2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact: Data Overview
Reflection:
The artifact used to provide evidence of this standard is a presentation giving a data overview of CRCT scores for three years from my school. The data compares my local school with data from other elementary school in my district. Additionally, the data is compared at a state level.
The presentation is a narrated PowerPoint giving insight into CRCT data for three years. The PowerPoint contains a number of graphs to help visually understand the data. There were three purposes to the presentation. First, strengths and weaknesses were identified amongst school, district, and state levels. Next, key levels for improvement were identified for the school level. Finally, changes in the subgroup were identified over a period of time.
The presentation reviewed all of the content areas students in the third grade were tested over for the years 2008-2009, 2009-2010, and 2010-2011. Summaries for each content area detailing percentages, strengths, and weaknesses were provided. There were a number of strengths at the school level. For instance, reading, science, and language arts had a high percentage of students who either met the standard or exceeded the standard. In reading, 97 percent of students met or exceeded the standard. In language arts, 92 percent of students met or exceeded the standard. In science, 85 percent of students met or exceeded the standard. These numbers were consistent over a three year span. The weaknesses included math and social studies. Math was considered a weakness because the school was below state level in students who met and exceeded. Social studies was the same. The number of students who met or exceeded in math was only 67 percent. The number of students who met or exceeded in social studies was 73 percent.
A number of subgroups were also identified. These groups were males, females, students with disabilities, students without disabilities, economically disadvantaged, and English Language Learners. For the data presentation, however, only students with disabilities, economically disadvantaged, and English Language Learners were used. Compared to the state average, students with disabilities was in line with other students in the state of Georgia. English Language Learners were above average while economically disadvantaged was below average.
The presentation breaks down the percentages of students who fall into these categories at each elementary school in the district. Then, it breaks down the percentage of each of these students who met or exceeded on the CRCT compared to the state.
The creation of the PowerPoint was found to be useful. It is important to take information and understand how it can shape instruction in the classroom. By researching and breaking down the data, it helped to determine where the school needed improvement. It would be useful to do this every year in any school as a way to shape instruction.
In order to have success in any school, data is imperative. Teachers do not need to be afraid of the data, but they need to understand it is a tool which can help them determine where instructional needs lie. I feel it would be beneficial to all school to ensure their staff understands the various types of data to be analyzed. Often times, I feel it is only the state tests that are looked at. Teachers could gain much more insight into their students by analyzing things such as work samples.
Artifact: Data Overview
Reflection:
The artifact used to provide evidence of this standard is a presentation giving a data overview of CRCT scores for three years from my school. The data compares my local school with data from other elementary school in my district. Additionally, the data is compared at a state level.
The presentation is a narrated PowerPoint giving insight into CRCT data for three years. The PowerPoint contains a number of graphs to help visually understand the data. There were three purposes to the presentation. First, strengths and weaknesses were identified amongst school, district, and state levels. Next, key levels for improvement were identified for the school level. Finally, changes in the subgroup were identified over a period of time.
The presentation reviewed all of the content areas students in the third grade were tested over for the years 2008-2009, 2009-2010, and 2010-2011. Summaries for each content area detailing percentages, strengths, and weaknesses were provided. There were a number of strengths at the school level. For instance, reading, science, and language arts had a high percentage of students who either met the standard or exceeded the standard. In reading, 97 percent of students met or exceeded the standard. In language arts, 92 percent of students met or exceeded the standard. In science, 85 percent of students met or exceeded the standard. These numbers were consistent over a three year span. The weaknesses included math and social studies. Math was considered a weakness because the school was below state level in students who met and exceeded. Social studies was the same. The number of students who met or exceeded in math was only 67 percent. The number of students who met or exceeded in social studies was 73 percent.
A number of subgroups were also identified. These groups were males, females, students with disabilities, students without disabilities, economically disadvantaged, and English Language Learners. For the data presentation, however, only students with disabilities, economically disadvantaged, and English Language Learners were used. Compared to the state average, students with disabilities was in line with other students in the state of Georgia. English Language Learners were above average while economically disadvantaged was below average.
The presentation breaks down the percentages of students who fall into these categories at each elementary school in the district. Then, it breaks down the percentage of each of these students who met or exceeded on the CRCT compared to the state.
The creation of the PowerPoint was found to be useful. It is important to take information and understand how it can shape instruction in the classroom. By researching and breaking down the data, it helped to determine where the school needed improvement. It would be useful to do this every year in any school as a way to shape instruction.
In order to have success in any school, data is imperative. Teachers do not need to be afraid of the data, but they need to understand it is a tool which can help them determine where instructional needs lie. I feel it would be beneficial to all school to ensure their staff understands the various types of data to be analyzed. Often times, I feel it is only the state tests that are looked at. Teachers could gain much more insight into their students by analyzing things such as work samples.