Guiding Questions for Analyzing Common Assessment Data



How would you rate the effectiveness of the common assessment for measuring student learning? (Was it a good CA?) What is the cut score or percentage point at which you all agree indicates that a student is proficient? (In other words, what is the percent correct needed for proficiency?) Based on this proficiency standard, classify your student work into 3 stacks or groups… 1. well above proficiency 2. slightly above or slightly below proficiency 3. well below proficiencyFor those in stacks 2 and 3, further analyze the work to see which questions/skills were most troublesome. Are there specific gaps in skill knowledge for a student or group of students? Are they able to answer correctly some of the time, but not always? You may want to further group these based on the focus or skills needed.What interventions do the students in these stacks need? How many groups of intervention instruction are needed to meet these needs? (For example: 2 groups are needed: 1 for those who still do not understand the basic fundamentals of place value; and 1 for those who do understand the basics of place value but have difficulty applying to different problems)Plan intervention strategies. These may be guided math or reading, extra small group, one-on-one with a student, or possibly an intervention station if working across grade levels. Also discuss the time frame for these interventions (3 weeks?) and then give CA again to measure growth or understanding.Is there anything you learned about your original instruction based on the results of the common assessment? (For example: I think I need to show and expose students to a variety of examples instead of only one, etc.)What about those in stack 1 who did master the skill that was measured on the CA? Talk about possible enrichment opportunities. (For example: Classworks, etc.)What should be the focus of the next common assessment? ................
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