Analyze+Assessment+Data+to+Guide+Learning+Part+II

=Overview= Quantitative data only tells you how many students got problems right or wrong. It does not help you understand what students did to get problems incorrect. Wiliam (2011), claims, "It is only through assessment that we can find out whether a particular sequence of instructional activities has resulted in the intended learning outcomes" (p. 1). On this wikipage, you are going to identify all of the student actions that caused them to get problems wrong.

There are 2 tasks to complete on this wikipage

Task 1, Examine how I Analyzed 6th Grade Reflection Over an Axis Data
A. In order to analyze my data qualitatively, I must use the assessment criteria I developed. > (1.) Reflecting Across the X-axis >> (A.) x-value and y-value are separated by comma >> (B.) x-value and y-value are numbers & written between parentheses >> (C.) sign of x-value does not change >> (D.) sign of y-value changes > (2.) Reflecting Across the Y-axis >> (A.) x-value and y-value are separated by comma >> (B.) x-value and y-value are numbers & written between parentheses >> (C.) sign of x-value changes >> (D.) sign of y-value does not change

B. Next, I look at my notes from my initial data analysis and focus on the students who got problems incorrect. In this case, students 9 - 16 & #19.



C. I make a list of student actions that are similar and that caused the students to get problems incorrect. For example: > (1). When reflecting across the X-Axis, students changed the X-value instead of the Y-value (students 9 - 12) > > (2). When reflecting across the Y-Axis, students changed the Y-value instead of the X-value (students 9 - 12) > > (3). Students 10, 14 & 16 changed both x & y values. > > (4). Student 15 did not change either x or y value > > (5). Students 11 and 19 did not write coordinates (X,Y), they just wrote a single number in the parenthesis

media type="custom" key="28003455" align="right" D. And finally, I explain how the students' actions are lacking in **conceptual understanding**, **mathematical proficiency** and **mathematical reasoning** > (1.) **Conceptual Understanding** >> (A.) Students do not understand that when a point is reflected over an axis, //**the coordinate value that is the same as the axis of reflection**// remains the same and the coordinate value that is not the same as the axis of reflection changes. In Figure 1, the x-values are the same because the reflection takes place over the x-axis.

media type="custom" key="28003511" align="right" > (2.) **Mathematical Proficiency** >> (A.) Since this formative assessment requires students to mentally reflect points over an x or y axis, the students are not capable of this skill.

media type="custom" key="28003541" align="right" > (3.) **Mathematical Reasoning** >> (A.) Students were not capable of forming a mental image of a coordinate plane and reflecting over an axis.

Task 2, Examine Your Data Qualitatively
A. Visit your google docs B. Choose the edTPA Documents folder C. Select the Copy of mathematics--assessment-commentary document D. Complete the sections indicated below > (1.) if you do not understand how to insert a graph into this document, please email me to setup an appointment at A.J. Schmidt > (2.) The graph to put into this document came from part I of analyzing assessment data to guide learning E. Use a rubric to guide your work > (1.) rubric > (2.) place the completed rubric in the Dropbox folder you shared with me