The document outlines an agenda for a data analysis training which includes: 1) Analyzing data for all students in a class and comparing it to grade-level benchmarks 2) Analyzing subgroups of students based on factors like gender or race 3) Analyzing individual student data It then provides examples from a sample analysis, focusing on the section analyzing data for all students in the class. The sample analysis graphs the class results, compares them to benchmarks, and analyzes the distribution of scores. The document discusses strengths of the sample analysis' graphics and written explanations.

1. DATA ANALYSIS FOR ALL STUDENTS

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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

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All Students: Rubric & Assessment Template
This is in your
Handout

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Read Kip’s All Students Section.
Consider Questions Below.
1) What is one strong feature of
the graphics Kip displays?
2) What is one strong feature of
the write-up that Kip drafted?
3) How did Kip complete the “All
Students” section according to
directions in the assessment
template?

5. Click ahead when
you’ve read the
appropriate section
of the Sample Data
Narrative

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Strong Features of the Graphics?
1) Graphics are accurate—they
correctly display the information
2) Graphics are accessible—they
are well-labeled, readable, and
easy to interpret
3) Graphics are informative— they
provide more information than
the write-up alone

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Strong Features of the Write-Up?
1) Write-up is accurate—it correctly
describes the results
2) Write-up is accessible—it is
comprehensible, uses everyday
language, follows from the graphs
(no tangential tirades) and follows
the graphs (doesn’t precede
them)
3) Write-up is informative—it
provides more information than
the graphs alone

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Did Kip Fully Complete the All Students Section?
1) Students’ learning, relative
to the PG & AG
2) All students’ academic
achievement, displayed
relative to the PG & AG
3) Distribution of academic
performance for all students
4) Kip’s perspective on whole-
class results

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How Did Kip Learn to Create Those Graphics?
The “Additional
Resources” section of
this module has
published tutorials for
each of the graphics in
Kip’s sample Data
Narrative.

10. © Relay Graduate School of Education. All rights reserved. 10
All Students Section: 3 vs. 4
Kip didn’t
analyze
high/low
performers
influence on
overall
achievement.
Kip didn’t
connect his
perspective to
formal academic
literature.