Download - DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014
![Page 1: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/1.jpg)
DDI and Assessments in Mathematics: Analyzing and Tracking Data
At the K-5 Level
May 15, 2014
![Page 2: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/2.jpg)
Session Objectives
• Be able to describe what to look for when analyzing student work for a Common Core-aligned assessment
• Be able to create a data tracker for assessments
• Develop questions that drive data-analysis meetings around Common Core-aligned assessment data
![Page 3: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/3.jpg)
Agenda
• Introduction• Warm Up: Review of Assessment Design• Looking at Student Work– Examples– Time with work you brought
• Tracking Student Work• Leading a Data Meeting with Questions• Q & A
![Page 4: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/4.jpg)
Introduction
• Part I: Assessment (February)• Part II: Analysis* (May)• Part III: Action (July)
![Page 5: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/5.jpg)
*Analysis is hard.• We don’t want to “granularize” content…
…but we have to do something to look “under the hood”
• We want our students engaged in rich tasks……but we want to dig into the work associated with the tasks to learn specifics aboutwhat our students know and can do
• We don’t want to put rigor in silos or to create a “checklist” for rigor…
…but we want usable information abouthow are kids are doing with respect to thedemands of the Common Core
![Page 6: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/6.jpg)
Warm Up: Review of Assessment Design
1. What makes this assessment Common Core-aligned?2. Critique this. How could it be improved?
![Page 7: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/7.jpg)
Review: What Two Things Make a Great Common Core Assessment?
1. Balance of rigor2. Variety of levels
![Page 8: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/8.jpg)
Think Aloud…• I knew some of my students were functioning below
grade level, so I used the NF domain heading to locate similar understandings at the 3rd grade level. This drove instruction for my unit and allowed for more differentiation.
• I tried to vary performance level using PLDs by mixing identifying equivalent fractions and generating equivalent fractions.
• I tried to include a variety of prompts/question types that would offer a balance of rigor. This drove instruction for my unit and ensured a balance of rigor throughout the unit.
![Page 9: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/9.jpg)
Examine Sample Assessment
First Focus Question: “Imagine looking at some student work associated with this assessment.
What kinds of errors do you think you’d see?
What would these errors reveal about students?”
![Page 10: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/10.jpg)
Looking At Student Work
Second Focus Question: “Look at the work from Caitlin and Truman.
What kinds of errors do you see?
What do these errors reveal about students?”
![Page 11: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/11.jpg)
This Evening’s Two Big Ideas:
Analyze student work based on:1. The grade level standard(s) being measured 2. The type of error, viewed through a rigor* lens
![Page 12: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/12.jpg)
*Rigor Means Different Things to Different People
• Procedural • Conceptual• Application
![Page 13: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/13.jpg)
Caitlin
![Page 14: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/14.jpg)
Caitlin
![Page 15: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/15.jpg)
Caitlin
![Page 16: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/16.jpg)
Caitlin
![Page 17: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/17.jpg)
Truman
![Page 18: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/18.jpg)
Truman
![Page 19: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/19.jpg)
Truman
![Page 20: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/20.jpg)
Truman
![Page 21: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/21.jpg)
Summary
Notice:1. The grade level standard(s) being measured 2. The type of error, viewed through a rigor* lens
![Page 22: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/22.jpg)
Activity
• Spend some time with student work that you brought.– What standards are being measured?– What types of errors are being made?
![Page 23: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/23.jpg)
How Do We Track Data?
![Page 24: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/24.jpg)
Tracking The Class
![Page 25: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/25.jpg)
Each Item, Through Multiple Lenses
![Page 26: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/26.jpg)
Useful Disaggregation
![Page 27: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/27.jpg)
Useful Disaggregation
![Page 28: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/28.jpg)
Possible Modifications
• Break down data to show strategies employed (e.g., table, equation, picture)
• Break down P, C, A further (e.g., “P – Division of fractions”)
• Include other “lenses” (e.g., vocabulary, writing)• Also tag items at performance levels, using PLDs• Tag items to more than one standard
![Page 29: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/29.jpg)
Using Questions to Lead Data Meetings
“Bambrick Model”—Based on Paul Bambrick-Santoyo’s Driven By Data
We’ll look at: • “Pre-Cursors” (what happens before a data meeting)• “Conversation Starters and Re-Directors” (what happens
during a data meeting)
$64,000 Question:How might these look different using a Common Core-aligned assessment?
![Page 30: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/30.jpg)
“Pre-Cursors”
![Page 31: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/31.jpg)
“Pre-Cursors”
• How would we prepare differently for a Common Core assessment meeting?– What different activities would we ask teachers to
do? – What different questions would we pose?
![Page 32: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/32.jpg)
“Conversation Starters & Re-Directors”
![Page 33: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/33.jpg)
“Conversation Starters & Re-Directors”
• What would be different during a Common Core assessment meeting?– What different activities would we ask teachers to
do? – What different questions would we pose?
![Page 34: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/34.jpg)
This Evening’s Two Big Ideas, Revisited:
• Analyze student work based on1. The grade level standard(s) being measured 2. The type of error, viewed through a rigor lens
![Page 35: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/35.jpg)
Session Objectives
• Be able to describe what to look for when analyzing student work for a Common Core-aligned assessment
• Be able to create a data tracker for assessments
• Develop questions that drive data-analysis meetings around Common Core-aligned assessment data
![Page 36: DDI and Assessments in Mathematics: Analyzing and Tracking Data At the K-5 Level May 15, 2014](https://reader036.vdocuments.us/reader036/viewer/2022062712/56649ca55503460f94965d43/html5/thumbnails/36.jpg)
Thanks!
• Q & A