DDI Session II: Analyzing and Tracking Data. May 2014 David Abel, Fellow for Curriculum and Assessment/ELA. EngageNY.org. Session Objectives. Be able to describe what to look for when analyzing student work for a Common Core-aligned assessment - PowerPoint PPT Presentation
DDI and Assessments in ELA
DDI Session II: Analyzing and Tracking Data
May 2014David Abel, Fellow for Curriculum and
Assessment/ELAEngageNY.orgSession Objectives
Be able to describe what to look for when analyzing student work
for a Common Core-aligned assessmentBe able to create a data
tracker for assessmentsDevelop questions that drive data-analysis
meetings around Common Core-aligned assessment data
Engageny.orgWho am I? what do I do? Why do I do it?
2AGENDAIntroductionWarm Up: Quick Review of Assessment
DesignLooking at Student WorkTracking Student WorkLeading a Data
Meeting with QuestionsQ & A
Engageny.orgIntroductionWho am I? what do I do? Why do I do
it?
Engageny.orgWhere weve been, where were going with DDIDDI
session I ( Feb NTI): Assessment DesignDDI session II (May NTI):
Analysis*DDI session III (July NTI): Action PlanEngageny.org5Review
of Session 1: Assessment DesignEngageny.org
What do we know about this student, based on this response?What
DONT we know about based on this response?
Review of Session 1: Assessment DesignKey understandingsText
selection matters.a lotComprehension is kingSometimes we do dont
know what we dont knowbut we aim to find out!
Engageny.orgText selection is the foundational to measuring the
grade level Reading and writing standardsComprehension comes first
with reading (pause to talk through Kay Stahls statement re:
comprehension: comprehension of the written word is NEVER all or
nothing. Even students who are struggling readers, ELLs, SWDs can
get key ideas. Literate people do this all the timethey read for
key ideas for particular purposes and express that comprehension
through writing and speaking.Because of the complexities of
measuring literacy, the role of comprehension and the newness of
the CCSS, sometimes we dont know if the issue it meeting the
standard OR comprehension of the GL text. But we must know.
7Analysis
Engageny.orgDusting for fingerprints
Tracking the data from the
assessments8AnalysisEngageny.orgConnecting the dots
Drawing conclusions from the dataSometimes the data tells a very
clear story.sometimes it doesnt. 9The challenges of analysis
Looking for that sweet spot between doable and useful!We dont want
to granularize contentbut we have to do something to look under the
hood in order to move forwardWe want our students engaged in rich
tasksbut we want to dig into the work associated with the tasks to
learn specifics aboutwhat our students know and can doWe dont want
to reduce student data to a checklist where the complexities of
expository writing are reduced to 0s and 1sbut we want usable
information about how are kids are doing with respect to the
demands of the Common Core
Engageny.orgThe challenges of analysisTracking dataRead 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.orgExplain the data
tracking sheet
Dusting for fingerprints: 15, 20 minutes.11Sample Data tracking
templateSTUDENTNAMESCORE [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 #12[DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR]Student #21[DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR]Student# 31[DATA DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR]Student #40[DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR][DATA DESCRIPTOR][DATA
DESCRIPTOR]Engageny.orgDATAPOINTS: the WHAT of what you are
capturingDATA DESCRIPTORS: the HOW/HOW MUCH of what you are
capturing
Data Tracking: option 1Follow the rubricStudent NameScoreValid
Inference/ClaimEvidenceMechanics/spellingStudent # 1
2YYYStudent # 21NYNStudent # 31YYStudent #
40NNNEngageny.orgPLUS: validates scores on rubricDELTA: not
specific, does not tell us granular infoMostly literal
recounting???????????>2 pieces of evidenceFollow the Rubric But
lacking specificityFor example: does not capture students #2 and 3s
mostly literal recountingNor gives us ANYTHING about #4, except
that the student can seemingly compose sentences without too many
errors?Nor does it tell us that student #1 gave more than what the
prompted demanded in terms of evidence13Data Tracking: option
2Beyond the rubricStudent NameScoreValid Inference or Claim from
textFirst example of textual evidenceSecond example of textual
evidence
Readability of writing and minor errorsStudent # 1
2YYYYStudent # 21NYNNStudent # 31NYNYStudent #
40NNNNEngageny.orgPLUS: validates score on rubric; more detail than
option 1DELTA: Mostly literal recounting>2 pieces of
evidenceMuch the same as option 1, needs data descriptors beyond
Y/N14Data Tracking option #3 (adapted Erie 2 BOCES DDI
tracker)Engageny.orgDATA DESCRIPTORSP = ProficientD = DevelopingA =
analysisL=literal
XO=does not demonstrateStudent NameDATAPOINTSScore from Short
Response RubricValid Inference or Claim from textOne example of
textual evidenceSecond example of textual evidenceReadability of
writing and minor errorsStudent #12Student #21Student #31Student
#40Data Tracking option #3 (adapted Erie 2 BOCES DDI
tracker)Engageny.orgDATA DESCRIPTORSP = ProficientD = DevelopingA =
analysisL=literal
XO=does not demonstrateStudent NameDATAPOINTSScore from Short
Response RubricValid Inference or Claim from textOne example of
textual evidenceSecond example of textual evidenceReadability of
writing and minor errorsStudent #12PPPPStudent #21LLLXOStudent
#31LLXOXOStudent #40LXOXOXO16Trend analysisOne: acknowledge that
for this task, the line between the evidence and the claim can be
blurryStudents 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 readabilityStudent
2 does not include a second piece of evidence Engageny.orgTrend
analysiswith a touch a hypothesisStudent 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.orgThe formative advantageThrough scaffolding towards
an assessment that is embedded in curriculum, you can gather
important data points for trackingExample: from Grade 10 Module
beginning on page 14(text except on page
12)Engageny.orgDeconstructing Grade 10 promptGrade 10 Prompt: How
does King use rhetoric to advance his purpose in paragraph
9?CCSS.ELA-LITERACY.RI.9-10.6Determine 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.orgHOW:
Explain/analyzeRHETORIC: Student must know what this is, how it is
used, how to identify it, how the author uses itPURPOSE: Student
must know what the purpose of this paragraph is, and possibly how
it relates to the purpose of the entire letter
Student-facing worksheet for 9-12Engageny.orgPROMPT:FOUNDATIONAL
SKILLS: COMPREHENSION, WRITING ORGANIZATION, COMMAND OF
GRAMMAR/MECHANICSAssessment Prompt ElementRESPONSEFOUNDATIONAL
UNDERSTANDING IWhat vocabulary of the discipline do you need to
know and understand in order to answer the prompt?FOUNDATIONAL
UNDERSTANDING IIWhat 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) 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.orgData-analysis meetingsWhat are the common
understandings and norms that can drive productive data-analysis
meetings?THE LEAP OF FAITH
Engageny.org
Data-analysis meetingsDDI 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.orgData-analysis meetingsTeachers and administrators
must come to consensus on DDITeachers 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 workEngageny.orgData analysis meeting questionsUsing
Bambrick modelNot going to be as neat and tidy, but you can grow
this from BambrickCase Study from Erie 2 Chautauqua-Cattaraugus
BOCESEngageny.orgData analysis meeting questionsEngageny.org
Q&AQuestions? Open issues? Strong opinions about the next
session (action plan)?Engageny.orgTHANK YOUDavid
[email protected]
http://www.engageny.org/resource/regents-exams
Engageny.org
