1. Assessment Analysis Statistical Analysis and Unit Improvement Plan Book pgs. 65 - 71 Classroom Curriculum Continuous Improvement Data-Based Decision Making

2. The Information of Statistics Statistics Identify the central tendencies of the class Identify achievement among different groups of students Teachers benefit from information about Classroom Summative Assessments (TT & PAs) Standardized Test Results Classroom Curriculum Continuous Improvement Data-Based Decision Making

3. Toward Continuous Improvement Assessment Analysis Data-based Decision Making (DBDM) LEADING TO Continuous Improvement involves three steps: 1. Calculating the Descriptive Statistics 2. Analyzing Student Achievement from the Statistics 3. Using the analysis to construct an Improvement Plan for Future Instruction and Planning Classroom Curriculum Continuous Improvement Data-Based Decision Making

4. Toward Continuous Improvement Assessment Analysis Data-based Decision Making (DBDM) LEADING TO Continuous Improvement involves three steps: 1. Calculating the Descriptive Statistics 2. Analyzing Student Achievement from the Statistics 3. Using the analysis to construct an Improvement Plan for Future Instruction and Planning Classroom Curriculum Continuous Improvement Data-Based Decision Making

5. Toward Continuous Improvement 1. Calculating the Descriptive Statistics Measures of Central Tendency Mean Median Measures of Distribution Upper Quartile Score Lower Quartile Score Note: It is important to report the grading scale and number of students taking the assessment – context matters! Classroom Curriculum Continuous Improvement Data-Based Decision Making

6. Free Excel statistical analysis package available at: http://ace.nd.edu/downloads/planning-resources/ The Benefits of Statistical Analysis 1. Calculating the Descriptive Statistics

7. Toward Continuous Improvement 1. Calculating the Descriptive Statistics Central Tendency - MEAN Definition: The average value in a data set. This value gives a general sense for how average students in the class achieved. Example: A class’s test scores are: {70, 71, 73, 75, 79, 80, 82, 84, 87, 89, 90, 92, 94, 95, 96, 99} Mean = (1356)/(16) = 84.75 Classroom Curriculum Continuous Improvement Data-Based Decision Making

8. Toward Continuous Improvement 1. Calculating the Descriptive Statistics Why might the mean not be the only useful measure of central tendency? Could it ever be misleading? Classroom Curriculum Continuous Improvement Data-Based Decision Making

9. Toward Continuous Improvement 1. Calculating the Descriptive Statistics Central Tendency - MEDIAN Definition: The middle value when all values are arranged in order from least to greatest. This statistic of central tendency is helpful because unlike the mean, it is not affected by outliers. Example: A class’s test scores are: {70, 71, 73, 75, 79, 80, 82, 84, 87, 89, 90, 92, 94, 95, 96, 99} The mean of these scores = 84.75; The median = 85.5 Note: If there are an even number of scores, take the mean of the two middle scores. Classroom Curriculum Continuous Improvement Data-Based Decision Making

10. Toward Continuous Improvement 1. Calculating the Descriptive Statistics UPPER QUARTILE Definition– The scores that occur in the highest 25% of a data set or class. The score is often reported as the lowest value in the highest 25%. Example: A class’s test scores are: {70, 71, 73, 75, 79, 80, 82, 84, 87, 89, 90, 92, 94, 95, 96, 99} The upper quartile = (94, 95, 96, 99). The upper quartile would be indicated by the lowest score in that quartile = 94. Classroom Curriculum Continuous Improvement Data-Based Decision Making

11. Toward Continuous Improvement 1. Calculating the Descriptive Statistics LOWER QUARTILE Definition– The scores that occur in the lowest 25% of a data set or class. The score is often reported as the highest value in the lowest 25%. Example: A class’s test scores are: {70, 71, 73, 75, 79, 80, 82, 84, 87, 89, 90, 92, 94, 95, 96, 99} The lower quartile = (70, 71, 73, 75). The lower quartile would be indicated by the highest score in that quartile = 75. Continuous Improvement Data-Based Decision Making

12. Statistics Activity 1. Calculating the Descriptive Statistics In small groups, discuss the statistics and focus questions that are in your folder on the handout titled, “Statistics Activity.” Classroom Curriculum Continuous Improvement Data-Based Decision Making

13. Toward Continuous Improvement 2. Analyzing Student Achievement Data-based Decision Making (DBDM) LEADING TO Continuous Improvement involves three steps: 1. Calculating the Descriptive Statistics 2. Analyzing Student Achievement from the Statistics 3. Using the analysis to construct an Improvement Plan for Future Instruction and Planning Classroom Curriculum Continuous Improvement Data-Based Decision Making

14. Toward Continuous Improvement 2. Analyzing Student Achievement Measures of Central Tendency – Average Students Mean Median Measures of Distribution Upper Quartile Score- Succeeding Students Lower Quartile Score- Struggling Students Grading Scale Classroom Curriculum Continuous Improvement Data-Based Decision Making

15. Toward Continuous Improvement 2. Analyzing Student Achievement If the MEAN and MEDIAN are close, we know the achievement of AVERAGE students on the test. Central Tendency - MEAN Definition: The average value in a data set. Central Tendency - MEDIAN Definition: The middle value when all values are arranged in order from least to greatest. Classroom Curriculum Continuous Improvement Data-Based Decision Making

16. Toward Continuous Improvement 2. Analyzing Student Achievement From the UPPER QUARTILE we know the lowest achievement of SUCCEEDING students on the test. Classroom Curriculum Continuous Improvement Data-Based Decision Making

17. Toward Continuous Improvement 2. Analyzing Student Achievement From the LOWER QUARTILE we know the highest achievement of STRUGGLING students on the test. Classroom Curriculum Continuous Improvement Data-Based Decision Making

18. Toward Continuous Improvement 2. Analyzing Student Achievement What trends do you notice about student achievement? Classroom Curriculum Continuous Improvement Data-Based Decision Making

19. Toward Continuous Improvement 3. Improvement Plan Continuous Improvement Data-Based Decision Making

20. Toward Continuous Improvement 3. Improvement Plan Classroom Curriculum Continuous Improvement Data-Based Decision Making

21. Toward Continuous Improvement 3. Improvement Plan Classroom Curriculum Continuous Improvement Data-Based Decision Making

22. Toward Continuous Improvement 3. Improvement Plan Classroom Curriculum Continuous Improvement Data-Based Decision Making

23. Toward Continuous Improvement 3. Improvement Plan Data-based Decision Making (DBDM) LEADING TO Continuous Improvement involves three steps: 1. Calculating the Descriptive Statistics 2. Analyzing Student Achievement from the Statistics 3. Using analysis to construct an Improvement Plan for Future Instruction and Planning Classroom Curriculum Continuous Improvement Data-Based Decision Making

24. Toward Continuous Improvement 3. Constructing an Improvement Plan Classroom Curriculum Continuous Improvement Data-Based Decision Making

25. Guiding Questions 1. Were my assessments valid measures of the Unit Goal? 2. Did classroom instruction provide opportunities for students to engage the core concepts and Unit Goal prior to assessments? Did I sequence and scaffold well the A&I LP’s? Did students have the opportunity to engage the topic on their own? Toward Continuous Improvement 3. Constructing an Improvement Plan

26.  Guiding Questions 1. Was my assessment a valid measure of the Unit Goal? 2. Did my curriculum and instruction provide opportunities for students to engage the core concepts and Unit Goal prior to the assessment? 3. Did my formative assessments provide feedback to the student and me as the teacher to illuminate areas of strength and areas for improvement? Toward Continuous Improvement 3. Constructing an Improvement Plan

27. Guiding Questions 1.Were my assessments valid measures of the Unit Goal? 2.Did my curriculum planning and classroom instruction provide opportunities for students to engage the core concepts and Unit Goal prior to assessments? Did I sequence and scaffold well the A&I LP’s? Did students have the opportunity to engage the topic on their own? 3.Did my formative assessments provide feedback to the student and me as the teacher to identify areas of strength and areas for improvement? Toward Continuous Improvement 3. Constructing an Improvement Plan