Instructions: Data literacy is essentially the ability to analyze student data and make instructional decisions based on that analysis to improve student learning. The intent of this assignment is to give you an opportunity to practice data literacy. Carefully review the attached scenario Download attached scenario. Examine and analyze all assessment data presented (both formative and summative). Determine the appropriate teacher response for each data set (data sets 1, 2, and 3). Organize your final project using the following categories (all labeled appropriately):
Analysis of Data (see chapter 1) – Analysis of each data set with averages/means included for each; outliers with characteristics/problem areas should be identified; conclusions should be drawn based on analysis of all data (this should include taking into account gender, race, socioeconomic status, and “at risk” areas); conclusions should also be made about whether or not you will group students, and if so, how will you group them and why
From page 14, “…classroom assessment is gathering, interpreting, and using evidence of student learning to support teacher decision making in a variety of ways: diagnosing student strengths, weaknesses, misunderstandings, and learning errors; monitoring of student effort and progress toward efficiency, improving student learning…; assigning grades; providing feedback to parents; improving instruction.”
Remember the purpose of assessment and ask yourself the questions posed in Table 1.2 on page 16
So where do I begin?!
I’m including a “start” to your analysis using data set 3 (it is at the bottom of this document); be advised that this is just a start and it is also not the ONLY way you could approach this; it also does not mean you have to group when making recommendations for feedback/instructional adjustments; you should have something like this chart example for each data set
For this section (clearly labeled), you should include 3 charts along with written explanations
Feedback to Students (see chapter 4) & Instructional Adjustments (see chapter 5, p. 158) – What type of feedback should be given to students, why, and when; what kinds of instructional adjustments should be made (this can include before, during, and after instruction)
From page 132, “…good feedback depends on appropriate teacher decision making and response to students contingent on several important variables. That is, effective feedback is differentiated – what works for one student may not be effective for another student.”
Some assumptions can be made by you as you make decisions on feedback to give and instructional adjustments to make; details have not been given on how instruction is presented so you can feel free to provide specific details that help justify your decisions made
For this section (clearly labeled), you should provide a written explanation that addresses each data set’s analysis with specific feedback and instructional adjustments to be made for each data set
Future Assessments – Discuss what the next week’s assessments (both formative and summative) should look like based on student progress so far; include changes that should be made based on the data analysis and student performance; differentiation, grouping, types of assessment, etc., should all be considered in the changes.
For this section (clearly labeled), you should provide a written explanation
