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Tracking Progress
- 2. Once we’ve got the first round of assessment data, what should we do with it?
- 3. © Relay Graduate School of Education. All rights reserved. 3 Interrogate it! https://upload.wikimedia.org/wikipedia/commons/4/49/Ryan_Lochte_cropped.jpg
- 4. © Relay Graduate School of Education. All rights reserved. 4 Let’s look at a set of data from a quiz. 1. A magazine weighs 188 grams less than a newspaper. The weight of the newspaper is shown below. How much does the magazine weigh? Place your answer here: ______________________ 2. On the first day of their trip, the Knox family drove 348 miles. On the next day they drove 477 miles. How many miles did the Knox family drive? ¡ 129 miles ¡ 725 miles ¡ 815 miles ¡ 825 miles 3. Which of these statements is FALSE? ¡ 302 + 259 = 397 + 164 ¡ 763 — 82 = 530 + 151 ¡ 783 — 398 = 266 + 129 ¡ 294 + 257 = 939 — 388 4. What number should be placed in the box to make the below statement true? 93 + = 117 Place your answer here: _____________________ 5. Type of Dog Weight (in lbs) Akita ____ lbs. Great Dane 142 lbs. Pitbull 63 lbs. Shih Tzu 12 lbs. Whippet 30 lbs. 6. A giraffe baby weighs 86 kg less than her mother. The weight of the mother giraffe is shown below. How much do the baby giraffe and the mother giraffe weigh together? Newspaper 404 g Mother Giraffe 201 kg
- 5. © Relay Graduate School of Education. All rights reserved. 5 The average is 78% overall.
- 6. So the average is 78% overall. But what is the average if we look at the results without the lowest- scoring question or lowest- performing students?
- 7. © Relay Graduate School of Education. All rights reserved. 7 What’s in a Number? 78% average across all items
- 8. © Relay Graduate School of Education. All rights reserved. 8 What’s in a Number? 78% average across all items 83% w/o question #4, the lowest-scoring item
- 9. © Relay Graduate School of Education. All rights reserved. 9 What’s in a Number? 78% average across all items 83% w/o question #4, the lowest-scoring item
- 10. © Relay Graduate School of Education. All rights reserved. 10 What’s in a Number? 78% average across all items 83% w/o question #4, the lowest-scoring item
- 11. So the average is 92% if we ignore the lowest-scoring item and the three lowest-scoring students. Does that mean the class did well?
- 12. © Relay Graduate School of Education. All rights reserved. 12 That which we call a number by any other name? http://res.freestockphotos.biz/pictures/17/17728-red-rose-isolated-pv.jpg
- 13. No! The point of interrogating data is not to search for the rosy story.
- 14. © Relay Graduate School of Education. All rights reserved. 14 What the Data Can Tell Us 1) What, if anything, do most students know how to do? 2) What, if anything, are most students still struggling to do? 3) Who are the low, medium, and high performers? How did you make these designations? 4) What are some next steps for this teacher?
- 15. © Relay Graduate School of Education. All rights reserved. 15 1) What, if anything, do most students know how to do? • Look at performance, especially focusing on performance by standard • Pay attention to the individual items, not just the overall totals for the standard
- 16. © Relay Graduate School of Education. All rights reserved. 16 2) What, if anything, are most students still struggling to do? • Look at performance, especially focusing on performance by standard • Pay attention to the individual items, not just the overall totals for the standard
- 17. © Relay Graduate School of Education. All rights reserved. 17 3) Who are the low, medium, and high performers? • Look at performance of individual students • Search for trends or patterns that put students in similar performance bands
- 18. © Relay Graduate School of Education. All rights reserved. 18 3) Who are the low, medium, and high performers? • An easy way to think about this might be: - Below 70% (low performers) - 70%-80% (medium performers) - 80% and above (high performers) • That only works if students are spread somewhat evenly within those groups. • Use your noodle and think critically! • It’s okay if your groupings are higher or lower than the suggestion above
- 19. © Relay Graduate School of Education. All rights reserved. 19 4) What are some next steps for this teacher? • You’ll make this determination best when you spend time inside the classroom • Data is great to tell you the what, but it can’t easily tell you the why • Use your noodle and think critically!
- 20. © Relay Graduate School of Education. All rights reserved. 20 So Interrogate it!
Editor's Notes
- Welcome Graduate students to the session
- Clarify A successful outcome is more than a number (like 82%). It’s also about the content, the assessment, etc. http://www.gannett-cdn.com/-mm-/4bf41cefeee011bf1114d422c784ec6a15e4d812/c=163-0-4335-3137&r=x404&c=534x401/local/-/media/2016/08/03/USATODAY/USATODAY/636058407277017878-USP-OLYMPICS-USA-SWIMMING-PRESS-CONFERENCE-83765002.JPG
- Give GS at least 10 full minutes to review the assessment and to answer the questions about results.
- Ask questions from IH: At this point, give away NOTHING! Let people make suggestions and offer ideas. Don’t show any right or wrong responses. Some expected comments: “I can’t tell. I don’t know this content. I teach high school social studies.” Possible response (for later): As a teacher, you will need to be savvy with all sorts of content that you never taught before. This is 3rd grade math. You can do it! “They know everything but they don’t understanding how to solve an equation with an unknown in the form of a box symbol.” Possible response (for later): How do we state that in the language of the standard? The word “box symbol” are not explicit in the language of the standard. “I can’t tell. The assessment is crap.” Possible response (for later): What do you mean ‘crap’? Can you pick a question and give us a specific critique of it? (note: these are great questions) “Next step is to reteach the content on which students struggled.” Possible response (for later): That’s our generic advice. What specifically needs to be retaught, and in what way?
- Say The average across all items is 78%. 83% if we don’t count the box/unknown problem that everybody goofed. 89% if we don’t count the three students who scored 25% or below. 92% if we don’t count the three students who scored 25% or below AND if we don’t count the one question that 50% of students goofed. This is the work of analyzing data. It’s about going beyond “on average” to better understand what students really know, and what to do about it.
- Say The average across all items is 78%. 83% if we don’t count the box/unknown problem that everybody goofed. 89% if we don’t count the three students who scored 25% or below. 92% if we don’t count the three students who scored 25% or below AND if we don’t count the one question that 50% of students goofed. This is the work of analyzing data. It’s about going beyond “on average” to better understand what students really know, and what to do about it.
- Say The average across all items is 78%. 83% if we don’t count the box/unknown problem that everybody goofed. 89% if we don’t count the three students who scored 25% or below. 92% if we don’t count the three students who scored 25% or below AND if we don’t count the one question that 50% of students goofed. This is the work of analyzing data. It’s about going beyond “on average” to better understand what students really know, and what to do about it.
- Say The average across all items is 78%. 83% if we don’t count the box/unknown problem that everybody goofed. 89% if we don’t count the three students who scored 25% or below. 92% if we don’t count the three students who scored 25% or below AND if we don’t count the one question that 50% of students goofed. This is the work of analyzing data. It’s about going beyond “on average” to better understand what students really know, and what to do about it.
- Ask questions from IH: At this point, give away NOTHING! Let people make suggestions and offer ideas. Don’t show any right or wrong responses. Some expected comments: “I can’t tell. I don’t know this content. I teach high school social studies.” Possible response (for later): As a teacher, you will need to be savvy with all sorts of content that you never taught before. This is 3rd grade math. You can do it! “They know everything but they don’t understanding how to solve an equation with an unknown in the form of a box symbol.” Possible response (for later): How do we state that in the language of the standard? The word “box symbol” are not explicit in the language of the standard. “I can’t tell. The assessment is crap.” Possible response (for later): What do you mean ‘crap’? Can you pick a question and give us a specific critique of it? (note: these are great questions) “Next step is to reteach the content on which students struggled.” Possible response (for later): That’s our generic advice. What specifically needs to be retaught, and in what way?
- Review (if time)
- Clarify 1) What, if anything, do most students know how to do? Answer: Most students know how to fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations 2) What, if anything, are most students still struggling to do? Answer: Most students don’t know how to fluently add and subtract within 1000 based on the relationship between addition and subtraction (they still struggled with the box/unknown question). 3) Who are the low, medium, and high performers? How did you make these designations? Answer: 4 students scored below 50%. Let’s call them the low performers. 3 students scored between 50% and 80%. Let’s call them the medium performers. 15 students scored 80% or above. Let’s call them the high performers. These are not the only “right” designations. But they call out clear categorizations of who needs wholesale remediation, who needs some moderate support, and who is demonstrating a high degree of mastery. If you are going to create these crude categories, that’s a strong guiding principle. Low-performers: need wholesale remediation of nearly all the content Medium-performers: need moderate support High-performers: demonstrating a high degree of mastery 4) What is the next step for this teacher? Answer: For the “box problem” check back to exit slips to see if this was ever mastered, or if it was sprung onto the midterm and the symbolism is throwing students off. For the low performers, provide wholesale reteaching of the content of this standard. For the medium performers, build the “fluency” needed to always add and subtract correctly and quickly.
- Clarify 1) What, if anything, do most students know how to do? Answer: Most students know how to fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations 2) What, if anything, are most students still struggling to do? Answer: Most students don’t know how to fluently add and subtract within 1000 based on the relationship between addition and subtraction (they still struggled with the box/unknown question). 3) Who are the low, medium, and high performers? How did you make these designations? Answer: 4 students scored below 50%. Let’s call them the low performers. 3 students scored between 50% and 80%. Let’s call them the medium performers. 15 students scored 80% or above. Let’s call them the high performers. These are not the only “right” designations. But they call out clear categorizations of who needs wholesale remediation, who needs some moderate support, and who is demonstrating a high degree of mastery. If you are going to create these crude categories, that’s a strong guiding principle. Low-performers: need wholesale remediation of nearly all the content Medium-performers: need moderate support High-performers: demonstrating a high degree of mastery 4) What is the next step for this teacher? Answer: For the “box problem” check back to exit slips to see if this was ever mastered, or if it was sprung onto the midterm and the symbolism is throwing students off. For the low performers, provide wholesale reteaching of the content of this standard. For the medium performers, build the “fluency” needed to always add and subtract correctly and quickly.
- Clarify 1) What, if anything, do most students know how to do? Answer: Most students know how to fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations 2) What, if anything, are most students still struggling to do? Answer: Most students don’t know how to fluently add and subtract within 1000 based on the relationship between addition and subtraction (they still struggled with the box/unknown question). 3) Who are the low, medium, and high performers? How did you make these designations? Answer: 4 students scored below 50%. Let’s call them the low performers. 3 students scored between 50% and 80%. Let’s call them the medium performers. 15 students scored 80% or above. Let’s call them the high performers. These are not the only “right” designations. But they call out clear categorizations of who needs wholesale remediation, who needs some moderate support, and who is demonstrating a high degree of mastery. If you are going to create these crude categories, that’s a strong guiding principle. Low-performers: need wholesale remediation of nearly all the content Medium-performers: need moderate support High-performers: demonstrating a high degree of mastery 4) What is the next step for this teacher? Answer: For the “box problem” check back to exit slips to see if this was ever mastered, or if it was sprung onto the midterm and the symbolism is throwing students off. For the low performers, provide wholesale reteaching of the content of this standard. For the medium performers, build the “fluency” needed to always add and subtract correctly and quickly.
- Clarify 1) What, if anything, do most students know how to do? Answer: Most students know how to fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations 2) What, if anything, are most students still struggling to do? Answer: Most students don’t know how to fluently add and subtract within 1000 based on the relationship between addition and subtraction (they still struggled with the box/unknown question). 3) Who are the low, medium, and high performers? How did you make these designations? Answer: 4 students scored below 50%. Let’s call them the low performers. 3 students scored between 50% and 80%. Let’s call them the medium performers. 15 students scored 80% or above. Let’s call them the high performers. These are not the only “right” designations. But they call out clear categorizations of who needs wholesale remediation, who needs some moderate support, and who is demonstrating a high degree of mastery. If you are going to create these crude categories, that’s a strong guiding principle. Low-performers: need wholesale remediation of nearly all the content Medium-performers: need moderate support High-performers: demonstrating a high degree of mastery 4) What is the next step for this teacher? Answer: For the “box problem” check back to exit slips to see if this was ever mastered, or if it was sprung onto the midterm and the symbolism is throwing students off. For the low performers, provide wholesale reteaching of the content of this standard. For the medium performers, build the “fluency” needed to always add and subtract correctly and quickly.
- Clarify 1) What, if anything, do most students know how to do? Answer: Most students know how to fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations 2) What, if anything, are most students still struggling to do? Answer: Most students don’t know how to fluently add and subtract within 1000 based on the relationship between addition and subtraction (they still struggled with the box/unknown question). 3) Who are the low, medium, and high performers? How did you make these designations? Answer: 4 students scored below 50%. Let’s call them the low performers. 3 students scored between 50% and 80%. Let’s call them the medium performers. 15 students scored 80% or above. Let’s call them the high performers. These are not the only “right” designations. But they call out clear categorizations of who needs wholesale remediation, who needs some moderate support, and who is demonstrating a high degree of mastery. If you are going to create these crude categories, that’s a strong guiding principle. Low-performers: need wholesale remediation of nearly all the content Medium-performers: need moderate support High-performers: demonstrating a high degree of mastery 4) What is the next step for this teacher? Answer: For the “box problem” check back to exit slips to see if this was ever mastered, or if it was sprung onto the midterm and the symbolism is throwing students off. For the low performers, provide wholesale reteaching of the content of this standard. For the medium performers, build the “fluency” needed to always add and subtract correctly and quickly.
- Clarify A successful outcome is more than a number (like 82%). It’s also about the content, the assessment, etc. http://www.gannett-cdn.com/-mm-/4bf41cefeee011bf1114d422c784ec6a15e4d812/c=163-0-4335-3137&r=x404&c=534x401/local/-/media/2016/08/03/USATODAY/USATODAY/636058407277017878-USP-OLYMPICS-USA-SWIMMING-PRESS-CONFERENCE-83765002.JPG