LINK to data.
The Data Assessment tool that I used was Google Docs spreadsheet. The great part about this tool was that I was able to show data both horizontally and vertically. Vertically I showed how each student did on each question or standard and then their overall performance. I did this by putting their answer in black if it was right and in red if it was wrong. Horizontally it showed how each student did on each specific standard and then how the class did on each standard. In another table I was able to show two groups of students. I listed the students who passed the standard in black and then students who failed the standard in red. This is beneficial to have with the first chart because it is a more visual to see which standards the students did or did not do well on, rather than just looking at percentages. This visual is so effective because of the use of different colors. By putting wrong answers in red it's very easy to identify problem areas for each student and for groups of students. This saves time for the teacher and makes it easier for decision making.
The disadvantage of this tool is that any new analysis or data has to be created one by one. The teacher would have to create the new charts for each new assessment. Ideally the assessment and the display of the data can be linked together. Programs like Scantron do this for you. Our school bought Scantron for our larger assessments and the program can give you an analysis of how each student did on each standard or how the classes did on each standard and much more. It can even do this if there are multiple questions addressing one standard. We all use this and have meeting based on our results. This is a great way of applying Web 2.0 tool functionality to authentic classroom and school-wide scenarios.
It is great that this teacher is looking for help to analysis their student's performance. "As always, teachers should use the data to monitor and evaluate their own personal teaching performance, looking for key trends that identify where they may need assistance from others to help improve their craft." (Module 5) When looking at the second chart it's easy to see that all but one student got question 6 wrong and then conversely that all students but one got number 7 right. This should tell the teacher that the standard for question 6 needs to be taught to the whole class again, while the question for standard 7 can be taught to that one student outside of class and they are the only one who needs it. You can also see that questions 3 and 4 are almost a 50/50 split and that most of the students are in the same group for both. The teacher could therefore group the students who got both together and give them a more difficult task on the material and the other students a more remedial task, or the teacher can group a student who is proficient with one that is not and have them all complete a similar task that is structured so that the stronger students helps the weaker student learn the standard. I would suggest trying both methods as the teacher should go over standards 3, 4, 5, 6, 8, and 9, in class since so many students were not proficient in them. Standards1, 2, 7, and 10 I would suggest going over before or after school with the specific students who are struggling with them.
Resources:
Module five: Reaching All Students (n.d.). Retrieved December 21, 2014 from https://bb.snhu.edu/bbcswebdav/pid-4766913-dt-content-rid-9925253_1/courses/EDU-641-15TW2-MASTER/EDU-641-14TW4-MASTER/edu_641_module5_overview.pdf
| Students | RED=WRONG | BLACK=RIGHT | |||||||||||
| Question/Standard | Zoran B. | Zyntar. C | Zup. C | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zhield H. | Zorelda L. | Zamsung K. | Zucy S. | Zon D. | Percent Correct |
| 1-M:01:NO:6.2 (S) | D | A | C | C | C | A | C | C | C | C | C | C | 75% |
| 2-M:02:GM:6.3 (S) | B | C | D | D | D | D | D | D | D | D | D | D | 83% |
| 3-M:02:GM:6.6 (S) | D | D | D | B | B | B | B | C | D | D | B | C | 42% |
| 4-M:02:GM:6.7 (S) | B | C | C | D | C | B | C | D | C | D | C | C | 58% |
| 5-M:03:FA:6.1 (S) | D | C | D | D | A | C | C | D | A | B | C | C | 42% |
| 6-M:01:NO:6.4 (S) | D | A | C | C | A | A | A | D | B | D | A | A | 8% |
| 7-M:03:FA:6.2 (S) | B | D | B | B | B | B | B | B | B | B | B | B | 92% |
| 8-M:03:FA:6.3 (S) | C | B | D | C | C | C | C | B | C | B | C | C | 67% |
| 9-M:03:FA:6.4 (S) | D | D | D | C | D | D | A | C | D | C | D | C | 58% |
| 10-M:04:DSP:6.2 (S) | C | C | D | C | C | C | C | D | C | A | C | C | 75% |
| SCORE | 40% | 40% | 50% | 60% | 80% | 70% | 80% | 30% | 80% | 30% | 90% | 70% | |
| Standard | Passing Group | Not Passing Group | |||||||||||
| 1-M:01:NO:6.2 (S) | Zup. C | Zancy D. | Zinvis E. | Zirii G. | Zhield H. | Zorelda L. | Zamsung K. | Zucy S. | Zon D. | Zoran B. | Zyntar. C | Zuitar F. | |
| 2-M:02:GM:6.3 (S) | Zup. C | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zhield H. | Zorelda L. | Zamsung K. | Zucy S. | Zon D. | Zoran B. | Zyntar. C | |
| 3-M:02:GM:6.6 (S) | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zucy S. | Zoran B. | Zyntar. C | Zup. C | Zhield H. | Zorelda L. | Zamsung K. | Zon D. | |
| 4-M:02:GM:6.7 (S) | Zyntar. C | Zup. C | Zinvis E. | Zirii G. | Zorelda L. | Zucy S. | Zon D. | Zoran B. | Zancy D. | Zuitar F. | Zhield H. | Zamsung K. | |
| 5-M:03:FA:6.1 (S) | Zyntar. C | Zuitar F. | Zirii G. | Zucy S. | Zon D. | Zoran B. | Zup. C | Zancy D. | Zinvis E. | Zhield H. | Zorelda L. | Zamsung K. | |
| 6-M:01:NO:6.4 (S) | Zorelda L. | Zoran B. | Zyntar. C | Zup. C | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zhield H. | Zamsung K. | Zucy S. | Zon D. | |
| 7-M:03:FA:6.2 (S) | Zoran B. | Zup. C | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zhield H. | Zorelda L. | Zamsung K. | Zucy S. | Zon D. | Zyntar. C | |
| 8-M:03:FA:6.3 (S) | Zoran B. | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zorelda L. | Zucy S. | Zon D. | Zyntar. C | Zup. C | Zhield H. | Zamsung K. | |
| 9-M:03:FA:6.4 (S) | Zoran B. | Zyntar. C | Zup. C | Zinvis E. | Zuitar F. | Zorelda L. | Zucy S. | Zancy D. | Zirii G. | Zhield H. | Zamsung K. | Zon D. | |
| 10-M:04:DSP:6.2 (S) | Zoran B. | Zyntar. C | Zancy D. | Zinvis E. | Zuitar F. | Zirii G. | Zorelda L. | Zucy S. | Zon D. | Zup. C | Zhield H. | Zamsung K. |
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