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Data Analysis for Subgroups of Students
- 1. DATA ANALYSIS FOR SUBGROUPS OF STUDENTS
- 2. © Relay Graduate School of Education. All rights reserved. 2 AGENDA OBJECTIVES Agenda and Objectives • Teaching Context • Data Analysis for All Students • Data Analysis for Subgroups of Students • Data Analysis for One Student Compare examples of a written teaching context to determine characteristics of a strong submission Identify requirements for academic analysis in the Data Narrative Compare various graphs, charts, and tables to determine best practices for displaying student data Compare various summaries and explanations to determine best practices for describing student data Describe relationships between various measures of student performance
- 3. © Relay Graduate School of Education. All rights reserved. 3 Subgroups: Rubric & Assessment Template This is in your Handout
- 4. © Relay Graduate School of Education. All rights reserved. 4 Read Kip’s Subgroups Section. Consider Questions Below. 1) What is one strong feature of the research questions Kip chose? 2) What is one strong feature of the rationale for the research questions that Kip wrote? 3) What is one strong feature of Kip’s disaggregation and analysis?
- 5. Click ahead when you’ve read the appropriate section of the Sample Data Narrative
- 6. © Relay Graduate School of Education. All rights reserved. 6 Strong Features of the Research Questions? 1) Research questions are minable—he can thoroughly explore this question 2) Research questions are crisp— they are succinct and easy to understand 3) Research questions are meaningful—there is a rationale for why I should care
- 7. © Relay Graduate School of Education. All rights reserved. 7 Strong Features of the Rationale for Research Qs? 1) Rationale is clear—it uses everyday language and directly addresses the research question 2) Rationale is compelling—it is written from a perspective of “the answer to this question matters”. 3) Rationale leaves the reader eager to review the analysis
- 8. © Relay Graduate School of Education. All rights reserved. 8 Strong Features of Disaggregation and Analysis? 1) Analysis is clear—the framing and sequence of the analysis is easy to follow 2) Analysis is compelling—it digs deep to address the research question (even if he hits some walls) 3) Analysis is correct—the data, the inference, and the final take-away are right
- 9. © Relay Graduate School of Education. All rights reserved. 9 Why Does the Rubric Say “Address,” not “Answer?”
- 10. © Relay Graduate School of Education. All rights reserved. 10 Why Does the Rubric Say “Address,” not “Answer?” We want you to clearly, compellingly, and correctly address the question. The aim here is not to “answer” a simple question. The aim is to “address” a minable question.
Editor's Notes
- Say: Here we are in the agenda… Before we move on, take a moment to flip to the last page of the IH. Jot down any questions you might have for your faculty advisor now. Note: This is optional to include, but is a good idea especially if you’re teaching in a large group.
- Say The next part of the data narrative is the “Subgroup of Students” section In this section, you will ask and answer two research questions about subgroups of your class. Give G/S’s 30 seconds to read through the rubric and the assessment template. Ask / Turn and Talk What is required in this part of the Data Narrative? Review That's right, the "Subgroups of Students" section should do this twice: Define the research question guiding the analysis Provide a rationale for the research question Address the research question with a disaggregation and analysis
- Here are the three things to look for when you review this section: 1) What is one strong feature of the research questions Kip chose? 2) What is one strong feature of the rationale for the research questions that Kip wrote? 3) What is one strong feature of Kip’s disaggregation and analysis? We’re going to take 5 minutes to read these 5.5 pages. Do: Professor will circulate with a clipboard and identify Grad Students who have answered the questions and can be a warm-call to discuss whole-class, and then call on those people to describe what they found (suggested - award them raffle tickets for participating to award a grand prize at the end).
- Ask What were some of the strong features of Kip’s research questions? Wait Time + Warm Call Review: (See Slide) Summarize by saying the research questions are minable, crisp, and meaningful. We already saw this previously in session #5, when we competed in the research question matchup.
- Strong features of the rationale for the research questions? Ask What were some of the strong features of Kip’s rationale for his research questions? Wait Time + Warm Call Review: (see slide) Summarize by saying the research question rationales are clear and compelling, leaving the reader eager to review the analysis. This is exactly what is matched to the rubric description for this strand.
- Ask What were some of the strong features of Kip’s disaggregation and analaysis? Wait Time + Warm Call Review: (See Slide) Hopefully people will share ideas that align to the rubric, given that they saw these characteristics described against the rubric with the rationale for the research questions. "Note that the clear piece is also tied to the layout/design. Kip presents a professional response to his research question. He does a nice job of formatting his layout and using adult vocabulary with solid sentence structure. Note that the compelling piece is tied also to the thoroughness. A non-exhaustive answer is not compelling. If the author is not compelled to address the question, the reader will not be compelled by the analysis." Note that the correct piece is tied to more than just the displays and the data – it’s also tied to the inference and final take-away. Let's talk for a minute about Kip's first research question, in which he explores performance trends for students starting at/above grade level vs. below grade level. Now, Kip catches an important point when looking at his first research question about readers at/above vs. below grade level. There was no variation at the aggregate level, but some variation when he dove deeper. Still, the sample turns out to be fairly small and tough to analyze. Notice that Kip doesn't need to retroactively impose a new research question on his situation. That would be like the Chantix guy lying to us about the target weeks for when to measure 'quitedness'. Take a look at the rubric for a second. The word 'address' is used deliberately, instead of 'answer'. Kip can't answer his research question, but he clearly, compellingly, and correctly addresses the question. Summarize by saying the analysis is clear, compelling, and accurate. Again, this is exactly what is matched to the rubric description.
- The word 'address' is used deliberately, instead of 'answer'. Kip can't answer his research question, but he clearly, compellingly, and correctly addresses the question.
- The word 'address' is used deliberately, instead of 'answer'. Kip can't answer his research question, but he clearly, compellingly, and correctly addresses the question.