Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Analyze pre and post-assessment data to determine students'

No description
by

Olivia Murray

on 12 February 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Analyze pre and post-assessment data to determine students'

Part III: Analysis of Student Learning
Step 1:
Understand The Task
Analyze pre- and post-assessment data to determine students' progress related to your unit goals. Describe how you shared information about student progress with others (p. 11).
Step 2:
Compile & Analyze Data
Explain how the learning gains are reflected in the pre- and post-assessments and summarize learning gains in relation to students' level of prior knowledge and skills (p. 11).
Step 2 Ideas
General statement (e.g., overarching trend/pattern) to account for all leaners
Table: Class average pre/post

Disaggregate data to account for individual learners (and assessment items)
Table: Ranges, specific items, percent correct
Graph: Points or percent correct for each student on pre/post-assessment
Step 3:
Interpret the data
Step 3 Ideas
Address each goal
Further discuss the assessment tool(s)
Validity: How well a test measures what it is purported to measure
Reliability: The degree to which an assessment tool produces stable and consistent results
Explain gains for groups of students
Explain gains for some individual students (students who: made huge/no gains; were absent; produced "weird" or "interesting" data results; student(s) with severe needs; other?
Explain what you think the data mean in terms of student progress toward unit goals. Describe what students learned (as evidenced by the data) and what instructional (and other) factors influenced their learning. Pay attention to what the data reveal about learning gains for groups of students (e.g., ELL, SPED, TAG, among social identity categories like race, gender, ability) (p. 11).
Final Step:
Report the Data
Describe how you have used both formative and summative data from your unit to report student progress to the students themselves and to their families.
ideas
What went home throughout unit?
How did you report student progress from pre- to post-assessment to your parents/families and students?
Full transcript