Data Analysis for All Students

DATA ANALYSIS FOR ALL STUDENTS

© Relay Graduate School of Education. All rights reserved. 2

AGENDA OBJECTIVES

Agenda and Objectives

• Teaching Context• Data Analysis for All Students• Data Analysis for Subgroups of

Students• Data Analysis for One Student

Compare examples of a written teaching context to determine characteristics of a strong submission

Identify requirements for academic analysis in the Data Narrative

Compare various graphs, charts, and tables to determine best practices for displaying student data

Compare various summaries and explanations to determine best practices for describing student data

Describe relationships between various measures of student performance


All Students: Rubric & Assessment Template

This is in your Handout


Read Kip’s All Students Section. Consider Questions Below.

1) What is one strong feature of the graphics Kip displays?

2) What is one strong feature of the write-up that Kip drafted?

3) How did Kip complete the “All Students” section according to directions in the assessment template?

Click ahead when you’ve read the

appropriate section of the Sample Data

Narrative


Strong Features of the Graphics?

1) Graphics are accurate—they correctly display the information

2) Graphics are accessible—they are well-labeled, readable, and easy to interpret

3) Graphics are informative— they provide more information than the write-up alone


Strong Features of the Write-Up?

1) Write-up is accurate—it correctly describes the results

2) Write-up is accessible—it is comprehensible, uses everyday language, follows from the graphs (no tangential tirades) and follows the graphs (doesn’t precede them)

3) Write-up is informative—it provides more information than the graphs alone


Did Kip Fully Complete the All Students Section?

1) Students’ learning, relative to the PG & AG

2) All students’ academic achievement, displayed relative to the PG & AG

3) Distribution of academic performance for all students

4) Kip’s perspective on whole-class results


How Did Kip Learn to Create Those Graphics?

The “Additional Resources” section of

this module has published tutorials for each of the graphics in

Kip’s sample Data Narrative.


All Students Section: 3 vs. 4

Kip didn’t analyze high/low

performers influence on

overall achievement.

Kip didn’t connect his

perspective to formal academic

literature.