using data to improve student achievement
DESCRIPTION
Using Data to Improve Student Achievement. Summer 2006 Preschool CSDC. Outcomes. Know why we need to look at data Identify two types of tests Understand three types of scores Understand Summative & Formative Assessments Be able to interpret Summative Assessment Reports - PowerPoint PPT PresentationTRANSCRIPT
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Using Data to Using Data to Improve Student Improve Student
AchievementAchievementSummer 2006 PreschoolSummer 2006 Preschool
CSDCCSDC
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OutcomesOutcomes Know why we need to look at dataKnow why we need to look at data Identify two types of testsIdentify two types of tests Understand three types of scoresUnderstand three types of scores Understand Summative & Formative Understand Summative & Formative
AssessmentsAssessments Be able to interpret Summative Be able to interpret Summative
Assessment ReportsAssessment Reports Know how to use data in instructional Know how to use data in instructional
planning for increased student planning for increased student learninglearning
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Why Look at Data?Why Look at Data?
The purpose of data is to The purpose of data is to
give educators give educators
INSIGHT!INSIGHT!
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Types of TestsTypes of Tests
Norm-Referenced Test (NRT)
Criterion-Referenced Criterion-Referenced Test Test (CRT)(CRT)
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What is aWhat is a Norm-Referenced Test Norm-Referenced Test (NRT)?(NRT)?
A standardized A standardized assessment in which assessment in which all students all students perform under perform under the same conditions.the same conditions.
It compares the performance of a student It compares the performance of a student or or group of students to a national sample of group of students to a national sample of students at the same grade and age, students at the same grade and age, called the norm group.called the norm group.
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What is aWhat is a Criterion-Referenced Criterion-Referenced Test (CRT)?Test (CRT)?
An assessment comparing one student's An assessment comparing one student's performance to a specific learning objective or performance to a specific learning objective or performance standardperformance standard and notand not to the to the performance of other students. performance of other students.
It tells us how well students are performing on It tells us how well students are performing on specific goals or content standards rather than specific goals or content standards rather than how their performance compares to a national or how their performance compares to a national or local norming group.local norming group.
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Summary NRT and CRTSummary NRT and CRT
TYPE Norm-referenced
Test (NRT) Criterion-ref erenced
Test (CRT)
DEFINITION
Shows how a student does in relation to a norm group.
Shows how a student does in relation to a standard.
EXAMPLES
FCAT NRT SAT/ 10 TerraNova PSAT/ NMSQT
FCAT SSS Classroom Tests AP Exams District Math
Assessments
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Physical Education Physical Education ExamplesExamples
NRT-President’s Challenge Physical NRT-President’s Challenge Physical Fitness TestFitness Test
CRT-FitnessgramCRT-Fitnessgram
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Types of ScoresTypes of Scores
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Raw Score (RS)Raw Score (RS)
The number of items a student The number of items a student answers correctly on a test.answers correctly on a test.
PE Example: curl-ups=32, push-PE Example: curl-ups=32, push-ups=3, ups=3,
mile=7:35, s/r= 26mile=7:35, s/r= 26
The actual number/time achieved using The actual number/time achieved using the correct form on a sub-test of the the correct form on a sub-test of the fitness assessment.fitness assessment.
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Scale Score (SS)Scale Score (SS)
Mathematically converted raw scores Mathematically converted raw scores based on level of difficulty per question. based on level of difficulty per question.
For FCAT-SSS, aFor FCAT-SSS, a computer program is computer program is used to analyze student responses and used to analyze student responses and to compute the scale score. to compute the scale score.
Scale Scores reflect a more accurate Scale Scores reflect a more accurate picture of the student’s achievement picture of the student’s achievement level.level.
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Gain ScoresGain Scores
Commonly referred to as “Learning Gains”
The amount of progress a student makes in one school year.
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Physical Education Physical Education Example: Example:
Mile RunMile Run Pre-test= 10:00 Pre-test=10:00Pre-test= 10:00 Pre-test=10:00 Post-test= 8:00 Post-test=12:00Post-test= 8:00 Post-test=12:00 Learning Gain=Learning Gain=
Reflected in a percentage=20% gain or lossReflected in a percentage=20% gain or loss Reflected as a number= -2.00 or +2:00Reflected as a number= -2.00 or +2:00 The mile time learning gain is the only sub-The mile time learning gain is the only sub-
test score that shows improvement in a test score that shows improvement in a negativenegative number. number.
If the mile time increases, the score will be If the mile time increases, the score will be recorded as a recorded as a positive positive number.number.
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Learning Gains: Who Qualifies?
All students with a pre- and post-test, including all subgroups (ESE, LEP, etc.).
All students with matched, consecutive year (i.e. 2005 & 2006) FCAT SSS results, grades 4-10, who were enrolled in the same school surveys 2 & 3 (FTE).
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Learning Gains: Which Scores?
Gains apply in reading and math, not writing or science.
Pre-test may be from same school, same district, or anywhere in the state.
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Learning Gains:What equals Adequate Yearly Progress (AYP)? A. Improve FCAT Achievement Levels from 2005 to 2006 (e.g. 1-2, 2-3, 3-4, 4-5)
OR
B. Maintain “satisfactory” Achievement Levels from 2005-2006 (e.g. 3-3, 4-4, 5-5)
OR
C. Demonstrate more than one year’s growth within Level 1 or Level 2 - determined by DSS Cut Points (not applicable for retained students)
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LAST NAME
HOME NAME ID SEX RACE AGE CURL PRE
CURL POST
+/- Pre vs Post SIT PRE SIT POST
+/- Pre vs Post P/U PRE P/U POST
+/- Pre vs Post
MILE RUN PRE
MILE RUN POST
F 9 17.00 16.00 -1.00 13.00 16.00 3.00 20.00 13.00 -7.00 10:22 10:05 0:17 #########
29251325 F W 9 26.00 34.00 8.00 25.00 27.00 2.00 6.00 13.00 7.00 10:55 10:57 ######### 0:02
29282116 F H 9 27.00 28.00 1.00 21.00 21.00 0.00 13.00 16.00 3.00 10:57 10:55 0:02 #########
09220624 F W 9 26.00 19.00 -7.00 25.00 21.00 -4.00 5.00 5.00 0.00 11:00 12:00 ######### 1:00
29231402 F H 9 23.00 26.00 3.00 13.00 13.00 0.00 4.00 0.00 -4.00 11:00 11:00 0:00 0:00
27012517 F W 9 6.00 20.00 14.00 30.00 28.00 -2.00 7.00 5.00 -2.00 8:42 8:40 0:02 #########
29092321 F B 9 20.00 28.00 8.00 30.00 30.00 0.00 7.00 1.00 -6.00 13:14 13:25 ######### 0:11
09221022 F B 9 30.00 29.00 -1.00 25.00 21.00 -4.00 14.00 7.00 -7.00 20:00 17:00 3:00 #########
27042512 F H 9 29.00 35.00 6.00 24.00 22.00 -2.00 17.00 20.00 3.00 11:05 11:02 0:03 #########
29260906 F H 9 23.00 23.00 0.00 20.00 23.00 3.00 7.00 10.00 3.00 10:50 9:42 1:08 #########
27030724 F W 9 33.00 39.00 6.00 20.00 21.00 1.00 4.00 15.00 11.00 12:12 12:45 ######### 0:33
29270226 F W 9 15.00 24.00 9.00 20.00 23.00 3.00 3.00 9.00 6.00 12:45 12:00 0:45 #########
09231406 F W 9 13.00 15.00 2.00 33.00 33.00 0.00 14.00 16.00 2.00 13:05 13:00 0:05 #########
09241010 F W 9 33.00 25.00 -8.00 32.00 35.00 3.00 4.00 5.00 1.00 14:00 12:30 1:30 #########
27050118 F W 9 30.00 35.00 5.00 29.00 24.00 -5.00 20.00 10.00 -10.00 8:45 8:55 ######### 0:10
29242119 F W 9 33.00 37.00 4.00 30.00 30.00 0.00 14.00 1.00 -13.00 9:43 9:40 0:03 #########
27072524 F W 9 20.00 31.00 11.00 23.00 25.00 2.00 25.00 13.00 -12.00 12:00 11:43 0:17 #########
29232717 F H 9 24.00 24.00 0.00 29.00 32.00 3.00 10.00 5.00 -5.00 14:15 12:55 1:20 #########
29220302 F H 9 27.00 26.00 -1.00 30.00 35.00 5.00 10.00 19.00 9.00 10:12 10:00 0:12 #########
27021911 F W 9 14.00 29.00 15.00 10.00 20.00 10.00 0.00 7.00 7.00 11:24 11:56 ######### 0:32
29282917 F H 9 34.00 25.00 -9.00 36.00 39.00 3.00 7.00 2.00 -5.00 12:54 12:44 0:10 #########
09200305 F H 9 22.00 30.00 8.00 18.00 24.00 6.00 7.00 12.00 5.00 8:50 8:45 0:05 #########
29200607 F H 9 15.00 24.00 9.00 16.00 18.00 2.00 4.00 6.00 2.00 9:22 9:55 ######### 0:33
29141629 F A 9 28.00 29.00 1.00 17.00 21.00 4.00 2.00 11.00 9.00 14:15 14:10 0:05 #########
29140503 F H 9 21.00 27.00 6.00 33.00 27.00 -6.00 10.00 4.00 -6.00 17:25 14:11 3:14 #########
29281827 F H 9 32.00 36.00 4.00 20.00 21.00 1.00 0.00 0.00 0.00 12:15 12:08 0:07 #########
29232915 F H 9 13.00 33.00 20.00 29.00 29.00 0.00 22.00 18.00 -4.00 20:25 19:00 1:25 #########
29232917 F H 9 14.00 20.00 6.00 15.00 14.00 -1.00 14.00 23.00 9.00 15:12 17:55 ######### 2:43
27021126 F W 9 32.00 38.00 6.00 35.00 34.00 -1.00 30.00 16.00 -14.00 11:46 11:00 0:46 #########
29231525 F W 9 11.00 15.00 4.00 27.00 29.00 2.00 18.00 5.00 -13.00 22:15 18:40 3:35 #########
29231316 F H 9 4.00 14.00 10.00 21.00 22.00 1.00 21.00 3.00 -18.00 16:45 14:10 2:35 #########
AVERAGES 22.60 27.27 4.67 24.53 25.40 0.87 10.63 9.23 -1.40 12:54 12:25
Electronic Score SheetElectronic Score Sheet
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Developmental Scale Score Gains Table (DSS Cut
Points)Students achieving within Level 1 (or within Level 2) for two consecutive years must gain at least one point more than those listed in the table in order to satisfy the “making annual learning gains” component of the school accountability system.
Grade Level Change
Reading Mathematics
3 to 4 230 162
4 to 5 166 119
5 to 6 133 95
6 to 7 110 78
7 to 8 92 64
8 to 9 77 54
9 to 10 77 48
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Learning Gains: Retainees
A retained student can only be counted as making adequate
progress if he/she:
Moves up one level. (e.g. 1-2, 2-3, 3-4, 4-5)
Maintains a level 3, 4, or 5.
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Learning Gains: Activity
Using the data on the following table, determine:
which age levels made a learning gain in two of the four sub-tests?
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Data Display for FCAT Reading Data Display for FCAT Reading ResultsResults
Student 04/05 Grade Level
05/06Grade Level
Pre-test Achievement Level
Pre-test DSS
Post-test Achievement Level
Post-test DSS
Learning Gain Determination
A 7 8 Level 1 Level 2 Yes or NoReason: A, B, or C
B 7 8 Level 4 Level 4 Yes or NoReason: A, B, or C
C 7 8 Level 2 1598 Level 2 1743 Yes or NoReason: A, B, or C
D 8 8 Level 1 Level 2 Yes or NoReason: A, B, or C
E 8 8 Level 3 Level 3 Yes or NoReason: A, B, or C
F 8 8 Level 1 1486 Level 1 1653 Yes or NoReason: A, B, or C
G 7 8 Level 5 Level 4 Yes or NoReason: A, B, or C
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Teacher Learning Gains Based on Data Display
5 out of 7 students made learning gains. 71% of this teacher’s students made learning gains
and add points towards the school’s grade. No points are given to the school for Student F
because he was retained and stayed within level 1 – even though he made significant gains in DSS points.
No points are given to Student G because he decreased a level.
Total Number of Students with a Pre and Post-test who qualify for learning gain calculations:
Reason AIncreased 1 or more Achievement Levels
Reason BMaintains “satisfactory” levels (3, 4, or 5)
Reason CDSS Target Gain (More than a year’s growth)
7 2 2 1
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Class Record Sheet Class Record Sheet for for
Learning GainsLearning Gains
Microsoft Word Document
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Types of DataTypes of Data
Results (Summative)
Data used to make decisions about student achievement at the end of a period of instruction.
Process (Formative)
Data gathered at regular intervals during the instructional period; used to provide feedback about student progress and to provide direction for instructional interventions.
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A Closer Look at Results A Closer Look at Results DataData
Examples:
President’s ChallengePresident’s ChallengeFitnessgramFitnessgram
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President’s Challenge President’s Challenge Results 05/06Results 05/06
Presidential Fitness Test Results
Females/ Age 8:
Healthy Fitness
Test +/- Achieved
Curl ups +1.96(avg) √ S/R -.02 (avg) Mile Run *------- *----- Push Ups +.83 (avg) √
(1) Improvements made in 2 fitness components (average); minimal in 1 of 2. (2) Attained Healthy Fitness Award in 3 areas; cardio and flexibility not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
Males/ Age 8:
Healthy Fitness
Test +/- Achieved
Curl ups +4.37 (avg) √ S/R +1.57 (avg) √ Mile Run *------- *------ Push Ups +1.13 (avg) √
(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
Females/ Age 9:
Healthy Fitness
Test +/- Achieved
Curl ups +3.12 (avg) √ S/R +.88 (avg) √ Mile Run *------- *------- Push Ups +1.88 (avg) √
(1) Improvements made in 3 fitness components (average); minimal in 1 of 3. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
Males/ Age 9:
Healthy Fitness
Test +/- Achieved
Curl ups +2.89 (avg) √ S/R +.21 (avg) √ Mile Run *------- *------ Push Ups +2.09 (avg) √
(1) Improvements made in 3 fitness components (average); minimal in 1 of 3. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
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President’s Challenge President’s Challenge Results 05/06Results 05/06
Females/ Age 10:
Healthy Fitness
Test +/- Achieved
Curl ups +2.03 (avg) √ S/R +.78 (avg) √ Mile Run *-------- *----- Push Ups +.68 (avg) √
(1) Improvements made in 3 fitness components (average); minimal in 1 of 3. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
Males/ Age 10:
Healthy Fitness
Test +/- Achieved
Curl ups +2.08 (avg) √ S/R +.36 (avg) √ Mile Run *--------- *------ Push Ups +1.87(avg) √
(1) Improvements made in 3 fitness components (average); minimal in 1 of 3. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
Females/ Age 11:
Healthy Fitness
Test +/- Achieved
Curl ups +2.29 (avg) √ S/R -0.36 (avg) √ Mile Run *------ *----- Push Ups +1.43 (avg) √
(1) Improvements made in 2 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
Males/ Age 11:
Healthy Fitness
Test +/- Achieved
Curl ups +2.16 (avg) √ S/R -0.66 (avg) Mile Run *------- *------ Push Ups +2.11 (avg) √
(1) Improvements made in 2 fitness components (average). (2) Attained Healthy Fitness Award in 2 areas; cardio and flexibility not achieved.
*---- denotes times reported invalid; therefore, accurate average not available.
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President’s Challenge President’s Challenge Results 05/06Results 05/06
Females/ Age 12:
Healthy Fitness
Test +/- Achieved
Curl ups +3.59 (avg) √ S/R +1.11 (avg) √ Mile Run -38 sec(avg) Push Ups -0.47 (avg) √
(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
Males/ Age 12:
Healthy Fitness
Test +/- Achieved
Curl ups +4.28 (avg) √ S/R No change √ Mile Run -15 sec(avg) Push Ups +3.87 (avg) √
(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
Females/ Age 13:
Healthy Fitness
Test +/- Achieved
Curl ups +3.17 (avg) √ S/R +1.57 (avg) √ Mile Run -39 sec(avg) Push Ups No change √
(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
Males/ Age 13:
Healthy Fitness
Test +/- Achieved
Curl ups +6.57 (avg) √ S/R +0.63 (avg) √ Mile Run +7 min(avg) Push Ups +4.08 (avg) √
(1) Improvements made in 3 fitness components (average)1 of 3 minimal. (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
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President’s Challenge President’s Challenge Results 05/06Results 05/06
Females/ Age 14:
Healthy Fitness
Test +/- Achieved
Curl ups +2.74(avg) √ S/R +1.42(avg) √ Mile Run -16 sec(avg) √ Push Ups +3.69(avg) √
(1) Improvements made in all 4 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
Males/ Age 14:
Healthy Fitness
Test +/- Achieved
Curl ups -.90 (avg) √ S/R +1.38(avg) √ Mile Run -60 sec(avg) Push Ups +2.82(avg) √
(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
Females/ Age 15:
Healthy Fitness
Test +/- Achieved
Curl ups +4.38(avg) √ S/R +1.68(avg) √ Mile Run +10 sec Push Ups +3.36(avg) √
(1) Improvements made in 3 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
Males/ Age 15:
Healthy Fitness
Test +/- Achieved
Curl ups -8.36(avg) √ S/R +1.09(avg) √ Mile Run No change Push Ups +4 (avg) √
(1) Improvements made in 2 fitness components (average). (2) Attained Healthy Fitness Award in 3 areas; cardiovascular component not achieved.
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FitnessGram Pilot-HFZ FitnessGram Pilot-HFZ Mile Mile
Mile Male# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 37 61.11% 36 43.72% 6 50.00%Cape 2 100.00% 50 43.87% 64 35.32% 10 25.00%Edison 17 41.18% 15 40.00% 1 100.00%Heights 39 63.79% 37 49.78% 11 60.42% 1 0.00%Tice 32 10.00% 24 16.67% 20 16.67% 8 37.50%Trafalger 2 100.00% 48 54.12% 56 29.35% 7 44.05%
Total 4 100.00% 206 47.58% 234 36.00% 69 39.36% 10 45.83%
Mile Female# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 36 54.51% 39 26.44% 14 12.50%Cape 1 100.00% 68 43.79% 57 33.07% 5 20.00% 1 100.00%Edison 18 22.22% 21 14.29% 2 0.00%Heights 1 100.00% 1 100.00% 40 52.30% 43 73.84% 14 76.00%Tice 18 6.25% 24 6.25% 17 10.00% 2 0.00% 2 0.00%Trafalger 1 100.00% 25 55.06% 44 35.98% 11 4.00%
Total 1 100.00% 3 100.00% 187 42.42% 225 32.97% 82 22.80% 4 20.00% 2 0.00%
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FitnessGram Pilot-HFZ FitnessGram Pilot-HFZ Push-upsPush-ups
Push-ups Male# testedage 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 24 84.24% 31 74.82% 1 100.00%Cape 2 75.00% 43 91.67% 64 61.73% 10 75.00%Edison 14 100.00% 14 92.86% 1 100.00%Heights 37 88.14% 37 83.81% 10 100.00% 1 100.00%Tice 30 53.96% 23 69.17% 18 60.41% 8 62.50%Trafalger 2 91.64% 47 66.51% 56 68.27% 6 33.33%
Total 4 83.33% 183 76.91% 225 76.31% 60 76.93% 10 87.50%
Push-ups Female # tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 24 85.19% 32 60.42% 8 66.67%Cape 1 0.00% 63 73.45% 53 46.68% 4 25.00%Edison 17 100.00% 22 86.36% 2 50.00%Heights 1 100.00% 1 100.00% 38 73.89% 40 81.79% 14 82.00%Tice 17 18.75% 21 41.97% 15 25.90% 2 100.00% 2 50.00%Trafalger 1 100.00% 21 62.46% 50 39.86% 10 8.33%
Total 1 100.00% 3 66.67% 163 62.75% 213 54.14% 73 49.04% 4 37.50% 2 50.00%.
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FitnessGram Pilot-HFZ Sit-FitnessGram Pilot-HFZ Sit-n-Reachn-Reach
Back-saver Sit and Reach Male # tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 24 100.00% 34 97.62% 1 100.00%Cape 2 100.00% 49 94.58% 65 87.04% 11 77.50%Edison 16 43.75% 14 50.00% 1 0.00%Heights 39 86.75% 37 86.06% 11 100.00% 1 100.00%Tice 32 66.88% 24 79.17% 20 60.42% 8 75.00%Trafalger 8 87.50% 49 67.95% 41 88.81% 8 83.33%
Total 10 93.75% 193 83.23% 220 80.41% 65 78.54% 10 58.35%
Back-saver Sit and Reach Female #tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 27 86.53% 26 90.60% 10 100.00%Cape 57 93.88% 61 78.92% 21 78.33% 1 100.00%Edison 18 72.22% 22 54.55% 1 0.00%Heights 1 100.00% 1 100.00% 40 87.05% 43 87.14% 14 52.00%Tice 18 34.38% 24 24.31% 17 20.00% 2 50.00% 2 0.00%Trafalger 1 100.00% 28 88.54% 48 83.07% 10 35.00%
Total 1 100.00% 2 100.00% 170 78.08% 220 72.71% 94 56.65% 4 37.50% 2 0.00%
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FitnessGram Pilot-HFZ FitnessGram Pilot-HFZ Curl-ups Curl-ups
Curl-ups Male# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 5 100.00% 14 92.86% 1 100.00%Cape 2 100.00% 48 91.85% 65 87.67% 11 100.00%Edison 17 100.00% 15 80.00% 1 100.00%Heights 35 67.73% 35 72.60% 8 50.00% 1 0.00%Tice 29 55.56% 22 46.25% 18 50.42% 7 50.00%Trafalger 2 87.50% 45 81.88% 55 58.28% 6 27.78%
Total 4 93.75% 162 79.40% 208 76.28% 59 68.03% 9 50.00%
Curl-ups Female# tested age 7 # tested age 8 # tested age 9 # tested age 10 # tested age 11 # tested age 12 # tested age 13
Bayshore 24 95.83% 26 74.71% 10 58.33%Cape 52 84.82% 59 81.74% 14 64.82%Edison 17 94.12% 23 82.61% 2 0.00%Heights 1 100.00% 1 100.00% 35 61.79% 41 65.17% 14 64.00%Tice 17 37.50% 23 15.63% 15 30.56% 2 0.00% 2 100.00%Trafalger 1 100.00% 27 88.61% 54 64.82% 11 47.50%
Total 1 100.00% 2 100.00% 155 73.71% 220 66.03% 87 57.97% 4 0.00% 2 100.00%
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A Closer Look at A Closer Look at Formative DataFormative Data
Quizzes
Chapter Tests
DIBELS
District Math Assessments
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What tools do we have?What tools do we have?
FCAT Inquiry (Summative)FCAT Inquiry (Summative) Teacher Tools for Data Collection Teacher Tools for Data Collection
(Can be Summative or Formative)(Can be Summative or Formative)
•Histogram•Pareto Chart•Run Chart•Scatter Diagram•Item Analysis
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HistogramHistogram
Grade Distribution in 8th Grade English
0
10
20
30
40
50
60
70
0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100
Grade
Freq
uenc
y
Bar chart representing a frequency distribution of student scores
Heights of the bars represent number of students scoring at same level/score
Used to Monitor progress
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Histogram: Minutes to Run 1 Mile
0
2
4
6
8
10
12
14
16
5-6 7-8 9-10 11-12 13-14 15-16
Time
Fre
qu
en
cy
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Histogram: Score Distribution in 7th Grade Physical Education
0
10
20
30
40
50
60
70
0-1 2-4 5-7 8-10 11-13 14-16 17-19 20-22 23-25 26+Push-Ups
Fre
qu
ency
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Run ChartUse to:
Monitor progress over time
Display data in simplest formRun Chart: Percent of Students Scoring at Least 80% on Weekly Math Quiz
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9
Week
Per
cen
t
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Run Chart: Number of Curl-Ups per Week
140
145
150
155
160
165
170
175
180
1 2 3 4 5 6 7 8 9
Week
Nu
mb
er o
f w
ord
s
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Class Goal: By the end of 9 weeks, 100% of our class will have an average of at least 80% on our
weekly personal fitness class quizzes.Class Run Chart: Percent of Students Averaging at Least 80% on Weekly Math
Quizzes
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9
Week
Per
ce
nt
w/
avg
. o
f a
t le
as
t 8
0%
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Scatter DiagramScatter Diagram
Scatter Diagram: Quiz Average vs. Test Average
50
60
70
80
90
100
50 60 70 80 90 100Test Average
Qu
iz A
vera
ge
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Scatter Diagram: Hours of Sleep vs Mile Run Times
0
2
4
6
8
10
12
0 1 2 3 4 5 6 7 8 9 10
Hours of Sleep
Mis
take
s
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Item AnalysisUse to:
Determine mastered content
Determine most common mistakes ITEM DATA RECORDING SHEET
FOR ANALYSIS OF CLASSROOM TESTS
Subject : _____________________
Record Answers (Letter) Chosen for Multiple Choice Items Record Points Earned for Constructed Response Items
Student
# 1
# 2
# 3
# 4
# 5
# 6
# 7
# 8
# 9
# 10
# 11
# 12
# 13
# 14
# 15
# 16
# 17
# 18
# 19
# 20
Correct Answer
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CLASSROOM TEST ANALYSISBENCHMARK
ASSESSEDITEM
#NUMBER CORRECT
NUMBERINCORRECT
NUMBERPARTIALCREDIT
NUMBERDISTRACTORA/1
NUMBERDISTRACTORB/2
NUMBERDISTRACTORC/3
NUMBERDISTRACTORD/4
NUMBERNOANSWER
1
2
3
4
5
6
7
8
9
10
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4th Reading
Student q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20
1 1 2 3 3 4 3 3 4 3 2 1 3 4 4 2 1 2 4 3 4 4 4 1 4 2 3 2 1 3 3 1 3 3 1 2 4 3 4 3 3 3 3 3 4 1 3 2 4 4 1 2 3 4 1 3 2 1 4 3 2 4 1 4 2 4 5 1 2 1 3 4 4 3 3 4 1 3 3 1 4 3 1 3 6 1 4 1 3 3 1 3 4 4 3 3 4 1 1 7 1 4 3 3 2 3 1 2 3 4 5 2 5 1 3 1 9 1 2 3 3 2 2 3 3 2 3 3 2 4 2 3 4 9 1 2 3 3 4 3 3 2 3 3 2 4 3 1 4
10 1 2 4 3 4 4 3 3 2 3 2 3 3 2 2 1 4 11 1 1 3 3 4 4 4 3 3 3 3 2 4 3 3 4 3 12 1 2 3 3 2 3 3 2 3 3 1 1 2 1 1 13 1 2 3 3 4 4 3 3 2 3 3 2 1 3 4 4 14 1 3 1 3 2 4 2 4 2 4 3 15 1 3 4 1 5 4 2 3 1 3 5 2 1 4 5 2 3 5 3 1 16 1 2 3 4 4 4 3 1 2 4 4 1 3 4 3 1 3 17 1 2 4 3 4 4 3 2 2 3 3 2 3 2 3 3 18 1 2 3 3 4 4 2 3 2 3 4 4 3 4 3 3 1 2
Correct Answer
1
2
3
3
4
3
3
2
3
3
2
4
3
3
4
Student q1 q2 q3 q4 q5 q6 q7 q8 q9 q10 q11 q12 q13 q14 q15 q16 q17 q18 q19 q20 q21 q22 q23
1 1 1 4 4 2 3 1 2 2 4 2 1 3 2 1 2 4 4 2 3 1 2 2 4 2 1 3
3 1 2 4 4 2 3 1 2 3 2 2 3 2 4 1 2 4 4 2 3 1 2 2 4 2 1 3
5 1 3 4 4 2 3 3 4 3 4 4 3 2 6 1 2 4 4 2 3 3 1 1 3 4 4 3
7 3 2 4 4 2 3 4 2 1 4 2 4 3
8 1 2 4 1 2 3 3 2 2 4 1 1 3
9 1 2 3 4 2 3 4 2 2 4 2 2 3
10 1 2 4 4 4 3 2 1 2 1 2 4 3 2 3 3 3 3
11 4 2 4 4 2 3 3 1 4 3 3 4 12 1 2 4 4 4 3 3 1 3 3 1 1 4 1 4 4 2 13 1 2 4 4 2 3 3 2 1 1 4 3 3 3
Correct Answer 1 2 4 4 2 3 1 2 2 4 2 1 3
5th Math
ITEM ANALYSIS ACTIVITY
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Pareto ChartUse to:
Rank issues in order of occurrence
Decide which problems need to be addressed first
Find the issues that have the greatest impact
Monitor impact of changes Pareto Chart: Types of mistakes in Division Problems
0
10
20
30
40
50
60
70
80
90
100
Incorrect multiplication Incorrect subtraction No decimal Other
Mistake
Per
cen
t
0
10
20
30
40
50
60
70
80
90
100
Cu
mu
lativ
e p
erce
nta
ge
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Pareto Chart: Types of mistakes in Division Problems
0
10
20
30
40
50
60
70
80
90
100
Incorrect multiplication Incorrect subtraction No decimal Other
Mistake
Pe
rce
nt
0
10
20
30
40
50
60
70
80
90
100
Cu
mu
lati
ve
pe
rce
nta
ge
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Females Age 12: President’s Females Age 12: President’s ChallengeChallenge
Pre- to Post- Test GainsPre- to Post- Test Gains Curl ups+3.59 (avg) Curl ups+3.59 (avg) Mile Run-38 sec (avg) Mile Run-38 sec (avg) Push Ups -0.47 (avg) Push Ups -0.47 (avg) S/R+1.11 (avg)S/R+1.11 (avg)
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Data analysis provides:
Insight
and
Questions
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Adapted from Getting Excited About Data, Edie Holcombwww.corwinpress.com
• What question are we trying to
answer?• What can we tell from the data?• What can we NOT tell from the
data? What else might we want to
know?• What good news is here for us to
celebrate?• What opportunities for improvement
are suggested by the data?
Questions to Ponder…
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Action
Answers!
Provides
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What information have I gained from my
data? What interventions can I put
In place?
Implement the plan.
Analyze the results.
Make improvements.
Steps to Improvement
PLAN
DO
STUDY
ACT
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Personal Action Plan
What data can I access?
What tools can I use to help me monitor progress toward our class goals?
What/who else do I need to help me?
What is my start date?
How will I evaluate the results?
P
DS
A