DATA ANALYSIS

Looking at Student Work

November 2013

allows us to:

• to learn more about the competencies and deficiencies of the individual being tested.

• to identify specific problem areas and/or needs.

• to evaluate the individual's performance in relation to others, a set of standards or goals.

HIGH SCHOOL REGENTS ANALYSIS

and also……

• Provide teachers with feedback on effectiveness of:

-Instruction-Teaching Strategies-Interventions• Action plans from Teacher

Leads• We knew in March and April

that they couldn’t write why did we end up in last place• Questions 24, 3, & 9• Ineffective teaching

HIGH SCHOOL REGENTS ANALYSIS

item analysis:

• A method of assessment of how a question on a test measures the performance of a student.

• Analyzing each item on a test to determine the proportions of students selecting each answer.

• Evaluate student strengths and weaknesses.

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main uses:

• Understanding patterns of achievement in your school-wide Regents performance

• Identifying particular areas in which students need assistance in

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for each question number:

• Content Standard (strand.)

• Question Type (T); MC, CR, etc.

• Question Number (#)• Correct Answer ( )

• Distractor Analysis (A, B, C, D)

• Correct Answer ( ) % Correct (G,Y,R)

• Individual Student Answers (A, B, C, D)

HIGH SCHOOL REGENTS ANALYSIS

individual student responses:

• Incorrect – White• Correct – Light Green• M – Multiple Answers• X – Missing Answer

(left blank)• (-) - ???

HIGH SCHOOL REGENTS ANALYSIS

written essay responses on Disc:

• Individual Student (taking the Regents for the 2nd time) –Written Reponses printed

and provided to teachers for analysis

– Teachers adjust curriculum and instruction to address individual student areas of weakness• In class • After school Regents

Prep

HIGH SCHOOL REGENTS ANALYSIS

what does it tell us:

• Were students guessing?

• What should I re-teach?

• Common Misconceptions?

• Strengths?

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in addition:

• Focus on questions that the students answered between 30% and 80% correct

• These are the ones that are most valuable

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Distractors:

• Information on the (frequency of) selection can help teachers identify student/class/school misconceptions and problems.

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before you get started:

• Identify 5 questions (each) from the M/C section that they believe students would find the …

• “Least Challenging” (circle) – Why?

• “Most Challenging” (star) – Why?

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Then, based on the data analysis

• Identify the lowest 5 questions or strands, and begin to think about: Why were these the most difficult for students?

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ITEM AND OR ESSAY QUESTION DISCUSSION

What is this question asking students to know (content) and be able to do (process/skills)?

What is/are the reason(s) this was a difficult question for our students?

How does this question assess student mastery of an idea, concept, … , and/or skill/process?

What are the implications for instruction?

REFLECTIONS ON ITEM/ESSAY QUESTION ANALYSIS

What surprised me most about the data was … From the data I learned …

The impact of the data on my future teaching/assessment will be …

In thinking about revising the curriculum, the data clearly indicates …

Identify:

• Major Concepts and Big Ideas that students would need to understand to successfully complete this test item.

• The requisite process skills (inquiry or problem solving) that are embedded in the test item

• The cognitive demand as indicated by the Webb Depth of Knowledge level are identified.

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additional resources:

• http://www.regentsreviewlive.net/

• http://www.edusolution.com/regentsindex.htm

•

• http://www.jmap.org/

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arisnyc.org:

• Click on connect

• Select TAPCo. Private

• Download item skills analysis tool

MIDDLE SCHOOL

ITEM ANALYSIS

identify:

• Find most common mistakes

• Standards associated with each question

• Compare writing scores to NYC Performance Assessments

• Can you see a pattern?

MIDDLE SCHOOL

ITEM ANALYSIS

support:

• EngageNY.org-Common Core

Curriculum & Assessments-Data Driven

Instruction-Video Library

MIDDLE SCHOOL

ITEM ANALYSIS

featured resources:

• EngageNY.org-Curriculum Modules

for ELA & Math-NYS Metrics &

Expectations(2013-2014)

MIDDLE SCHOOL

ITEM ANALYSIS

featured resources:

• EngageNY.orgMIDDLE SCHOOL

SAMPLE EXAM QUESTIONS(MULTIPLE

CHOICE AND ESSAY)

ITEM AND/OR QUESTION DISCUSSION

What is this question asking students to know (content) and be able to do (process/skills)?

What is/are the reason(s) this was a difficult question for our students?

How does this question assess student mastery of an idea, concept, … , and/or skill/process?

What are the implications for instruction?

REFLECTIONS ON ITEM AND/OR QUESTION ANALYSIS

What surprised me most about the data was … From the data I learned …

The impact of the data on my future teaching/assessment will be …

In thinking about revising the curriculum, the data clearly indicates …

• Upload your class Data Analysis results and action plans to teacher-only pages on our school website.

• Have meeting with Administration at end of each marking period to discuss Scholarship reports, instructional and other interventions.

• Be prepared to share student work that has changed as a result of your closing the data loop!

CLOSING THE DATA LOOP