Yu Ming's case study analyzes Chinese language assessment data from multiple levels to understand students' strengths and weaknesses in order to modify and improve instruction. The data is analyzed to determine teaching objectives and strategies, such as re-teaching concepts to the whole class, focusing on skills in small groups, or individual tutoring. The strategies are then implemented and ongoing assessment data is collected as part of a continuous process of instructional improvement based on student needs.

1. Yu Ming’s Case Study
Based on Level Chinese Assessment Data
“Assessment is today’s means of understanding how to modify tomorrow’s
instruction.” -- Carol Tomlinson

2. Process

3. Level C Level D Level E Level F Level G
A. Cortes A. Anders S. Buhler K. Huang S. Chau
M.
Fitzpatrick
K. Griffin T. Tsai V. Chiu
N. Geiger P. Tang T. Contreras
R. McKernon J. Yan Y. Fang
G. Nguyen J. Lao
K. Savage C. Pascual
I. Shyu A. Shochet
S. Whittle A. Tarnas
N. Sukeforth A. Wu
Analyze -- understand the data

4. Analyze -- understand the data
Language &
Vocabulary
Reading
Comprehension

5. Process

6. Objectives ->Teaching Points
Language &
Vocabulary
Strategize -- What it means for my Instruction

7. Language &
Vocabulary
Whole Class
Re-teach
Small
Group
One on
One
Strategize -- What it means for my Instruction

8. Process

9. Act - Implement Strategy

10. Ongoing Process

11. Ongong Data of Inquiry