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.

The spreadsheet should:

The report should:

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.
  2. Provide a table containing item analysis data. Suggestions:
  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 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
    4. 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.
    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)
      • 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)

Resources

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

Excel scoring guide [3 TP]

Spreadsheet

  • Clearly identifies which data set was used. (1 TP)
  • Correctly computes the difficulty for each assessment item. (1 TP)
  • Correctly computes the discrimination index for each assessment item. (1 TP)

Points: 0