard to the whole class. If she wanted to differentiate she could have the one student who exceled on the standard move ahead by providing an alternate activity for her.

Standards M:02:GM:6.6 and M:03:FA:6.1 were missed by 58% of her class, so it would be wise if she revisited this standard with the students who missed it. Again for the students who exceled on this standard, she could provide an alternate activity for them. Another option would be to assign one of the students who exceled with one of the students who missed the question as a learning partner. She could pair these students up to work on an activity that revisited those standards.

When looking at the student's scores, 50% of the class scored proficient with a 70% or higher while the other half scored not proficient with a 60% or below. She could create stations that meet the needs of all of her learners and pair the students up by ability. There are six students who scored proficient, so she could divide them up into groups of three. This is the same for her struggling learners. Each station could assess specific standards and the students would have to rotate through the stations.

Upon further evaluation I noticed that two of her struggling learners missed the exact same standards, so she might want to verify that there was not any cheating as well as provide necessary supports for those two students, Zamsung and Zhield. A site like yhomework  might be a helpful resource for them to use a study and practice aid. She might also want to create a quizlet over the standards missed by most of her students.

If she has an RTI or MTSS teacher it would be wise of her to share this data with them, so they can help her reach those students needing extra supports ("Helping Teachers to Structure," n.d., para. 1). In order to have an accurate baseline for her students "the teacher should collect 3-5 data-points prior to starting the intervention to calculate the student’s baseline, or starting point, in the skill or behavior that is being targeted for intervention ("Helping Teachers to Structure," n.d., para. 4), so I would recommend that she uses formative assessments often to gather the baseline ability for all of her students for the standards she is assessing.

While Alber (2011) encourages teachers to share the results of state tests with students to come up with goals, I would recommend this teacher to do the same with her baseline assessments of where students are in regards to the standards (para. 11). This would allow students to see what they are deficient in and reflect on how they can master the standards.

TOOLS 5.3

I liked using Google sheets because it is easy to use and is similar to excel. I feel it's strength is that it is a lot like excel; however, it does not have all the capabilities that excel has. One of the main draw backs I had with using Google sheets was when I was collecting data for action research, I was not able to select two cells and input an equation for both of them. I did not need to do this for the data assessment assignment, thankfully.

Adding color to the sheet, helped me to pinpoint areas of interest or patterns within the standards and students knowledge of them. I was able to identify that all but one student missed question 6, which is a standard that would need to be retaught.

I think Google docs, sheets, presentation, etc all lend themselves to the functionality of the classroom. For example, since I use the standards as the assignments within the gradebook, I needed something to keep track of the lessons my students were completing that I use as formative assessments. I turned to Google sheets to do this. The link to the sheet is on my website for easy access for my students. They can go to this sheet and see if I have marked them as passing their formative assessments or if I need to visit with them for one-on-one re-teaching. Google Sheets allows me to keep track of what my students have completed as well as provides them with the feedback they need to progress to my summative assessments.

As I stated in my earlier post over data assessment, I would recommend the teacher to use Quizlet with her students as a study aid for the standards the students are struggling with. Quizlet allows teachers to create flashcards and games that students complete over a vocabulary the teacher inputs. I use Quizlet and have embedded falsh cards and games for students to complete within my website.

Another Web 2.0 tool I recommended was yHomework. This tool allows students to input an equation and then the site will solve it two different ways. This should only be used as a study aid for students who need to see the visual steps again.

Another cool Web 2.0 tool she could use is Pixel Press "Floors" which allows students to create a game using graph paper and then to actually play the game. She could have students create equations and then create games that meet those equations in order to demonstrate their understanding of the math standard.



References:

Alber, R. (2011, December 6). Three ways student data can inform your teaching. Retrieved  
     December 15, 2014, from Edutopia website: http://www.edutopia.org/blog/
     using-student-data-inform-teaching-rebecca-alber

Helping teachers to structure their classroom (tier 1) data collection. (n.d.). Retrieved December
      15, 2014, from Intervention Central website: http://www.interventioncentral.org/
      response_to_intervention_structuring_teacher_data_collection

Logan, L. (2014). 5 ways to use data to improve your teaching. Retrieved December 15, 2014, from
      Amplify website: http://www.amplify.com/viewpoints/5-ways-to-use-data-to-improve-your- 
      teaching