Analyze+Assessment+Data+to+Guide+Learning,+Part+I

=Overview= Consider these words published in 1998 by Black & Wiliam... > "We start from the self-evident proposition that teaching and learning have to be interactive. Teachers need to know about their pupils’ progress and difficulties with learning so that they can adapt their work to meet their needs—needs which are often unpredictable and which vary from one pupil to another." (p. 1 - 2)

Are these words relevant or irrelevant today? Of course this question may seem rhetorical to a teacher/student interested in their students' learning and not just covering content, but it really is not accepted as self-evident by many.

On this wikipage, you will learn how to systematically analyze the mathematical thinking of the 3rd grade students' work you have been reviewing in a quantifiable manner.

You will document: > 1. how many students answered both problems correctly? > 2. how many students answered one problem correctly and one problem incorrectly? > 3. how many students answered both problems incorrectly?

Task 1, Examine How I Quantified & Transform 6th Grade Reflection Across an Axis Data
Let's begin by looking at the 6th Grade Reflection Over an Axis Data > a. I asked the following questions in order to get numbers __//**(quantities)**//__ for answers. >> (1.) How many students got questions 1 - 10 //__**correct**__//? >> (2.) How many students got questions 1 - 10 //__**incorrect**__//? >> (3.) I used the following criteria to assess 19 - 6th grade students' ability to reflect a point over an axis without using a visual coordinate plane >>> (i.) **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**//__ >>> (i.) **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. I applied the criteria to the data >> (i.) I created a table to organize the data and record notes;

> c. I created a graph with the data to help me see patterns for the whole class.

> d. The graph answered my questions >> (1.) How many students got questions 1 - 10 //__**correct**__//? >> (2.) How many students got questions 1 - 10 //__**incorrect**__//?

> e. The graph helped me describe //__**whole class patterns**__// in my data > 1. more than 1/2 the class answered the questions correctly > > 2. almost 1/2 the class answered the questions incorrectly > > 3. there was not a significant difference between students' ability to reflect over either axis ||
 * [[image:Reflections Graph.png width="781" height="603" align="center"]] || **Patterns**

> f. The graph can not help me describe qualifiable data such as: **What did the students do incorrectly?** >> (1.) you will do this later

Task 2, Quantify and Transform the 3rd Grade Data
> a. What questions can you ask about your data that will give you numbers __//**(quantities)**//__? >> (1.) Write them on paper > b. Answer those questions > > c. Transform your data into a graph >> (1.) I suggest you use Create a Graph - @http://nces.ed.gov/nceskids/createagraph/ - and make a bar graph >> (2.) Read a tutorial to help you learn how to use this digital tool by - clicking here -

> d. Use a rubric to guide your thinking >> (1.) rubric: >> (2.) place the completed rubric in the Dropbox folder you shared with me