Provide difficulty data in organized way, e.g. use a table.
Provide item discrimination data in organized way, e.g., use a table.
Address the edTPA analysis questions.
=percentile(range, percent in decimal form) might be helpful for finding top 27% and bottom 27%
"Data" is plural. So "The data are …" is correct whereas "The data is …" is incorrect.
Item discrimination indexes above 0.2 are typically desirable.
For each problem, consider the difficulty and item discrimination index together, not separately, when discussing results.
SUBMISSION
Submit the spreadsheet and a PDF copy of the analysis to Canvas. Only one submission is needed per group.
edTPA analysis
After collecting and scoring the assessment, submit an analysis of the data.
Provide a specific example for how various representations were used during the activity to deepen student understanding of the mathematical standard.
Focus on the students, not the teachers.
Remember that technology is a type of representation.
Use the standard to help justify decisions.
Include reasons for choosing the representation(s) over other options.
Provide a table containing item analysis data. Suggestions:
Include overall difficulty data.
Include the edTPA category for each question in the table headers.
Try both horizontal and vertical tables to see what works better.
Provide patterns of learning for each edTPA category: conceptual understanding, procedural fluency, mathematical reasoning, and problem solving. For each category, minimally do the following:
Start each paragraph with a one sentence definition for category being discussed and its source(s). See Assessment Analysis Prep.
Discuss how the topic was assessed.
Discuss quantitative patterns Quantitative patterns indicate in a numerical way the information understood from the assessment (e.g., 10 out of 15 students or 67% of the students). (edTPA glossary for patterns of learning)
Focus on what students can do mathematically
Focus on what students need to improve mathematically
Discuss qualitative patterns Qualitative patterns include descriptions of understandings, misunderstandings, and/or partial understandings that could explain the quantitative patterns (e.g., "given that most students were able to _____ it seems that they understand _____" (edTPA glossary for patterns of learning)
Include pictures of student work
Label student work, "student 1", "student 2", "student 3" because edTPA allows at most work from three students.
Discuss which of the following responsive actions the teacher should take based on the supporting evidence:
move on (only recommended if all students understand the content)
get more information (what question will provide new insights?)
provide more formative feedback like giving specific hint, clue, question, etc., to help students with a misconception (give the actual hint/clue/question that you would use)
provide more instruction for whole class (be specific regarding new focus or new activities; repeating the same thing again is not enough)