Organizing Data

The link for my Organized Assessment data can be found at: https://docs.google.com/spreadsheets/d/1SuDfW872UIYy0fSt3ZYv4rXPpfyf29_ciPVY45s3iVU/edit?usp=sharing

For this assignment, I decided to use Google Sheets because it is a program that I'm familiar with.  I think one big strength of using Google sheets was that the layout of my information is neat, and easy to read.  For me, a big weakness is I had to do a lot of organizing and number crunching on my own.  The whole process, at least for how I organized my data, proved to be a bit tedious.  It would have been nice to have found some program that would organize the information for me, but it's my hope that if I did end up compiling information like this for a teacher, that it would be beneficial for them and they'd use it.  It was interesting for me to have to organize assessment data, because I've always either been handed data sheets from a higher up, or I've used an assessment program that does it for me.  It was good for me to see how much work can go into it.

Adding color to my tables definitely helped see how individual students did.  I think color would have helped me out a lot more if I had organized the students test information differently.  I saw a couple different solutions on different classmates blog posts.  It would have been beneficial for me to put all of the individual student information on one table instead of twelve individual ones, by having students going down the y-axis and questions going along the x-axis.  This not only would have saved me some time, but would have let me look at every student at once instead of having to scroll down.

When giving the teacher back the information, I would have them take a quick look at the individual student results on the left (paying attention to red answers), but to focus more on the two tables on the right.  I would want the teacher to take a look at the student scores.  I included the average student score (60%) above the table.  In my opinion, as an educator, a red flag goes up when the average student score of an assessment is 60%.  To me this is a signal that the teacher must go back a reteach certain areas.  Based purely off of individual student scores, I would group Zoran B., Zyntar C., Zub C., Zancy D., Zhield H., and Zamsung K. in a small group to work on skills they have been taught leading up to this assessment as they all score 60% or lower.

In the second table on the right, I organized how many students (out of the 12) got each question correct, what percent that was, and put what the most given wrong answer was. The teacher should use the "Most Given Wrong Answer" information to explore reteaching opportunities and to explore possible student misconceptions. I feel that out of all of the information in the tables, this is the most useful because the teacher can take a different approach with reteaching their students by going at misconceptions head on.

There were also three different areas I would suggest the teacher reteach based off having a lower percent correct overall in the class:

M:01:NO:6.4 (S) (Question 6) Accurately solves problems involving single or multiple operations on fractions (proper, improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple.

M:02:GM:6.6 (S) (Question 3) Demonstrates conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems; and demonstrates understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units.

M:03:FA:6.1 (S) (Question 5) Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; or writes a rule in words or symbols for finding specific cases of a linear relationship; or writes a rule in words or symbols for finding specific cases of a nonlinear relationship; and writes an expression or equation using words or symbols to express the generalization of a linear relationship (e.g., twice the term number plus 1 or 2n + 1).