Assessment Data Analysis
Evaluation Target E2
Why did I make it?
I created these reports to help me analyze students' progress toward the essential learning targets of the unit and to help guide instruction. These reports helped me to track students' learning over the course of the unit as well as to help me identify students who were struggling and needed additional support. The formative assessment data helped me to identify students' progress as well as identify students who may need additional support whereas the summative assessment data helped me identify which parts of the unit were taught well and which areas could be improved upon.
Where was it used?
This system of assessment data and tracking students' progress was implemented in all of the Algebra 1 classes and the PreCalculus class I taught during student teaching in the Fall of 2014.
Who reviewed it and when?
These reports were created by me and were shared with my Cooperating Teacher over the course of my student teaching semester in the Fall of 2014. We often reviewed the data together and brainstormed ideas to improve how the students were taught in order to provide all students with the best possible education.
I created these reports to help me analyze students' progress toward the essential learning targets of the unit and to help guide instruction. These reports helped me to track students' learning over the course of the unit as well as to help me identify students who were struggling and needed additional support. The formative assessment data helped me to identify students' progress as well as identify students who may need additional support whereas the summative assessment data helped me identify which parts of the unit were taught well and which areas could be improved upon.
Where was it used?
This system of assessment data and tracking students' progress was implemented in all of the Algebra 1 classes and the PreCalculus class I taught during student teaching in the Fall of 2014.
Who reviewed it and when?
These reports were created by me and were shared with my Cooperating Teacher over the course of my student teaching semester in the Fall of 2014. We often reviewed the data together and brainstormed ideas to improve how the students were taught in order to provide all students with the best possible education.
Quiz - Formative Assessment Data
The sheet below is one that I created after the first quiz in the linear equations unit. Along the top are the different learning target areas. Along the side are the individual students (whose names were erased to keep their data private). I went through each of the quizzes and gave students a score of either 4 (proficient), 2 (sufficient), or 0 (not progressing) in each of the learning target areas. I then highlighted the students in either red, green, or yellow depending on how well they did. Green students have met the learning targets at a proficient level and do not need further instruction or additional help, yellow students are progressing and only need support in certain areas, and red students need more help and support. I also highlighted the learning targets that were lower in proficient scores so I could address those as a whole class. This data helped inform my future instruction as well as provide information to analyze students' progress in the future.
Summative Assessment Data
After the two formative assessments were taken and the summative assessment was complete, I would always look at a report such as the one below. This sheet shows how students progressed over the course of the unit on the quizzes. This helped me to analyze which students were still struggling even after additional support and which ones would need further support in future units. This data tracking of formative and summative assessment data helped me track students' progress as it related to their understanding of the essential learning targets as well as which areas I needed to improve my own teaching in teaching the same unit.