DDI Session II: Analyzing and Tracking Data May 2014 David
Abel, Fellow for Curriculum and Assessment/ELA EngageNY.org
Slide 2
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 Engageny.org
Slide 3
AGENDA Introduction Warm Up: Quick Review of Assessment Design
Looking at Student Work Tracking Student Work Leading a Data
Meeting with Questions Q & A Engageny.org
Slide 4
Introduction Who am I? what do I do? Why do I do it?
Engageny.org
Slide 5
Where weve been, where were going with DDI DDI session I ( Feb
NTI): Assessment Design DDI session II (May NTI): Analysis* DDI
session III (July NTI): Action Plan Engageny.org
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Review of Session 1: Assessment Design Engageny.org What do we
know about this student, based on this response? What DONT we know
about based on this response?
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Review of Session 1: Assessment Design Key understandings o
Text selection matters.a lot o Comprehension is king o Sometimes we
do dont know what we dont knowbut we aim to find out!
Engageny.org
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Analysis Engageny.org Dusting for fingerprints Tracking the
data from the assessments
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Analysis Engageny.org Connecting the dots Drawing conclusions
from the data
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The challenges of analysis Looking for that sweet spot between
doable and useful! We dont want to granularize content but we have
to do something to look under the hood in order to move forward 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 dont want to reduce student data to a
checklist where the complexities of expository writing are reduced
to 0s and 1s but we want usable information about how are kids are
doing with respect to the demands of the Common Core
Engageny.org
Slide 11
The challenges of analysis Tracking data Read the grade 8 Brain
Birds: Amazing Crows and Ravens, on page 2, the prompt on page 5,
and the rubric on page 7. Then, read student responses #1, #2, #3
and #4 (pages 8-11) In groups, looking at the prompt, the rubric,
the responses, discuss what data you can track from these
responses. Feel free to use the Data tracking sheet on page 13 of
your handout if you want. Engageny.org
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Sample Data tracking template STUDEN T NAME SCORE [DATA POINT
#1] [DATA POINT #2] [DATA POINT #3] [DATA POINT #4] [DATA POINT #5]
[DATA POINT #6] [DATA POINT #7] [DATA POINT #8] Student #1 2 [DATA
DESCRIP TOR] [DATA DESCRIPT OR] Student #2 1 [DATA DESCRIP TOR]
Student# 3 1 [DATA DESCRIP TOR] [DATA DESCRIPT OR] Student #4 0
[DATA DESCRIP TOR] [DATA DESCRIPT OR] Engageny.org DATAPOINTS: the
WHAT of what you are capturing DATA DESCRIPTORS: the HOW/HOW MUCH
of what you are capturing
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Data Tracking: option 1 Follow the rubric Student Name
ScoreValid Inference/Claim EvidenceMechanics/ spelling Student #
12YYY Student # 21NYN Student # 31YY Student # 40NNN Engageny.org
PLUS: validates scores on rubric DELTA: not specific, does not tell
us granular info Mostly literal recounting ??????????? >2 pieces
of evidence
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Data Tracking: option 2 Beyond the rubric Student Name
ScoreValid Inference or Claim from text First example of textual
evidence Second example of textual evidence Readability of writing
and minor errors Student # 1 2YYYY Student # 2 1NYNN Student # 3
1NYNY Student # 4 0NNNN Engageny.org PLUS: validates score on
rubric; more detail than option 1 DELTA: Mostly literal recounting
>2 pieces of evidence
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Data Tracking option #3 (adapted Erie 2 BOCES DDI tracker)
Engageny.org DATA DESCRIPTORS P = Proficient D = DevelopingA =
analysis L=literal XO=does not demonstrate Student Name DATAPOINTS
Score from Short Response Rubric Valid Inference or Claim from text
One example of textual evidence Second example of textual evidence
Readability of writing and minor errors Student #1 2 Student #2 1
Student #3 1 Student #4 0
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Data Tracking option #3 (adapted Erie 2 BOCES DDI tracker)
Engageny.org DATA DESCRIPTORS P = Proficient D = DevelopingA =
analysis L=literal XO=does not demonstrate Student Name DATAPOINTS
Score from Short Response Rubric Valid Inference or Claim from text
One example of textual evidence Second example of textual evidence
Readability of writing and minor errors Student #1 2 PPPP Student
#2 1 LLLXO Student #3 1 LLXO Student #4 0 LXO
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Trend analysis One: acknowledge that for this task, the line
between the evidence and the claim can be blurry Students 2-4 are
not moving beyond literal claims, vs. student 1 who makes a claim
about crow and raven intelligence. Students 2-4 are not able to
produce writing without errors that interfere, to varying degrees,
with readability Student 2 does not include a second piece of
evidence Engageny.org
Slide 18
Trend analysiswith a touch a hypothesis Student 2 gives two
pieces of literal evidence, and likely comprehends the question and
aspects of the text. Student 3 gives one piece of literal evidence,
and likely comprehends the question and aspects of the text.
Student 4 largely reiterates the prompt, but possibly demonstrates
some evidence of comprehension the question and/or the text.
Engageny.org
Slide 19
The formative advantage Through scaffolding towards an
assessment that is embedded in curriculum, you can gather important
data points for tracking Example: from Grade 10 Module beginning on
page 14(text except on page 12) Engageny.org
Slide 20
Deconstructing Grade 10 prompt Grade 10 Prompt: How does King
use rhetoric to advance his purpose in paragraph 9?
CCSS.ELA-LITERACY.RI.9-10.6 CCSS.ELA-LITERACY.RI.9-10.6 Determine
an author's point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Engageny.org HOW: Explain/analyze RHETORIC: Student must know what
this is, how it is used, how to identify it, how the author uses it
PURPOSE: Student must know what the purpose of this paragraph is,
and possibly how it relates to the purpose of the entire
letter
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Student-facing worksheet for 9-12 Engageny.org PROMPT:
FOUNDATIONAL SKILLS: COMPREHENSION, WRITING ORGANIZATION, COMMAND
OF GRAMMAR/MECHANICS Assessment Prompt ElementRESPONSE FOUNDATIONAL
UNDERSTANDING I What vocabulary of the discipline do you need to
know and understand in order to answer the prompt? FOUNDATIONAL
UNDERSTANDING II What conceptual understandings of the text do you
need in order to answer the prompt? What are the components of the
response needed to answer the question? ANSWER (Claim) SUPPORTING
EVIDENCE (textual evidence that supports claim) REASONING
(connection of evidence to claim) SUPPORTING EVIDENCE (textual
evidence that supports claim) REASONING (connection of evidence to
claim) SUPPORTING EVIDENCE (textual evidence that supports claim)
REASONING (connection of evidence to claim)
Slide 22
Data-analysis meetings What are the common understandings and
norms that can drive productive data-analysis meetings? How to
develop questions that will drive these meetings? How to use
existing Bambrick models for these meetings? Engageny.org
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Data-analysis meetings What are the common understandings and
norms that can drive productive data-analysis meetings? THE LEAP OF
FAITH Engageny.org
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Data-analysis meetings DDI is organicnot one-size-fits-all. DDI
is messysometimes the connected dots make a clear picture,
sometimes they do not. The leap of faith necessary is to see value
in this work, to want to dig in and play detective/investigative
journalist in the interest of more effective instruction. Calibrate
on understanding, because it takes a village to do this work!
Engageny.org
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Data-analysis meetings Teachers and administrators must come to
consensus on DDI Teachers must reflect on what they need to know
and be willing to brainstorm with administration. Administration
must create a climate that is safe for this work Engageny.org
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Data analysis meeting questions Using Bambrick model Not going
to be as neat and tidy, but you can grow this from Bambrick Case
Study from Erie 2 Chautauqua- Cattaraugus BOCES Engageny.org
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Data analysis meeting questions Engageny.org
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Q&A Questions? Open issues? Strong opinions about the next
session (action plan)? Engageny.org
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THANK YOU David Abel [email protected]
http://www.engageny.org/resource/regents- exams Engageny.org
