Using Data to Improve Student Achievement

Using Data to Using Data to Improve Student Improve Student

AchievementAchievementSummer 2006 PreschoolSummer 2006 Preschool

CSDCCSDC

OutcomesOutcomes Know why we need to look at dataKnow why we need to look at data Identify two types of testsIdentify two types of tests Understand three types of scoresUnderstand three types of scores Understand Summative & Formative Understand Summative & Formative

AssessmentsAssessments Be able to interpret Summative Be able to interpret Summative

Assessment ReportsAssessment Reports Know how to use data in instructional Know how to use data in instructional

planning for increased student planning for increased student learninglearning

Why Look at Data?Why Look at Data?

The purpose of data is to The purpose of data is to

give educators give educators

INSIGHT!INSIGHT!

Types of TestsTypes of Tests

Norm-Referenced Test (NRT)

Criterion-Referenced Criterion-Referenced Test Test (CRT)(CRT)

What is aWhat is a Norm-Referenced Test Norm-Referenced Test (NRT)?(NRT)?

A standardized A standardized assessment in which assessment in which all students all students perform under perform under the same conditions.the same conditions.

It compares the performance of a student It compares the performance of a student or or group of students to a national sample of group of students to a national sample of students at the same grade and age, students at the same grade and age, called the norm group.called the norm group.

What is aWhat is a Criterion-Referenced Criterion-Referenced Test (CRT)?Test (CRT)?

An assessment comparing one student's An assessment comparing one student's performance to a specific learning objective or performance to a specific learning objective or performance standardperformance standard and notand not to the to the performance of other students. performance of other students.

It tells us how well students are performing on It tells us how well students are performing on specific goals or content standards rather than specific goals or content standards rather than how their performance compares to a national or how their performance compares to a national or local norming group.local norming group.

Summary NRT and CRTSummary NRT and CRT

TYPE Norm-referenced

Test (NRT) Criterion-ref erenced

Test (CRT)

DEFINITION

Shows how a student does in relation to a norm group.

Shows how a student does in relation to a standard.

EXAMPLES

FCAT NRT SAT/ 10 TerraNova PSAT/ NMSQT

FCAT SSS Classroom Tests AP Exams District Math

Assessments

Physical Education Physical Education ExamplesExamples

NRT-President’s Challenge Physical NRT-President’s Challenge Physical Fitness TestFitness Test

CRT-FitnessgramCRT-Fitnessgram

Types of ScoresTypes of Scores

Raw Score (RS)Raw Score (RS)

The number of items a student The number of items a student answers correctly on a test.answers correctly on a test.

PE Example: curl-ups=32, push-PE Example: curl-ups=32, push-ups=3, ups=3,

mile=7:35, s/r= 26mile=7:35, s/r= 26

The actual number/time achieved using The actual number/time achieved using the correct form on a sub-test of the the correct form on a sub-test of the fitness assessment.fitness assessment.

Scale Score (SS)Scale Score (SS)

Mathematically converted raw scores Mathematically converted raw scores based on level of difficulty per question. based on level of difficulty per question.

For FCAT-SSS, aFor FCAT-SSS, a computer program is computer program is used to analyze student responses and used to analyze student responses and to compute the scale score. to compute the scale score.

Scale Scores reflect a more accurate Scale Scores reflect a more accurate picture of the student’s achievement picture of the student’s achievement level.level.

Gain ScoresGain Scores

Commonly referred to as “Learning Gains”

The amount of progress a student makes in one school year.

Physical Education Physical Education Example: Example:

Mile RunMile Run Pre-test= 10:00 Pre-test=10:00Pre-test= 10:00 Pre-test=10:00 Post-test= 8:00 Post-test=12:00Post-test= 8:00 Post-test=12:00 Learning Gain=Learning Gain=

Reflected in a percentage=20% gain or lossReflected in a percentage=20% gain or loss Reflected as a number= -2.00 or +2:00Reflected as a number= -2.00 or +2:00 The mile time learning gain is the only sub-The mile time learning gain is the only sub-

test score that shows improvement in a test score that shows improvement in a negativenegative number. number.

If the mile time increases, the score will be If the mile time increases, the score will be recorded as a recorded as a positive positive number.number.

Learning Gains: Who Qualifies?

All students with a pre- and post-test, including all subgroups (ESE, LEP, etc.).

All students with matched, consecutive year (i.e. 2005 & 2006) FCAT SSS results, grades 4-10, who were enrolled in the same school surveys 2 & 3 (FTE).

Learning Gains: Which Scores?

Gains apply in reading and math, not writing or science.

Pre-test may be from same school, same district, or anywhere in the state.

Learning Gains:What equals Adequate Yearly Progress (AYP)? A. Improve FCAT Achievement Levels from 2005 to 2006 (e.g. 1-2, 2-3, 3-4, 4-5)

OR

B. Maintain “satisfactory” Achievement Levels from 2005-2006 (e.g. 3-3, 4-4, 5-5)

OR

C. Demonstrate more than one year’s growth within Level 1 or Level 2 - determined by DSS Cut Points (not applicable for retained students)

LAST NAME

HOME NAME ID SEX RACE AGE CURL PRE

CURL POST

+/- Pre vs Post SIT PRE SIT POST

+/- Pre vs Post P/U PRE P/U POST

+/- Pre vs Post

MILE RUN PRE

MILE RUN POST

F 9 17.00 16.00 -1.00 13.00 16.00 3.00 20.00 13.00 -7.00 10:22 10:05 0:17 #########

29251325 F W 9 26.00 34.00 8.00 25.00 27.00 2.00 6.00 13.00 7.00 10:55 10:57 ######### 0:02

29282116 F H 9 27.00 28.00 1.00 21.00 21.00 0.00 13.00 16.00 3.00 10:57 10:55 0:02 #########

09220624 F W 9 26.00 19.00 -7.00 25.00 21.00 -4.00 5.00 5.00 0.00 11:00 12:00 ######### 1:00

29231402 F H 9 23.00 26.00 3.00 13.00 13.00 0.00 4.00 0.00 -4.00 11:00 11:00 0:00 0:00

27012517 F W 9 6.00 20.00 14.00 30.00 28.00 -2.00 7.00 5.00 -2.00 8:42 8:40 0:02 #########

29092321 F B 9 20.00 28.00 8.00 30.00 30.00 0.00 7.00 1.00 -6.00 13:14 13:25 ######### 0:11

09221022 F B 9 30.00 29.00 -1.00 25.00 21.00 -4.00 14.00 7.00 -7.00 20:00 17:00 3:00 #########

27042512 F H 9 29.00 35.00 6.00 24.00 22.00 -2.00 17.00 20.00 3.00 11:05 11:02 0:03 #########

29260906 F H 9 23.00 23.00 0.00 20.00 23.00 3.00 7.00 10.00 3.00 10:50 9:42 1:08 #########

27030724 F W 9 33.00 39.00 6.00 20.00 21.00 1.00 4.00 15.00 11.00 12:12 12:45 ######### 0:33

29270226 F W 9 15.00 24.00 9.00 20.00 23.00 3.00 3.00 9.00 6.00 12:45 12:00 0:45 #########

09231406 F W 9 13.00 15.00 2.00 33.00 33.00 0.00 14.00 16.00 2.00 13:05 13:00 0:05 #########

09241010 F W 9 33.00 25.00 -8.00 32.00 35.00 3.00 4.00 5.00 1.00 14:00 12:30 1:30 #########

27050118 F W 9 30.00 35.00 5.00 29.00 24.00 -5.00 20.00 10.00 -10.00 8:45 8:55 ######### 0:10

29242119 F W 9 33.00 37.00 4.00 30.00 30.00 0.00 14.00 1.00 -13.00 9:43 9:40 0:03 #########

27072524 F W 9 20.00 31.00 11.00 23.00 25.00 2.00 25.00 13.00 -12.00 12:00 11:43 0:17 #########

29232717 F H 9 24.00 24.00 0.00 29.00 32.00 3.00 10.00 5.00 -5.00 14:15 12:55 1:20 #########

29220302 F H 9 27.00 26.00 -1.00 30.00 35.00 5.00 10.00 19.00 9.00 10:12 10:00 0:12 #########

27021911 F W 9 14.00 29.00 15.00 10.00 20.00 10.00 0.00 7.00 7.00 11:24 11:56 ######### 0:32

29282917 F H 9 34.00 25.00 -9.00 36.00 39.00 3.00 7.00 2.00 -5.00 12:54 12:44 0:10 #########

09200305 F H 9 22.00 30.00 8.00 18.00 24.00 6.00 7.00 12.00 5.00 8:50 8:45 0:05 #########

29200607 F H 9 15.00 24.00 9.00 16.00 18.00 2.00 4.00 6.00 2.00 9:22 9:55 ######### 0:33

29141629 F A 9 28.00 29.00 1.00 17.00 21.00 4.00 2.00 11.00 9.00 14:15 14:10 0:05 #########

29140503 F H 9 21.00 27.00 6.00 33.00 27.00 -6.00 10.00 4.00 -6.00 17:25 14:11 3:14 #########

29281827 F H 9 32.00 36.00 4.00 20.00 21.00 1.00 0.00 0.00 0.00 12:15 12:08 0:07 #########

29232915 F H 9 13.00 33.00 20.00 29.00 29.00 0.00 22.00 18.00 -4.00 20:25 19:00 1:25 #########

29232917 F H 9 14.00 20.00 6.00 15.00 14.00 -1.00 14.00 23.00 9.00 15:12 17:55 ######### 2:43

27021126 F W 9 32.00 38.00 6.00 35.00 34.00 -1.00 30.00 16.00 -14.00 11:46 11:00 0:46 #########

29231525 F W 9 11.00 15.00 4.00 27.00 29.00 2.00 18.00 5.00 -13.00 22:15 18:40 3:35 #########

29231316 F H 9 4.00 14.00 10.00 21.00 22.00 1.00 21.00 3.00 -18.00 16:45 14:10 2:35 #########

AVERAGES 22.60 27.27 4.67 24.53 25.40 0.87 10.63 9.23 -1.40 12:54 12:25

Electronic Score SheetElectronic Score Sheet

Developmental Scale Score Gains Table (DSS Cut

Points)Students achieving within Level 1 (or within Level 2) for two consecutive years must gain at least one point more than those listed in the table in order to satisfy the “making annual learning gains” component of the school accountability system.

Grade Level Change

Reading Mathematics

3 to 4 230 162

4 to 5 166 119

5 to 6 133 95

6 to 7 110 78

7 to 8 92 64

8 to 9 77 54

9 to 10 77 48

Learning Gains: Retainees

A retained student can only be counted as making adequate

progress if he/she:

Moves up one level. (e.g. 1-2, 2-3, 3-4, 4-5)

Maintains a level 3, 4, or 5.

Learning Gains: Activity

Using the data on the following table, determine:

which age levels made a learning gain in two of the four sub-tests?

Data Display for FCAT Reading Data Display for FCAT Reading ResultsResults

Student 04/05 Grade Level

05/06Grade Level

Pre-test Achievement Level

Pre-test DSS

Post-test Achievement Level

Post-test DSS

Learning Gain Determination

A 7 8 Level 1 Level 2 Yes or NoReason: A, B, or C

B 7 8 Level 4 Level 4 Yes or NoReason: A, B, or C

C 7 8 Level 2 1598 Level 2 1743 Yes or NoReason: A, B, or C

D 8 8 Level 1 Level 2 Yes or NoReason: A, B, or C

E 8 8 Level 3 Level 3 Yes or NoReason: A, B, or C

F 8 8 Level 1 1486 Level 1 1653 Yes or NoReason: A, B, or C

G 7 8 Level 5 Level 4 Yes or NoReason: A, B, or C

Teacher Learning Gains Based on Data Display

5 out of 7 students made learning gains. 71% of this teacher’s students made learning gains

and add points towards the school’s grade. No points are given to the school for Student F

because he was retained and stayed within level 1 – even though he made significant gains in DSS points.

No points are given to Student G because he decreased a level.

Total Number of Students with a Pre and Post-test who qualify for learning gain calculations:

Reason AIncreased 1 or more Achievement Levels

Reason BMaintains “satisfactory” levels (3, 4, or 5)

Reason CDSS Target Gain (More than a year’s growth)

7 2 2 1

Class Record Sheet Class Record Sheet for for

Learning GainsLearning Gains

Microsoft Word Document

Types of DataTypes of Data

Results (Summative)

Data used to make decisions about student achievement at the end of a period of instruction.

Process (Formative)

Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions.

A Closer Look at Results A Closer Look at Results DataData

Examples:

President’s ChallengePresident’s ChallengeFitnessgramFitnessgram

President’s Challenge President’s Challenge Results 05/06Results 05/06

Presidential Fitness Test Results

Females/ Age 8:

Healthy Fitness

Test +/- Achieved

Curl ups +1.96(avg) √ S/R -.02 (avg) Mile Run *------- *----- Push Ups +.83 (avg) √

(1) Improvements made in 2 fitness components (average); minimal in 1 of 2. (2) Attained Healthy Fitness Award in 3 areas; cardio and flexibility not achieved.

*---- denotes times reported invalid; therefore, accurate average not available.

Males/ Age 8:

Healthy Fitness

Test +/- Achieved

Curl ups +4.37 (avg) √ S/R +1.57 (avg) √ Mile Run *------- *------ Push Ups +1.13 (avg) √

(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.


Females/ Age 9:

Healthy Fitness

Test +/- Achieved

Curl ups +3.12 (avg) √ S/R +.88 (avg) √ Mile Run *------- *------- Push Ups +1.88 (avg) √

(1) Improvements made in 3 fitness components (average); minimal in 1 of 3. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.


Males/ Age 9:

Healthy Fitness

Test +/- Achieved

Curl ups +2.89 (avg) √ S/R +.21 (avg) √ Mile Run *------- *------ Push Ups +2.09 (avg) √




Females/ Age 10:

Healthy Fitness

Test +/- Achieved

Curl ups +2.03 (avg) √ S/R +.78 (avg) √ Mile Run *-------- *----- Push Ups +.68 (avg) √



Males/ Age 10:

Healthy Fitness

Test +/- Achieved

Curl ups +2.08 (avg) √ S/R +.36 (avg) √ Mile Run *--------- *------ Push Ups +1.87(avg) √



Females/ Age 11:

Healthy Fitness

Test +/- Achieved

Curl ups +2.29 (avg) √ S/R -0.36 (avg) √ Mile Run *------ *----- Push Ups +1.43 (avg) √



Males/ Age 11:

Healthy Fitness

Test +/- Achieved

Curl ups +2.16 (avg) √ S/R -0.66 (avg) Mile Run *------- *------ Push Ups +2.11 (avg) √

(1) Improvements made in 2 fitness components (average). (2) Attained Healthy Fitness Award in 2 areas; cardio and flexibility not achieved.



Females/ Age 12:

Healthy Fitness

Test +/- Achieved

Curl ups +3.59 (avg) √ S/R +1.11 (avg) √ Mile Run -38 sec(avg) Push Ups -0.47 (avg) √


Males/ Age 12:

Healthy Fitness

Test +/- Achieved

Curl ups +4.28 (avg) √ S/R No change √ Mile Run -15 sec(avg) Push Ups +3.87 (avg) √


Females/ Age 13:

Healthy Fitness

Test +/- Achieved

Curl ups +3.17 (avg) √ S/R +1.57 (avg) √ Mile Run -39 sec(avg) Push Ups No change √


Males/ Age 13:

Healthy Fitness

Test +/- Achieved

Curl ups +6.57 (avg) √ S/R +0.63 (avg) √ Mile Run +7 min(avg) Push Ups +4.08 (avg) √

(1) Improvements made in 3 fitness components (average)1 of 3 minimal. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.


Females/ Age 14:

Healthy Fitness

Test +/- Achieved

Curl ups +2.74(avg) √ S/R +1.42(avg) √ Mile Run -16 sec(avg) √ Push Ups +3.69(avg) √

(1) Improvements made in all 4 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.

Males/ Age 14:

Healthy Fitness

Test +/- Achieved

Curl ups -.90 (avg) √ S/R +1.38(avg) √ Mile Run -60 sec(avg) Push Ups +2.82(avg) √


Females/ Age 15:

Healthy Fitness

Test +/- Achieved

Curl ups +4.38(avg) √ S/R +1.68(avg) √ Mile Run +10 sec Push Ups +3.36(avg) √


Males/ Age 15:

Healthy Fitness

Test +/- Achieved

Curl ups -8.36(avg) √ S/R +1.09(avg) √ Mile Run No change Push Ups +4 (avg) √


FitnessGram Pilot-HFZ FitnessGram Pilot-HFZ Mile Mile

Mile Male# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13

Bayshore 37 61.11% 36 43.72% 6 50.00%Cape 2 100.00% 50 43.87% 64 35.32% 10 25.00%Edison 17 41.18% 15 40.00% 1 100.00%Heights 39 63.79% 37 49.78% 11 60.42% 1 0.00%Tice 32 10.00% 24 16.67% 20 16.67% 8 37.50%Trafalger 2 100.00% 48 54.12% 56 29.35% 7 44.05%

Total 4 100.00% 206 47.58% 234 36.00% 69 39.36% 10 45.83%

Mile Female# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13

Bayshore 36 54.51% 39 26.44% 14 12.50%Cape 1 100.00% 68 43.79% 57 33.07% 5 20.00% 1 100.00%Edison 18 22.22% 21 14.29% 2 0.00%Heights 1 100.00% 1 100.00% 40 52.30% 43 73.84% 14 76.00%Tice 18 6.25% 24 6.25% 17 10.00% 2 0.00% 2 0.00%Trafalger 1 100.00% 25 55.06% 44 35.98% 11 4.00%

Total 1 100.00% 3 100.00% 187 42.42% 225 32.97% 82 22.80% 4 20.00% 2 0.00%

FitnessGram Pilot-HFZ FitnessGram Pilot-HFZ Push-upsPush-ups

Push-ups Male# testedage 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13


Total 4 83.33% 183 76.91% 225 76.31% 60 76.93% 10 87.50%

Push-ups Female # tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13

Bayshore 24 85.19% 32 60.42% 8 66.67%Cape 1 0.00% 63 73.45% 53 46.68% 4 25.00%Edison 17 100.00% 22 86.36% 2 50.00%Heights 1 100.00% 1 100.00% 38 73.89% 40 81.79% 14 82.00%Tice 17 18.75% 21 41.97% 15 25.90% 2 100.00% 2 50.00%Trafalger 1 100.00% 21 62.46% 50 39.86% 10 8.33%

Total 1 100.00% 3 66.67% 163 62.75% 213 54.14% 73 49.04% 4 37.50% 2 50.00%.

FitnessGram Pilot-HFZ Sit-FitnessGram Pilot-HFZ Sit-n-Reachn-Reach

Back-saver Sit and Reach Male # tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13


Total 10 93.75% 193 83.23% 220 80.41% 65 78.54% 10 58.35%

Back-saver Sit and Reach Female #tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13

Bayshore 27 86.53% 26 90.60% 10 100.00%Cape 57 93.88% 61 78.92% 21 78.33% 1 100.00%Edison 18 72.22% 22 54.55% 1 0.00%Heights 1 100.00% 1 100.00% 40 87.05% 43 87.14% 14 52.00%Tice 18 34.38% 24 24.31% 17 20.00% 2 50.00% 2 0.00%Trafalger 1 100.00% 28 88.54% 48 83.07% 10 35.00%

Total 1 100.00% 2 100.00% 170 78.08% 220 72.71% 94 56.65% 4 37.50% 2 0.00%

FitnessGram Pilot-HFZ FitnessGram Pilot-HFZ Curl-ups Curl-ups

Curl-ups Male# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13


Total 4 93.75% 162 79.40% 208 76.28% 59 68.03% 9 50.00%

Curl-ups Female# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13

Bayshore 24 95.83% 26 74.71% 10 58.33%Cape 52 84.82% 59 81.74% 14 64.82%Edison 17 94.12% 23 82.61% 2 0.00%Heights 1 100.00% 1 100.00% 35 61.79% 41 65.17% 14 64.00%Tice 17 37.50% 23 15.63% 15 30.56% 2 0.00% 2 100.00%Trafalger 1 100.00% 27 88.61% 54 64.82% 11 47.50%

Total 1 100.00% 2 100.00% 155 73.71% 220 66.03% 87 57.97% 4 0.00% 2 100.00%

A Closer Look at A Closer Look at Formative DataFormative Data

Quizzes

Chapter Tests

DIBELS

District Math Assessments

What tools do we have?What tools do we have?

FCAT Inquiry (Summative)FCAT Inquiry (Summative) Teacher Tools for Data Collection Teacher Tools for Data Collection

(Can be Summative or Formative)(Can be Summative or Formative)

•Histogram•Pareto Chart•Run Chart•Scatter Diagram•Item Analysis

HistogramHistogram

Grade Distribution in 8th Grade English

0

10

20

30

40

50

60

70

0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100

Grade

Freq

uenc

y

Bar chart representing a frequency distribution of student scores

Heights of the bars represent number of students scoring at same level/score

Used to Monitor progress

Histogram: Minutes to Run 1 Mile

0

2

4

6

8

10

12

14

16

5-6 7-8 9-10 11-12 13-14 15-16

Time

Fre

qu

en

cy

Histogram: Score Distribution in 7th Grade Physical Education

0

10

20

30

40

50

60

70

0-1 2-4 5-7 8-10 11-13 14-16 17-19 20-22 23-25 26+Push-Ups

Fre

qu

ency

Run ChartUse to:

Monitor progress over time

Display data in simplest formRun Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9

Week

Per

cen

t

Run Chart: Number of Curl-Ups per Week

140

145

150

155

160

165

170

175

180

1 2 3 4 5 6 7 8 9

Week

Nu

mb

er o

f w

ord

s

Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our

weekly personal fitness class quizzes.Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math

Quizzes

0

10

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100

1 2 3 4 5 6 7 8 9

Week

Per

ce

nt

w/

avg

. o

f a

t le

as

t 8

0%

Scatter DiagramScatter Diagram

Scatter Diagram: Quiz Average vs. Test Average

50

60

70

80

90

100

50 60 70 80 90 100Test Average

Qu

iz A

vera

ge

Scatter Diagram: Hours of Sleep vs Mile Run Times

0

2

4

6

8

10

12

0 1 2 3 4 5 6 7 8 9 10

Hours of Sleep

Mis

take

s

Item AnalysisUse to:

Determine mastered content

Determine most common mistakes ITEM DATA RECORDING SHEET

FOR ANALYSIS OF CLASSROOM TESTS

Subject : _____________________

Record Answers (Letter) Chosen for Multiple Choice Items Record Points Earned for Constructed Response Items

Student

# 1

# 2

# 3

# 4

# 5

# 6

# 7

# 8

# 9

# 10

# 11

# 12

# 13

# 14

# 15

# 16

# 17

# 18

# 19

# 20

Correct Answer

CLASSROOM TEST ANALYSISBENCHMARK

ASSESSEDITEM

#NUMBER CORRECT

NUMBERINCORRECT

NUMBERPARTIALCREDIT

NUMBERDISTRACTORA/1

NUMBERDISTRACTORB/2

NUMBERDISTRACTORC/3

NUMBERDISTRACTORD/4

NUMBERNOANSWER

1

2

3

4

5

6

7

8

9

10

4th Reading

Student q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20

1 1 2 3 3 4 3 3 4 3 2 1 3 4 4 2 1 2 4 3 4 4 4 1 4 2 3 2 1 3 3 1 3 3 1 2 4 3 4 3 3 3 3 3 4 1 3 2 4 4 1 2 3 4 1 3 2 1 4 3 2 4 1 4 2 4 5 1 2 1 3 4 4 3 3 4 1 3 3 1 4 3 1 3 6 1 4 1 3 3 1 3 4 4 3 3 4 1 1 7 1 4 3 3 2 3 1 2 3 4 5 2 5 1 3 1 9 1 2 3 3 2 2 3 3 2 3 3 2 4 2 3 4 9 1 2 3 3 4 3 3 2 3 3 2 4 3 1 4

10 1 2 4 3 4 4 3 3 2 3 2 3 3 2 2 1 4 11 1 1 3 3 4 4 4 3 3 3 3 2 4 3 3 4 3 12 1 2 3 3 2 3 3 2 3 3 1 1 2 1 1 13 1 2 3 3 4 4 3 3 2 3 3 2 1 3 4 4 14 1 3 1 3 2 4 2 4 2 4 3 15 1 3 4 1 5 4 2 3 1 3 5 2 1 4 5 2 3 5 3 1 16 1 2 3 4 4 4 3 1 2 4 4 1 3 4 3 1 3 17 1 2 4 3 4 4 3 2 2 3 3 2 3 2 3 3 18 1 2 3 3 4 4 2 3 2 3 4 4 3 4 3 3 1 2

Correct Answer

1

2

3

3

4

3

3

2

3

3

2

4

3

3

4

Student q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 q21 q22 q23

1 1 1 4 4 2 3 1 2 2 4 2 1 3 2 1 2 4 4 2 3 1 2 2 4 2 1 3

3 1 2 4 4 2 3 1 2 3 2 2 3 2 4 1 2 4 4 2 3 1 2 2 4 2 1 3

5 1 3 4 4 2 3 3 4 3 4 4 3 2 6 1 2 4 4 2 3 3 1 1 3 4 4 3

7 3 2 4 4 2 3 4 2 1 4 2 4 3

8 1 2 4 1 2 3 3 2 2 4 1 1 3

9 1 2 3 4 2 3 4 2 2 4 2 2 3

10 1 2 4 4 4 3 2 1 2 1 2 4 3 2 3 3 3 3

11 4 2 4 4 2 3 3 1 4 3 3 4 12 1 2 4 4 4 3 3 1 3 3 1 1 4 1 4 4 2 13 1 2 4 4 2 3 3 2 1 1 4 3 3 3

Correct Answer 1 2 4 4 2 3 1 2 2 4 2 1 3

5th Math

ITEM ANALYSIS ACTIVITY

Pareto ChartUse to:

Rank issues in order of occurrence

Decide which problems need to be addressed first

Find the issues that have the greatest impact

Monitor impact of changes Pareto Chart: Types of mistakes in Division Problems

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Incorrect multiplication Incorrect subtraction No decimal Other

Mistake

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Cu

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Pareto Chart: Types of mistakes in Division Problems

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10

20

30

40

50

60

70

80

90

100

Incorrect multiplication Incorrect subtraction No decimal Other

Mistake

Pe

rce

nt

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Cu

mu

lati

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pe

rce

nta

ge

Females Age 12: President’s Females Age 12: President’s ChallengeChallenge

Pre- to Post- Test GainsPre- to Post- Test Gains Curl ups+3.59 (avg) Curl ups+3.59 (avg) Mile Run-38 sec (avg) Mile Run-38 sec (avg) Push Ups -0.47 (avg) Push Ups -0.47 (avg) S/R+1.11 (avg)S/R+1.11 (avg)

Data analysis provides:

Insight

and

Questions

Adapted from Getting Excited About Data, Edie Holcombwww.corwinpress.com

• What question are we trying to

answer?• What can we tell from the data?• What can we NOT tell from the

data? What else might we want to

know?• What good news is here for us to

celebrate?• What opportunities for improvement

are suggested by the data?

Questions to Ponder…

Action

Answers!

Provides

What information have I gained from my

data? What interventions can I put

In place?

Implement the plan.

Analyze the results.

Make improvements.

Steps to Improvement

PLAN

DO

STUDY

ACT

Personal Action Plan

What data can I access?

What tools can I use to help me monitor progress toward our class goals?

What/who else do I need to help me?

What is my start date?

How will I evaluate the results?

P

DS

A

Documents

Using Data to Improve Student Achievement