The document provides guidance to verify end-of-year student data and assess student performance. It advises checking that all students are included in the final roster, that data is available for all students, all standards have been assessed, the tracker is error-free, and progress toward goals has been examined. The results should be analyzed at the individual student and standard level to determine preparation for the next grade and future work needed.
The document discusses different ways to assess students and determine if they have truly mastered standards. It advocates for using strong summative assessments aligned to standards that are obtainable, defensible, and provide granular results. To fully assess a standard, teachers should administer multiple assessment items that provide students sufficient opportunities, or "at-bats", to demonstrate mastery of a standard in different contexts over time. This "coverage" approach allows for a more comprehensive evaluation of student learning compared to assessing a standard with only one example.
The document discusses setting meaningful goals to measure student achievement. It explains that goals should be meaningful if students understand the goal, can track their own progress, and are motivated to achieve the goal. The document then outlines proficient and ambitious mastery goals of 70% and 80% respectively of selected standards based on ensuring students have sufficient knowledge to progress to the next grade level. It emphasizes that goals must include all students achieving mastery of all standards on average. Finally, it provides an example to demonstrate how overall average standards mastery is calculated by averaging individual standard mastery percentages.
The document discusses how to analyze additional student data that has been collected. It provides questions to ask to track student progress, such as whether the data is accurate and complete, if the roster is up to date, if pacing is on track, and if student performance is improving. It emphasizes the importance of having high-quality data and explains how to properly use codes like "NETR" to exclude student responses if needed. The overall message is that asking the right questions and carefully examining the data in the tracker can provide insights about student learning and help ensure goals are being met.
The document discusses measuring student success and growth. It states that while teachers want many important outcomes for their students, they should primarily measure student growth and achievement (SGA) because it is what they can directly observe and it matters most to students. SGA serves as a proxy for success since teachers cannot measure everything, but they still care about all the other important outcomes as that defines true success.
Standards - The What, When, Where, Who, and HowL H
The document discusses the history and evolution of standards in education in the United States from 1984 to the present. It begins by noting that in 1984, there were no national or statewide standards, and the content taught varied significantly between schools and states. In 1989, state governors adopted a goal of creating common content standards. However, by 1998 standards still varied greatly between states. Discussion of national common core standards began in 2006, with the goal of aligning standards to post-secondary education and careers. The document emphasizes the importance of teaching all standards to fully prepare students.
The Standards Mastery Tracker can provide overall and individual student scores on assessments, average scores by question and standard, and track student mastery of standards over time. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. When using the tracker, teachers must treat student data with care, follow directions, carefully update information, and thoughtfully respond to results.
The document provides guidance to verify end-of-year student data and assess student performance. It advises checking that all students are included in the final roster, that data is available for all students, all standards have been assessed, the tracker is error-free, and progress toward goals has been examined. The results should be analyzed at the individual student and standard level to determine preparation for the next grade and future work needed.
The document discusses different ways to assess students and determine if they have truly mastered standards. It advocates for using strong summative assessments aligned to standards that are obtainable, defensible, and provide granular results. To fully assess a standard, teachers should administer multiple assessment items that provide students sufficient opportunities, or "at-bats", to demonstrate mastery of a standard in different contexts over time. This "coverage" approach allows for a more comprehensive evaluation of student learning compared to assessing a standard with only one example.
The document discusses setting meaningful goals to measure student achievement. It explains that goals should be meaningful if students understand the goal, can track their own progress, and are motivated to achieve the goal. The document then outlines proficient and ambitious mastery goals of 70% and 80% respectively of selected standards based on ensuring students have sufficient knowledge to progress to the next grade level. It emphasizes that goals must include all students achieving mastery of all standards on average. Finally, it provides an example to demonstrate how overall average standards mastery is calculated by averaging individual standard mastery percentages.
The document discusses how to analyze additional student data that has been collected. It provides questions to ask to track student progress, such as whether the data is accurate and complete, if the roster is up to date, if pacing is on track, and if student performance is improving. It emphasizes the importance of having high-quality data and explains how to properly use codes like "NETR" to exclude student responses if needed. The overall message is that asking the right questions and carefully examining the data in the tracker can provide insights about student learning and help ensure goals are being met.
The document discusses measuring student success and growth. It states that while teachers want many important outcomes for their students, they should primarily measure student growth and achievement (SGA) because it is what they can directly observe and it matters most to students. SGA serves as a proxy for success since teachers cannot measure everything, but they still care about all the other important outcomes as that defines true success.
Standards - The What, When, Where, Who, and HowL H
The document discusses the history and evolution of standards in education in the United States from 1984 to the present. It begins by noting that in 1984, there were no national or statewide standards, and the content taught varied significantly between schools and states. In 1989, state governors adopted a goal of creating common content standards. However, by 1998 standards still varied greatly between states. Discussion of national common core standards began in 2006, with the goal of aligning standards to post-secondary education and careers. The document emphasizes the importance of teaching all standards to fully prepare students.
The Standards Mastery Tracker can provide overall and individual student scores on assessments, average scores by question and standard, and track student mastery of standards over time. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. When using the tracker, teachers must treat student data with care, follow directions, carefully update information, and thoughtfully respond to results.
Ece sga accurate and meaningful measures 1.3Melissa Browne
The document discusses how determining whether a test score such as 82% is high or low depends on many factors related to how accurately and meaningfully student learning was measured. These factors include how much of the curriculum was taught, the rigor and quality of assessments, how averages were calculated, and whether everything was properly aligned. An accurate and meaningful measure is one that correctly indicates students' knowledge across all aspects of the curriculum based on high-quality instruction and assessment. An inaccurate or meaningless measure may only cover part of the curriculum or have other flaws.
The document provides guidance for inputting student data into a standards mastery tracker:
- Only enter students' initials and anonymize their information. Paste any copied information as values to avoid errors. Set calculations to manual to prevent slowdowns. Carefully enter the correct information and save often.
- Fill out tabs in order: student roster, standards, assessment dates. Only enter data into gray fields, not blue or white.
- On assessments, first create an item map linking questions to standards, then enter individual student responses. The final tab will display overall assessment averages.
The Developmental Standards Tracker can provide overall growth data for students, show growth by individual standard, and calculate average proficiency by domain. It can also track data collection completion percentages by domain. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. The tracker also cannot prescribe exactly how teachers should act on the data. When using the tracker, teachers must treat the student data with care, follow directions for inputting data meticulously, and thoughtfully reflect on and respond to the data, as it represents individual students' progress.
The document provides guidance on properly inputting student data into a reading growth tracker. It emphasizes anonymizing student names by only including last initials, copying and pasting values from other files instead of formulas, carefully entering accurate data like reading levels, and filling out the tabs in order to track reading growth over time and view final results. Saving often and reviewing directions if needed are also recommended.
The Reading Growth Tracker can provide teachers with information about students' individual reading growth over time, the percentage of students meeting reading goals, and can translate reading levels to grade-level equivalents. However, it cannot evaluate the effectiveness of teaching plans, the quality of assessments, detect errors in entered data, or prescribe how to act on the data. When using the Reading Growth Tracker, teachers must treat students' reading data with care by following directions, carefully updating information, and thoughtfully reflecting on and responding to the data, as it contains sensitive information about students' reading abilities.
1) The document discusses using data from MCAS test scores and other sources to monitor student performance and growth over time.
2) It provides sample data on MCAS performance levels and growth for different grades and subjects in the Williams school district.
3) A growth model is introduced that measures individual student improvement relative to academic peers with similar testing histories through student growth percentiles.
The document discusses preparing international school students for university and career success. It notes that while students and parents aspire for university and careers, achievement sometimes falls short of aspirations. The document also reports on surveys that found less than half of students feel hopeful about their future, over a third feel stuck, and over a tenth feel discouraged. It emphasizes the importance of engaging students and focusing on their strengths to increase achievement and engagement. The document promotes using the Naviance platform to provide career and college readiness support to students starting in middle school to help them set and achieve their goals.
The school is pleased with its 2018 GCSE and A-Level results. For GCSEs, 72% achieved a grade 4 or higher in English and 73% in math, above national averages. 22% achieved the English Baccalaureate. For A-Levels, 44% of grades were A*-B and 71% were A*-C, the school's best results. Top students are continuing their education at the school or prestigious universities. Staff are thanked for their expertise and support of students.
Bulk Registration for the School Day SAT, PSAT/NMSQT, & PSAT 8/9CollegeBoardSM
The webinar provides an overview of bulk registration for SAT School Day, PSAT/NMSQT, and PSAT 8/9 tests. It discusses how student registration data is submitted to preprint labels with student information to affix to answer sheets before test day. This saves time on test day and reduces student errors. Schools receive supplemental materials like a memo with the provided data and supervisor's manuals for test administration. After the test, all materials are returned as usual and data files are provided to schools later.
The document summarizes the activities of a new school principal in their first 13 days at Lakeside Middle School, including meeting with staff, developing communication channels, conducting school tours, and attending meetings. It also provides preliminary discipline and attendance data, and outlines goals for the remainder of April, which include conducting a whole school assembly, interviewing for vice principal positions, and attending curriculum planning meetings. The document closes by reviewing the school improvement goals and measuring progress made to date in literacy, math, attendance, and discipline.
Ipsef malaysia what matters most -simon dweck capita educationbrunop1985
This document discusses factors that influence teachers' decisions to teach abroad rather than in their home countries. It reports on surveys finding that heavy workloads, lack of time for self-reflection, and constant changes drive UK teachers to consider leaving. International teaching offers greater work-life balance, autonomy in the classroom, and supportive school leadership according to research. The document advocates for a strategic people plan by organizations and countries to address future workforce needs through attracting, educating, and retaining top talent.
Here are the steps to create a histogram:
1) Determine the numerical ranges or "bins" to use. Here they are in 20% increments from 0-100%.
2) Count the number of data points that fall into each bin.
3) Draw columns above each bin to represent the frequencies. The column heights show the number of data points in each bin.
Let me know if any part needs more explanation!
This document discusses descriptive statistics and analyzing student achievement data. It introduces common descriptive statistics like mean, median, mode, range, and standard deviation. While mean, median, mode, etc. can describe some aspects of the data, they do not tell the full story on their own. The document emphasizes that raw data contains all the information and descriptive statistics alone do not. It also warns against making inaccurate interpretations from average data and stresses the importance of critically consuming and making nuanced interpretations of student achievement data.
The document outlines an agenda and objectives for a session on data inference. The session will cover descriptive statistics, dispersion, aggregate data, asking the right questions and using the right graphics, and data inference. It will compare basic descriptive statistics and identify limitations, describe mistakes in analyzing average data, explain the purpose of data narratives, and evaluate research questions. The document provides examples of bad inferences from average data and outlines five points to consider in data inference, including that descriptive statistics don't tell the whole story, cutting the data can reveal more, statistical concepts require context, small samples can confound trends, and research questions shape inferences.
The role of statistics and the data analysis process.pptJakeCuenca10
This document provides an overview of key concepts in statistics and the data analysis process. It defines statistics as the science of collecting, analyzing, and drawing conclusions from data. It explains that one should study statistics to be informed when evaluating decisions. It also discusses variables, data, types of variables, populations and samples, descriptive and inferential statistics, and ways to organize and summarize data through graphs like bar charts and dotplots.
Career guideinterestinventory schools_v080114Maanveer Singh
The document discusses Career Guide Online, an interest inventory that helps users identify careers that best fit their interests. It does this through a user-friendly online process where users select activities they are interested in from 14 lists. This generates a report that ranks their interests across 16 career clusters and provides career guidance. The inventory is suggested as a solution to help students evaluate potential courses of study and careers by providing an objective analysis of their interests to guide their choices.
Validating An Instrument: CTT (EFA) versus IRT (Rasch Partial Credit)Azmi Mohd Tamil
This document discusses validating an instrument using classical test theory and item response theory. It provides examples of using exploratory factor analysis and Rasch analysis to validate a mental and physical health scale. Specifically, it calculates Cronbach's alpha and item total correlations to examine reliability, and interprets factor loadings and means to understand dimensionality for both the physical and mental health components. The analysis finds the physical health scale has good reliability but the mental health scale's reliability could be improved by modifying one item.
The document provides guidance for educators on reporting mid-year data on student progress towards standards. It outlines the steps to:
1) Check the percentage of data collected and students at goal by domain and standard. This evaluates pacing and coverage.
2) Compare progress to ambitious goals.
3) Ensure qualitative documentation is included for three students at different developmental levels and aligned to standards being assessed. This documentation should confirm or conflict with developmental data.
The document discusses research questions and how to evaluate them. It provides examples of poor research questions that are biased or leading and lack meaning. A good research question should be minable so it can be thoroughly explored, crisp so it is succinct and easy to understand, and meaningful so there is a clear rationale for why someone should care about the answer.
Measuring what we value - lyons and niblock presentationJonathan Martin
1) The document discusses ways to identify and measure qualities that are valued by educators and the public in schools, and suggests new ways to report achievement of these measures.
2) It provides a quick preview of new assessment tools designed to measure 21st century skills and describes the assessment practices of schools recognized as "Schools of the Future."
3) The document discusses challenges in using standardized test data and presents alternatives like developing "replica tests" based on released test items to allow international benchmarking and comparison.
Ece sga accurate and meaningful measures 1.3Melissa Browne
The document discusses how determining whether a test score such as 82% is high or low depends on many factors related to how accurately and meaningfully student learning was measured. These factors include how much of the curriculum was taught, the rigor and quality of assessments, how averages were calculated, and whether everything was properly aligned. An accurate and meaningful measure is one that correctly indicates students' knowledge across all aspects of the curriculum based on high-quality instruction and assessment. An inaccurate or meaningless measure may only cover part of the curriculum or have other flaws.
The document provides guidance for inputting student data into a standards mastery tracker:
- Only enter students' initials and anonymize their information. Paste any copied information as values to avoid errors. Set calculations to manual to prevent slowdowns. Carefully enter the correct information and save often.
- Fill out tabs in order: student roster, standards, assessment dates. Only enter data into gray fields, not blue or white.
- On assessments, first create an item map linking questions to standards, then enter individual student responses. The final tab will display overall assessment averages.
The Developmental Standards Tracker can provide overall growth data for students, show growth by individual standard, and calculate average proficiency by domain. It can also track data collection completion percentages by domain. However, it cannot evaluate the quality of teaching plans, assessments, or determine if data was entered correctly. The tracker also cannot prescribe exactly how teachers should act on the data. When using the tracker, teachers must treat the student data with care, follow directions for inputting data meticulously, and thoughtfully reflect on and respond to the data, as it represents individual students' progress.
The document provides guidance on properly inputting student data into a reading growth tracker. It emphasizes anonymizing student names by only including last initials, copying and pasting values from other files instead of formulas, carefully entering accurate data like reading levels, and filling out the tabs in order to track reading growth over time and view final results. Saving often and reviewing directions if needed are also recommended.
The Reading Growth Tracker can provide teachers with information about students' individual reading growth over time, the percentage of students meeting reading goals, and can translate reading levels to grade-level equivalents. However, it cannot evaluate the effectiveness of teaching plans, the quality of assessments, detect errors in entered data, or prescribe how to act on the data. When using the Reading Growth Tracker, teachers must treat students' reading data with care by following directions, carefully updating information, and thoughtfully reflecting on and responding to the data, as it contains sensitive information about students' reading abilities.
1) The document discusses using data from MCAS test scores and other sources to monitor student performance and growth over time.
2) It provides sample data on MCAS performance levels and growth for different grades and subjects in the Williams school district.
3) A growth model is introduced that measures individual student improvement relative to academic peers with similar testing histories through student growth percentiles.
The document discusses preparing international school students for university and career success. It notes that while students and parents aspire for university and careers, achievement sometimes falls short of aspirations. The document also reports on surveys that found less than half of students feel hopeful about their future, over a third feel stuck, and over a tenth feel discouraged. It emphasizes the importance of engaging students and focusing on their strengths to increase achievement and engagement. The document promotes using the Naviance platform to provide career and college readiness support to students starting in middle school to help them set and achieve their goals.
The school is pleased with its 2018 GCSE and A-Level results. For GCSEs, 72% achieved a grade 4 or higher in English and 73% in math, above national averages. 22% achieved the English Baccalaureate. For A-Levels, 44% of grades were A*-B and 71% were A*-C, the school's best results. Top students are continuing their education at the school or prestigious universities. Staff are thanked for their expertise and support of students.
Bulk Registration for the School Day SAT, PSAT/NMSQT, & PSAT 8/9CollegeBoardSM
The webinar provides an overview of bulk registration for SAT School Day, PSAT/NMSQT, and PSAT 8/9 tests. It discusses how student registration data is submitted to preprint labels with student information to affix to answer sheets before test day. This saves time on test day and reduces student errors. Schools receive supplemental materials like a memo with the provided data and supervisor's manuals for test administration. After the test, all materials are returned as usual and data files are provided to schools later.
The document summarizes the activities of a new school principal in their first 13 days at Lakeside Middle School, including meeting with staff, developing communication channels, conducting school tours, and attending meetings. It also provides preliminary discipline and attendance data, and outlines goals for the remainder of April, which include conducting a whole school assembly, interviewing for vice principal positions, and attending curriculum planning meetings. The document closes by reviewing the school improvement goals and measuring progress made to date in literacy, math, attendance, and discipline.
Ipsef malaysia what matters most -simon dweck capita educationbrunop1985
This document discusses factors that influence teachers' decisions to teach abroad rather than in their home countries. It reports on surveys finding that heavy workloads, lack of time for self-reflection, and constant changes drive UK teachers to consider leaving. International teaching offers greater work-life balance, autonomy in the classroom, and supportive school leadership according to research. The document advocates for a strategic people plan by organizations and countries to address future workforce needs through attracting, educating, and retaining top talent.
Here are the steps to create a histogram:
1) Determine the numerical ranges or "bins" to use. Here they are in 20% increments from 0-100%.
2) Count the number of data points that fall into each bin.
3) Draw columns above each bin to represent the frequencies. The column heights show the number of data points in each bin.
Let me know if any part needs more explanation!
This document discusses descriptive statistics and analyzing student achievement data. It introduces common descriptive statistics like mean, median, mode, range, and standard deviation. While mean, median, mode, etc. can describe some aspects of the data, they do not tell the full story on their own. The document emphasizes that raw data contains all the information and descriptive statistics alone do not. It also warns against making inaccurate interpretations from average data and stresses the importance of critically consuming and making nuanced interpretations of student achievement data.
The document outlines an agenda and objectives for a session on data inference. The session will cover descriptive statistics, dispersion, aggregate data, asking the right questions and using the right graphics, and data inference. It will compare basic descriptive statistics and identify limitations, describe mistakes in analyzing average data, explain the purpose of data narratives, and evaluate research questions. The document provides examples of bad inferences from average data and outlines five points to consider in data inference, including that descriptive statistics don't tell the whole story, cutting the data can reveal more, statistical concepts require context, small samples can confound trends, and research questions shape inferences.
The role of statistics and the data analysis process.pptJakeCuenca10
This document provides an overview of key concepts in statistics and the data analysis process. It defines statistics as the science of collecting, analyzing, and drawing conclusions from data. It explains that one should study statistics to be informed when evaluating decisions. It also discusses variables, data, types of variables, populations and samples, descriptive and inferential statistics, and ways to organize and summarize data through graphs like bar charts and dotplots.
Career guideinterestinventory schools_v080114Maanveer Singh
The document discusses Career Guide Online, an interest inventory that helps users identify careers that best fit their interests. It does this through a user-friendly online process where users select activities they are interested in from 14 lists. This generates a report that ranks their interests across 16 career clusters and provides career guidance. The inventory is suggested as a solution to help students evaluate potential courses of study and careers by providing an objective analysis of their interests to guide their choices.
Validating An Instrument: CTT (EFA) versus IRT (Rasch Partial Credit)Azmi Mohd Tamil
This document discusses validating an instrument using classical test theory and item response theory. It provides examples of using exploratory factor analysis and Rasch analysis to validate a mental and physical health scale. Specifically, it calculates Cronbach's alpha and item total correlations to examine reliability, and interprets factor loadings and means to understand dimensionality for both the physical and mental health components. The analysis finds the physical health scale has good reliability but the mental health scale's reliability could be improved by modifying one item.
The document provides guidance for educators on reporting mid-year data on student progress towards standards. It outlines the steps to:
1) Check the percentage of data collected and students at goal by domain and standard. This evaluates pacing and coverage.
2) Compare progress to ambitious goals.
3) Ensure qualitative documentation is included for three students at different developmental levels and aligned to standards being assessed. This documentation should confirm or conflict with developmental data.
The document discusses research questions and how to evaluate them. It provides examples of poor research questions that are biased or leading and lack meaning. A good research question should be minable so it can be thoroughly explored, crisp so it is succinct and easy to understand, and meaningful so there is a clear rationale for why someone should care about the answer.
Measuring what we value - lyons and niblock presentationJonathan Martin
1) The document discusses ways to identify and measure qualities that are valued by educators and the public in schools, and suggests new ways to report achievement of these measures.
2) It provides a quick preview of new assessment tools designed to measure 21st century skills and describes the assessment practices of schools recognized as "Schools of the Future."
3) The document discusses challenges in using standardized test data and presents alternatives like developing "replica tests" based on released test items to allow international benchmarking and comparison.
The document discusses aggregate data and descriptive statistics. It covers topics like dispersion, common mistakes in analyzing average data, Simpson's Paradox phenomenon, and properly interpreting statistical findings versus practical significance. Examples are provided to illustrate Simpson's Paradox, where averages can be misleading and hide important details that disaggregating the data by subgroups would reveal. The key lesson is that aggregate data needs to be disaggregated to tell the full story and avoid paradoxical findings.
Introduction to Standards-Based Gradingaescurriculum
This document discusses standards-based grading and reporting. It begins with an overview of how standards-based grading pieces work together and poses guiding questions about a school's progress in implementing this approach. It then discusses the purposes and elements of grading, different grading systems, and improving communication through standards-based reporting. The document breaks attendees into groups by educational level to discuss their progress and next steps in transitioning to standards-based reporting.
This document discusses setting ambitious yet appropriate goals for students and handling data issues. It states that goals should be challenging but feasible, motivate hard work, and ensure high-level learning. It provides examples of appropriate and inappropriate reasons for adjusting a student's goal or removing them from the data set. Key reasons include an alternative goal being more suitable or a student missing over 50% of instruction. The tracker tracks goal progress and adjustments in its roster and roster changes tabs.
This document outlines an agenda for a presentation on Response to Intervention (RtI) and the transition to Multi-Tiered Systems of Support (MTSS). The presentation will define RtI and MTSS, discuss the rationale for moving from RtI to MTSS, and explore the three big ideas of MTSS: a multi-tiered service delivery model, data-based decision making, and a problem-solving process. Participants will engage in activities to understand myths and truths about RtI, uncover key points about MTSS, and discuss what assessment and support looks like at their schools. The goal is for participants to be able to describe RtI and MTSS and name the three big ideas of
The document discusses central tendency and skewness. In Demo #1, it explains that the median is the best measure of central tendency for a positively skewed distribution because it is not influenced by outliers. In Demo #2, it states the mode is best for a multimodal distribution because it indicates the most frequent values. Demo #3 explains that if the mean is lower than the median, the distribution is negatively skewed.
What is the SAT? What is it good for? What does it tell us? Why do we have a test like this in the first place? In better understanding both the context and content of the SAT, students (and parents) can cultivate a more relaxed and informed approach to taking the test.
Academic World provides IIT-JEE preparation courses to help students gain admission to IITs. Their one-year and two-year correspondence courses include study materials, online video lectures, practice tests and a prize scheme. Students can access lesson plans, exercises and solutions online. The courses employ a personalized learning approach and aim to identify individual strengths and weaknesses.
Four Types of Gamification for Learning (http://bit.ly/4TypesGami)Monica Cornetti
Best Practices for Implementing Gamification LSCon18 Monica Cornetti
Session 211
Gamification is an important and powerful strategy for influencing and motivating people in the workplace. Unfortunately, many people think gamification means adding games to training, or letting employees “play” all day.
Using case studies from real-life programs such as Brown University, Amazon, Wyndham Properties, and more… you'll learn how and why Gamification works, in what context it’s most effective, and what the limits are to this approach of employee engagement training and talent development. Through hands-on application combined with anecdotal and empirical data, you will experience the good, the bad, and the ugly of gamification strategy design.
This document provides an agenda and summary for COMM 202 Tutorial 2. It includes a recap of one-on-one meetings, an introduction to skills matrices, and an activity where students will practice telling stories in the STAR format with feedback. Key deadlines are assigning a skills matrix draft and cover letter peer review. The tutorial also reviews translating strengths to skills, examples of skills matrices, and tips for writing failure stories.
CHUCK AFRICA Final Project - Consumer Behavior - BrandingChuck Africa
The document outlines research conducted on brand licensing opportunities for leather bags targeted towards young professionals. A survey was administered to 71 respondents to understand bag usage, attitudes towards style and career, and perceptions of existing bag brands. Key findings include identifying 3 consumer segments - Stylish, Structured, and Career-oriented. Mapping of bag types used showed Purses are strongly associated with Women while Briefcases are with Men. The research aims to determine the best brand to license that fits the target market and can compete against existing brands.
The document provides step-by-step instructions for recreating a column chart in Excel using tracker data. It describes copying the needed data into a new workbook, organizing the data with column labels, selecting "Insert > Column > 2-D Column" to generate the initial chart, and then customizing the chart by adding a title, axis labels, and data labels. The overall process takes the reader through setting up, generating, and formatting the column chart to display the selected tracker data.
The document provides step-by-step instructions for copying tracker data from a workbook into a scratch workbook, organizing it to create a column chart in Excel, and customizing the chart with a title, labeled axes, and data labels to visualize student data. It describes copying two columns of data side-by-side, sorting or organizing the data, highlighting the organized data to insert a 2-D column chart, and using Excel's layout menu to add a title above the chart, a rotated vertical axis label, and optional data labels noting "n=" values.
The document provides step-by-step instructions for creating a column chart from student data in Excel. It describes copying student performance data from a tracker into a new workbook, sorting the data from lowest to highest mastery, selecting the data and choosing "2-D Column" to generate the chart. It then advises adding labels like the title, axis titles and inserting lines to mark thresholds of 70% and 80% mastery. The overall purpose is to recreate a graphical display of student data in Excel.
The document provides step-by-step instructions for recreating a tracker graphic in Excel using assessment data. It describes copying assessment data from a tracker into a new workbook, sorting the data, organizing it into columns for different performance categories, highlighting the organized data, inserting a 2-D column chart using the Insert menu, and adding titles and labels to the chart layout to make it accessible. The overall purpose is to take raw assessment data and transform it visually into a graphical display using Excel.
The document provides instructions for copying student assessment data from a tracker into a new workbook, organizing it into columns by category and sorting by growth level, then using this organized data to generate a column chart in Excel. The steps include highlighting the organized data and selecting "Insert" then "2-D Column" to create an initial chart, making the chart wider to see all student initials, and then adding a title and axis labels through the "Layout" menu to make the figure accessible.
The document provides instructions for creating a bar graph in Excel using student assessment data. It involves copying assessment scores and student initials from a tracker into a new workbook, sorting the data by score, organizing it with boys on the right and girls on left, highlighting the organized data, selecting "Insert" then "2-D Column" to generate an initial graph, widening the graph to see all initials, and adding titles, labels and captions through the "Layout" menu to make the graph accessible. The graph will visually display and compare students' mastery of standards.
The document provides step-by-step instructions for creating a column graph in Excel to display student assessment data. It involves copying assessment data from individual student tabs into a scratch workbook, sorting the data, organizing it into columns for boys and girls, highlighting the data and selecting "Insert" then "2-D Column" to generate a column graph. Additional steps include deleting axis numbers, scaling the vertical axis to 1.0, labeling the values as percentages, and adding titles and labels to make the graph accessible.
The document provides step-by-step instructions for recreating a graphic using Excel by:
1) Copying tracker data from assessments into a new workbook and organizing it so that Excel can recognize the numbers and plot them on a graph.
2) Creating a scatter plot graph from the organized data and formatting it by deleting unnecessary numbers and making the data points larger.
3) Adding labels, titles and axis labels to make the graph accessible and clearly labeled.
The document provides step-by-step instructions for recreating a column chart in Excel that shows student reading growth over time. It describes copying relevant data from a tracker workbook, organizing the data for the chart, selecting the column chart type from the Insert menu, and customizing the chart by adding a title, axis labels, and data labels to show growth amounts. The overall process involves transferring and formatting data, selecting the appropriate chart type, and fully labeling the chart for accessibility and interpretation.
The document provides step-by-step instructions for creating a column chart in Excel by organizing data, selecting the "Insert" menu to choose a 2-D column graph, and adding titles and labels through the "Layout" menu to make the figure accessible. It demonstrates how to take organized data and turn it into a labeled column chart using Excel's graphing features.
The document provides instructions for creating a column graph in Excel. It explains that the user must first organize their data so that Excel can generate the desired figure. They then need to highlight the organized data and select "Insert" then "2-D Column" to generate the initial graph. Some additional formatting is then needed, including adding a title by going to "Layout" then "Chart Title", and labeling the vertical axis by going to "Layout" then "Axes Titles".
This document provides guidance and examples for analyzing student data and writing a data narrative focusing on one student. It includes an agenda that outlines the objectives of examining data for all students, subgroups, and individually. Examples are provided of how to write a strong student profile section, display student performance data in graphs and charts, and draw appropriate inferences about a student's achievement based on the analysis. Criteria for selecting the individual student to feature are also discussed.
This document discusses analyzing student data for subgroups. It provides an agenda that includes objectives around teaching context, analyzing data for all students, analyzing data for subgroups, and analyzing data for one student. It also includes a rubric and assessment template for subgroups. The document instructs the reader to read a sample from Kip that analyzes subgroups and consider strong features of the research questions, rationale, and data disaggregation and analysis presented. [END SUMMARY]
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.
The document provides an overview of a sample teaching context section written by Kip Dynamite. It summarizes Kip's teaching context, which clearly describes that he teaches 2nd grade in all subjects at Pioneer Elementary in Preston, Idaho. Kip's class demographics reflect the overall school population and includes 5 family members. The intended audience is described as educated but without insider knowledge of education terminology. Kip's paragraphs are well organized, starting broadly and zooming into greater detail about his specific classroom. The information in Kip's teaching context was found through public sources like the internet and student information systems.
The document outlines the six sections that should be included in a data narrative report: 1) teaching context, 2) overall academic results, 3) academic results for subgroups of students, 4) academic results for one student, 5) overall character results and analysis, and 6) next steps based on the data analysis. Each section is described in 1-2 sentences with the focus of analysis or content that section should contain. The data narrative allows teachers to tell the full story of student performance through analysis of academic and character data.
This document provides a 3-phase history of teacher evaluation in the United States:
1) The first phase from 1929 focused on evaluating teacher traits and dispositions, listing qualities like cheerfulness and dignity.
2) The second phase from the mid-20th century aimed to professionalize teaching by introducing certification tests and requirements for ongoing professional development, moving the focus to teacher inputs.
3) The current third phase since the 21st century evaluates teachers based on student outcomes, using data from assessments and a teacher's impact on learning.
The document provides steps for finalizing character data in a sample tracker, including:
1) Ensuring the tracker includes the teacher's full name and has a finalized student roster.
2) Verifying the assessment calendar reflects four assessments being administered and four rounds of data entered for all students.
3) Checking that the tracker is error-free and progress toward the goal is assessed. Finalizing the character data accurately and completely is important for teachers and students.
The document provides steps to finalize reading growth data in a sample tracker:
1. The tracker should include the teacher's full name and have a finalized roster on the goal tab for the chosen reading assessment. Students missing more than 50% of instruction should be removed.
2. The assessment calendar should show that at least four rounds have been administered and entered for all students. Absent students should make up assessments.
3. The tracker should be error-free. Data should be treated with care as it is critical to the teacher's role and students deserve honest, accurate, complete and error-free data.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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?
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