# Assessment analysis (group)

This is a group assignment using spreadsheets to analyze student data.

## Item difficulty and discrimination index

Download student data, perform analysis, then write a report of the analysis.

Student data is in Canvas. Each group should use different data.

• Compute the difficulty for each assessment item.
• Compute the item discrimination index for each item.
1. Sort data by final score.
2. Identify top 27% and bottom 27%.
Caveat: If tests scores appear across percentile ranks, decide to include or not include all scores from the rank.
3. Use "Data > Text to columns" to separate data.
4. For each question, calculate difficulty(top 27%) - difficulty(bottom 27%).

The report should:

• Identify possible CCSSM practice or content standards that were assessed.
• 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.

## 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.

1. 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.
2. 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.
3. Provide patterns of learning for each edTPA category: conceptual understanding, procedural fluency, mathematical reasoning, and problem solving. For each category, minimally do the following:
1. Start each paragraph with a one sentence definition for category being discussed and its source(s). See Assessment Analysis Prep.
2. Discuss how the topic was assessed.
3. Discuss
• Focus on what students can do mathematically
• Focus on what students need to improve mathematically
4. Discuss
• Include pictures of student work
• Label student work, "student 1", "student 2", "student 3" because edTPA allows at most work from three students.
5. 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)
• 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)

## edTPA scoring guide [20 TP]

#### Representations

Provides specific example(s) for how representations were used to deepen student understanding of the mathematical standard(s) in a …

• clear and complete manner (4 TP)
• (3 TP)
• (2 TP)
• minimal way (1 TP)

#### Assessment analysis

• Includes a digital copy of the assessment (2 TP)
• Table includes edTPA categories and CCSS-M standards (2 TP)
• Table includes difficulty and discrimination index data (2 TP)

#### Patterns of learning

Each cell is 0.5 TP for a total of 10 TP

 definition and source how assessed? quantitative patterns qualitative patterns (≤3 student samples) responsive actions conceptual knowledge procedural fluency mathematical reasoning problem solving