5-2 Data Assessment: Organizing Data

Here is a link to my spreadsheet of data: https://docs.google.com/spreadsheets/d/1MDfgk2qehIv0Re0cS_w5i3_VEFxu6_Q3su37IJTz_u4/edit?usp=sharing

5-3 Blog: Tools

Data Assessment and Evaluation

     One task technology integrators may have is to organize data in order to provide learning opportunities for all students and help them all advance.  Teachers might compile spreadsheets of data from standardized tests such as the SATs, NWEA, NECAP, or Smarter Balanced (Module five, n.d.). The most useful tool for analyzing trends is a spreadsheet (Module five, n.d.). For this assignment, I chose to create my spreadsheet using Excel. To me, this program is the best for creating spreadsheets that are professional-looking and easy to work with. Unfortunately, this assignment required that the spreadsheet be in Google Docs or Zoho. Since I was more comfortable using Google Docs than Zoho, I copied and pasted my spreadsheet into Google Docs. Unfortunately, much of the formatting was lost with the transition. The greatest disadvantage of Google Docs/Forms is the lack of formatting available. However, it is a nice place to share a continuous spreadsheet that many people could have access to. I do not like using it for more complicated, professional spreadsheets due to the restrictions on formatting.

     Logan (2014) stresses the importance of breaking data down into more meaningful parts. The first thing I did was look for gaps in student learning, as recommended by Logan (2014). I examined which students did and did not meet each standard and displayed the results in Table 1. I highlighted the "not met" column to help me filter out the students who would need additional practice with specific standards. If I were the teacher, a possible intervention would be to re-teach each standard on succeeding days. For example, I would take the three students who missed standard 1 on the first day and practice whole number exponents, integers, or rational numbers across multiple formats. I would have an alternative assignment for the remainder of the class who previously demonstrated competency of this standard.

     I also created Table 2, which shows the frequency of each missed standard. It is clear from looking at this table that standard 6 needs to be re-taught, since only 1 person got that question correct. Standard 7, however, has the least amount of students who need support. I would suggest that the teacher re-teaches any standard that was missed by at least 50% of the class (6 or more students). By looking at the data this way, the teacher would be able to adjust how s/he is teaching and ensure that all students are meeting the standards (Alber, 2011). It is crucial that teachers use the information from the tests to adjust learning and make supports as necessary (Alber, 2011). By determining which small groups need specific standards re-taught, teachers are adjusting student learning and helping everyone succeed.
   
     Another intervention teachers could use is Response to Intervention (RTI). RTI is a process that involves calculating a student's baseline performance, setting specific goals for improvement, and monitoring student progress (Intervention Central, n.d.). Some students could benefit from tier 2 or tier 3 instruction. Tier 2 students would work in small groups to practice needed skills and be monitored about 1-2 times per month, while tier 3 students receive more intensive instruction and are monitored weekly (Intervention Central, n.d.). RTI is an effective way for teachers to improve student performance by setting attainable goals and tracking student progress. It would be a perfect intervention for the teacher of this data to utilize.

    My spreadsheet of data also provides information on who did meet the standards. Most of the students who met most of the standards are tier 1, or general education level instruction. Students who already demonstrated competency of specific standards or do not require tier 2 or tier 3 instruction could be given enrichment or practice in other areas while small groups work on improving specific areas. 

References

Alber, R. (2011, Dec. 6). Three ways student data can inform your teaching. Edutopia. Retrieved from http://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

Intervention Central (n.d.). Helping teachers structure their classroom (tier 1) data collection. Retrieved from http://www.interventioncentral.org/response_to_intervention_structuring_teacher_data_collection

Logan, L. (2014). 5 ways to use data to improve your teaching. Amplify. Retrieved from http://www.amplify.com/viewpoints/5-ways-to-use-data-to-improve-your-teaching

Module five: Reaching all students (n.d.). Retrieved from bb.snhu.edu

Teacher Training Presentation

Teacher Training Presentation

References

Cofino, K. (2010, Mar 20). Creating a culture of collaboration through technology integration. Always learning. Retrieved from http://kimcofino.com/blog/2010/03/20/creating-a-culture-of-collaboration-through-technology-integration/

Edutopia,. (2014). Technology Integration. Retrieved 18 November 2014, from http://www.edutopia.org/technology-integration

Egbert, J. (2009). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

International Society for Technology in Education (2007). ISTE standards for students. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Larson, L., Miller, T., & Ribble, M. (2009-2010). 5 Considerations for digital age learners. Learning & Leading with Technology, 37(4), 12-15. Retrieved from http://www.learningandleading-digital.com/learning_leading/200912?pg=14#pg14

Module two: Teacher collaboration, part 1 (n.d.). Retrieved from bb.snhu.edu

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

Okojie, M., Olinzock, A. & Okojie-Boulder, T. (2014). The Pedagogy of Technology Integration. (2014). The Journal of Technology Studies. Retrieved November 17, 2014, from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html

Schrum, L. & Levin, B. (2009). Leading 21st century schools. Thousand Oaks: Corwin

Starr, L. (2011, June 6). Integrating technology in the classroom: It takes more than just having computers. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml

Turtle Diary (2013, Nov. 28). Area: Math lesson for grade 3. Retrieved from https://www.youtube.com/watch?v=sQrZBKdJAYU