STUDENT BAR GRAPH 1 Frequency of Correct Responses (1 point) I have to create a vertical bar graph of each student's frequency of correct responses on quiz This data can be found in the final column of Table 1 Each student score should be represented by a bar Do not include the overall class mean Give your graph a label on the x and y axis, as well as a title (Copy and paste bar graph here) STUDENT BAR GRAPH 2 Comparison of Achievement on Learning Targets (1 point) Create a vertical bar graph of each student's achievement level score for each learning target found in Table 2 Each student will have two bars, side by side, that compare their performance on LT1 and LT2 (Do not use frequencies here use the achievement percentages found in the last two columns in Table 2) Give your graph a label on the x and y axis, as well as a title (Copy and paste bar graph here) Overall Class Bar Graphs CLASS BAR GRAPH 3 Comparison of class achievement on learning targets (1 point) Create a vertical bar graph of two numbers the overall classroom achievement on LT1 and LT2 This graph will only have two bars one will be the class achievement level for LT1 and the second will be the same for LT2 These number may be found in the last row, final two columns of Table 2 Give your graph a label on the x and y axis, as well as a title (Copy and paste bar graph here) CLASS BAR GRAPH 4 Comparison of percent of class meeting versus not meeting learning outcomes (1 point) Create a vertical bar graph comparing the percentage of the class that met each learning target with the percentage that did not meet the learning target There will be four bars these data come from the percentage columns of Table 3 Give your graph a label on the x and y axis, as well as a title (Copy and paste bar graph here) Analyze Data by Learning Target Examine the data in the tables and bar graphs and answer the questions below Examine Table 3 and Bar Graph 3 Which learning target was more challenging to students overall How do you know Analysis by Learning Target Suppose you develop a reteaching activity to reteach the students in your class who are weak on this learning target Describe three formative assessment strategies you could use during the reteaching activity to understand what your students do and do not know about this learning target Write a few sentences for each strategy about how you would implement it during the reteaching process Perform Individual Learning Analysis Next, analyze an individual student's performance (Sam) and provide feedback a) With which learning target was Sam able to do well With which learning target did he struggle The column headers of Table 1 contain the type of skill each question utilized (i e , simple skills vs advanced skills) With what skill did Sam struggle simple or advanced With which skill did he do better How do you know Examine the items that Sam got incorrect Consider how much content he mastered Consider what may be influencing Sam's achievement across these item types Consider the possibility that Sam is weak in mastery of the learning target (content) Also consider the possibility that Sam is weak in mastery of a skill What do you think is happening Has Sam mastered content Has Sam mastered skills What might be happening Support your argument with the data Next, create feedback focused on what you described above to help him improve Place your exact feedback in quotation marks Be specific and focus on both Sam's' strengths and challenges The feedback should offer Sam clear and specific information on his performance related to the lesson target and be related to supporting an increased mastery of the current learning target Remember record your feedback to Sam in quotation marks below Reflect on the Process (1 point) A reflection is not a conclusion In a reflection, you think about your learning and what the process has taught you about assessment that you will take forward into your classroom Questions to guide you include Which parts required you to think more about the topic Which parts of the process went well What was difficult Did anything surprise you What would you change to improve your submission if you could What will you take into your own classroom What do you still have questions about Table 1 Initial Data Analysis Student Multiple Choice Multiple Choice Multiple Choice Multiple Choice Fill in the Blank Fill in the Blank True or False True or False Short Answer Short Answer Short Answer Extended Response Essay Frequency of Correct Responses on Quiz (Number Correct Out of 12 Items) Question 1 2 3 4 5 6 7 8 9 10 11 12 Learning Target LT1 LT1 LT2 LT2 LT1 LT1 LT1 LT1 LT2 LT2 LT2 LT2 Cognitive Process Recognize (Simple) Recognize (Simple) Analyze (Advanced) Analyze (Advanced) Recall (Simple) Recall (Simple) Define (Simple) Define (Simple) Describe (Advanced) Describe (Advanced) Explain (Advanced) Explain (Advanced) Agnes 1 1 1 1 1 1 1 1 1 1 1 0 11 Bob 1 1 1 1 1 0 1 1 0 1 1 1 10 Chris 0 1 0 0 0 0 1 1 0 1 0 0 4 Debbie 1 1 0 0 1 1 1 0 1 0 0 0 6 Grant 1 1 1 1 1 0 1 1 1 1 1 0 10 Helen 1 1 1 1 1 1 1 1 1 1 0 1 11 Ian 1 1 1 1 1 1 1 1 1 1 1 0 11 Sam 1 1 1 1 1 1 0 1 1 0 0 0 8 Mara 0 1 1 0 1 0 1 1 0 0 0 0 5 Lee 1 1 0 0 0 0 1 0 1 0 0 0 4 Frequency of Correct Responses on Items (Number Correct Out of 10 Students) 8 10 7 6 8 5 9 8 7 6 4 2 Overall Class Average (Mean) 8 Table 2 Additional Data Analysis by Learning Target Student Frequency of Correct Responses on Quiz Overall Achievement Level by Student LT1 Frequency of Correct Answers LT2 Frequency of Correct Answers LT1 Achievement Level LT2 Achievement Level Agnes 11 91 7 6 5 100 83 3 Bob 10 83 3 5 5 83 3 83 3 Chris 4 33 3 3 1 50 16 7 Debbie 6 50 5 1 83 3 16 7 Grant 10 83 3 5 5 83 3 83 3 Helen 11 91 7 6 5 100 83 3 Ian 11 91 7 6 5 100 83 3 Sam 8 66 7 5 3 83 3 50 Mara 5 41 7 4 1 66 7 16 7 Lee 4 33 3 3 1 50 16 7 Class Totals 80 (80 120) 66 7 48 32 (48 60)x100 80 (32 60)x100 53 3 Table 2 Additional Data Analysis by Learning Target Student Frequency of Correct Responses on Quiz Overall Achievement Level by Student LT1 Frequency of Correct Answers LT2 Frequency of Correct Answers LT1 Achievement Level LT2 Achievement Level Agnes 11 91 7 6 5 100 83 3 Bob 10 83 3 5 5 83 3 83 3 Chris 4 33 3 3 1 50 16 7 Debbie 6 50 5 1 83 3 16 7 Grant 10 83 3 5 5 83 3 83 3 Helen 11 91 7 6 5 100 83 3 Ian 11 91 7 6 5 100 83 3 Sam 8 66 7 5 3 83 3 50 Mara 5 41 7 4 1 66 7 16 7 Lee 4 33 3 3 1 50 16 7 Class Totals 80 (80 120) 66 7 48 32 (48 60)x100 80 (32 60)x100 53 3 Students Who Met Learning Target of Students Who Met Learning Target Students Who Did NOT Meet Learning Target of Students Who Did NOT Meet Learning Target Learning Target 1 Agnes,Bob,Debbie,Grant,Helen,Ian,Sam, 70 Chris,Mara,Lee 30 Learning Target 2 Agnes,Bob,Grant,Helen,Ian, 50 Chris,Debbie,Sam,Mara,Lee 50

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STUDENT BAR GRAPH 1 - Frequency of Correct Responses (1 point) - I have to create a vertical bar graph of each student's frequency of

STUDENT BAR GRAPH 1 - Frequency of Correct Responses (1 point) - I have to create a vertical bar graph of each student's frequency of correct responses on quiz. This data can be found in the final column of Table 1.

Each student score should be represented by a bar. Do not include the overall class mean. Give your graph a label on the x and y axis, as well as a title.

(Copy and paste bar graph here):

STUDENT BAR GRAPH 2 - Comparison of Achievement on Learning Targets (1 point) -Create a vertical bar graph of each student's achievement level score for each learning target found in Table 2. Each student will have two bars, side-by-side, that compare their performance on LT1 and LT2. (Do not use frequencies here - use the achievement percentages found in the last two columns in Table 2). Give your graph a label on the x and y axis, as well as a title.

(Copy and paste bar graph here):

Overall Class Bar Graphs

CLASS BAR GRAPH 3 - Comparison of class achievement on learning targets (1 point) -Create a vertical bar graph of two numbers - the overall classroom achievement on LT1 and LT2. This graph will only have two bars - one will be the class achievement level for LT1 and the second will be the same for LT2. These number may be found in the last row, final two columns of Table 2. Give your graph a label on the x and y axis, as well as a title. (Copy and paste bar graph here):

CLASS BAR GRAPH 4 - Comparison of percent of class meeting versus not meeting learning outcomes (1 point) - Create a vertical bar graph comparing the percentage of the class that met each learning target with the percentage that did not meet the learning target. There will be four bars; these data come from the percentage columns of Table 3.

Give your graph a label on the x and y axis, as well as a title.

(Copy and paste bar graph here):

Analyze Data by Learning TargetExamine the data in the tables and bar graphs and answer the questions below.
1. Examine Table 3 and Bar Graph 3. Which learning target was more challenging to students overall? How do you know?

Analysis by Learning Target

Suppose you develop a reteaching activity to reteach the students in your class who are weak on this learning target. Describe three formative assessment strategies you could use during the reteaching activity to understand what your students do and do not know about this learning target. Write a few sentences for each strategy about how you would implement it during the reteaching process.

Perform Individual Learning Analysis - Next, analyze an individual student's performance (Sam) and provide feedback.

a) With which learning target was Sam able to do well? With which learning target did he struggle?

The column headers of Table 1 contain the type of skill each question utilized (i.e., simple skills vs. advanced skills). With what skill did Sam struggle - simple or advanced? With which skill did he do better? How do you know?

Examine the items that Sam got incorrect. Consider how much content he mastered. Consider what may be influencing Sam's achievement across these item types. Consider the possibility that Sam is weak in mastery of the learning target (content). Also consider the possibility that Sam is weak in mastery of a skill.

What do you think is happening? Has Sam mastered content? Has Sam mastered skills? What might be happening? Support your argument with the data.

Next, create feedback focused on what you described above to help him improve. Place your exact feedback in quotation marks. Be specific and focus on both Sam's' strengths and challenges. The feedback should offer Sam clear and specific information on his performance related to the lesson target and be related to supporting an increased mastery of the current learning target. Remember record your feedback to Sam in quotation marks below.

Reflect on the Process (1 point)- A reflection is not a conclusion. In a reflection, you think about your learning and what the process has taught you about assessment that you will take forward into your classroom. Questions to guide you include:

Which parts required you to think more about the topic?
Which parts of the process went well?
What was difficult?
Did anything surprise you?
What would you change to improve your submission if you could?
What will you take into your own classroom?
What do you still have questions about?

Table 1 - Initial Data Analysis

Student

Multiple

Choice

Multiple

Choice

Multiple Choice

^{Multiple Choice}

^{Fill in the Blank}

^{True or False}

^{Short Answer}

^{Extended Response Essay}

^{Frequency of Correct Responses on Quiz}

^{(Number Correct Out of 12 Items)}

Question#

⁴

⁵

⁶

⁷

⁸

⁹

¹⁰

¹¹

¹²

Learning Target

LT1

LT2

^LT2

^LT1

^LT2

Cognitive Process

Recognize (Simple)

Recognize

(Simple)

Analyze

(Advanced)

^Analyze

^(Advanced)

^Recall

^(Simple)

^Recall

^(Simple)

^Define

^(Simple)

^Define

^(Simple)

^Describe

^(Advanced)

^Describe

^(Advanced)

^Explain

^(Advanced)

^Explain

^(Advanced)

Agnes

⁰

¹¹

Bob

⁰

¹⁰

Chris

⁰

⁴

Debbie

⁰

⁶

Grant

⁰

¹⁰

Helen

⁰

¹¹

Ian

⁰

¹¹

Sam

⁰

⁸

Mara

⁰

⁵

Lee

⁰

⁴

Frequency of Correct Responses on Items (Number Correct Out of 10 Students)

⁶

⁸

⁵

⁹

⁸

⁷

⁶

⁴

^{Overall Class Average (Mean)}

⁸

Table 2 - Additional Data Analysis by Learning Target

Student	Frequency of Correct Responses on Quiz	Overall Achievement Level by Student	LT1 Frequency of Correct Answers	LT2 Frequency of Correct Answers	LT1 Achievement Level	LT2 Achievement Level
Agnes	11	91.7%	6	5	100%	83.3%
Bob	10	83.3%	5	5	83.3%	83.3%
Chris	4	33.3%	3	1	50%	16.7%
Debbie	6	50%	5	1	83.3%	16.7%
Grant	10	83.3%	5	5	83.3%	83.3%
Helen	11	91.7%	6	5	100%	83.3%
Ian	11	91.7%	6	5	100%	83.3%
Sam	8	66.7%	5	3	83.3%	50%
Mara	5	41.7%	4	1	66.7%	16.7%
Lee	4	33.3%	3	1	50%	16.7%
Class Totals	80	(80/120)=66.7%	48	32	(48/60)x100=80%	(32/60)x100=53.3%

Table 2 - Additional Data Analysis by Learning Target

Student	Frequency of Correct Responses on Quiz	Overall Achievement Level by Student	LT1 Frequency of Correct Answers	LT2 Frequency of Correct Answers	LT1 Achievement Level	LT2 Achievement Level
Agnes	11	91.7%	6	5	100%	83.3%
Bob	10	83.3%	5	5	83.3%	83.3%
Chris	4	33.3%	3	1	50%	16.7%
Debbie	6	50%	5	1	83.3%	16.7%
Grant	10	83.3%	5	5	83.3%	83.3%
Helen	11	91.7%	6	5	100%	83.3%
Ian	11	91.7%	6	5	100%	83.3%
Sam	8	66.7%	5	3	83.3%	50%
Mara	5	41.7%	4	1	66.7%	16.7%
Lee	4	33.3%	3	1	50%	16.7%
Class Totals	80	(80/120)=66.7%	48	32	(48/60)x100=80%	(32/60)x100=53.3%