DATA ANALYSIS Looking at Student Work November 2013

allows us to: HIGH SCHOOL REGENTS ANALYSIS • 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.

and also…… HIGH SCHOOL REGENTS ANALYSIS • 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

item analysis: LOOKING AT STUDENT WORK FROM REGENTS • 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.

main uses: LOOKING AT STUDENT WORK FROM REGENTS • Understanding patterns of achievement in your schoolwide Regents performance • Identifying particular areas in which students need assistance in

for each question number: HIGH SCHOOL REGENTS ANALYSIS • 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)

individual student responses: HIGH SCHOOL REGENTS ANALYSIS Incorrect – White Correct – Light Green M – Multiple Answers X – Missing Answer (left blank) • (-) - ? ? ? • •

written essay responses on Disc: HIGH SCHOOL REGENTS ANALYSIS • Individual Student (taking the Regents for the 2 nd 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

what does it tell us: LOOKING AT STUDENT WORK FROM REGENTS • • Were students guessing? What should I re-teach? Common Misconceptions? Strengths?

in addition: LOOKING AT STUDENT WORK FROM REGENTS • Focus on questions that the students answered between 30% and 80% correct • These are the ones that are most valuable

Distractors: LOOKING AT STUDENT WORK FROM REGENTS • Information on the (frequency of) selection can help teachers identify student/class/school misconceptions and problems.

before you get started: LOOKING AT STUDENT WORK FROM REGENTS • Identify 5 questions (each) from the M/C section that they believe students would find the … • “Least Challenging” (circle) – Why? • “Most Challenging” (star) – Why?

Then, based on the data analysis LOOKING AT STUDENT WORK FROM REGENTS • Identify the lowest 5 questions or strands, and begin to think about: Why were these the most difficult for students?

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: LOOKING AT STUDENT WORK FROM REGENTS • 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.

additional resources: LOOKING AT STUDENT WORK FROM REGENTS • http: //www. regentsreviewli ve. net/ • http: //www. edusolution. co m/regentsindex. htm • • http: //www. jmap. org/

arisnyc. org: MIDDLE SCHOOL ITEM ANALYSIS • Click on connect • Select TAPCo. Private • Download item skills analysis tool

identify: MIDDLE SCHOOL ITEM ANALYSIS • Find most common mistakes • Standards associated with each question • Compare writing scores to NYC Performance Assessments • Can you see a pattern?

support: MIDDLE SCHOOL ITEM ANALYSIS • Engage. NY. org -Common Core Curriculum & Assessments -Data Driven Instruction -Video Library

featured resources: MIDDLE SCHOOL ITEM ANALYSIS • Engage. NY. org -Curriculum Modules for ELA & Math -NYS Metrics & Expectations (2013 -2014)

featured resources: MIDDLE SCHOOL SAMPLE EXAM QUESTIONS (MULTIPLE CHOICE AND ESSAY) • Engage. NY. org

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 …

CLOSING THE DATA LOOP • 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!