1. DATA ANALYSIS Looking at Student Work November 2013

2. allows us to: to learn more about the competencies and deficiencies of the individual being tested. to identify specific problem areas and/or needs. to evaluate the individual's performance in relation to others, a set of standards or goals. HIGH SCHOOL REGENTS ANALYSIS

3. and also…… Provide teachers with feedback on effectiveness of: -Instruction -Teaching Strategies -Interventions HIGH SCHOOL REGENTS ANALYSIS

4. item analysis: A method of assessment of how a question on a test measures the performance of a student. Analyzing each item on a test to determine the proportions of students selecting each answer. Evaluate student strengths and weaknesses. LOOKING AT STUDENT WORK FROM REGENTS

5. main uses: Understanding patterns of achievement in your school- wide Regents performance Identifying particular areas in which students need assistance in LOOKING AT STUDENT WORK FROM REGENTS

6. for each question number: Content Standard (strand.) Question Type (T); MC, CR, etc. Question Number (#) Correct Answer ( ) Distractor Analysis (A, B, C, D) Correct Answer ( ) % Correct (G,Y,R) Individual Student Answers (A, B, C, D) HIGH SCHOOL REGENTS ANALYSIS

7. individual student responses: Incorrect – White Correct – Light Green M – Multiple Answers X – Missing Answer (left blank) (-) - ??? HIGH SCHOOL REGENTS ANALYSIS

8. what does it tell us: Were students guessing? What should I re-teach? Common Misconceptions? Strengths? LOOKING AT STUDENT WORK FROM REGENTS

9. in addition: Focus on questions that the students answered between 30% and 80% correct These are the ones that are most valuable LOOKING AT STUDENT WORK FROM REGENTS

10. Distractors: Information on the (frequency of) selection can help teachers identify student/class/school misconceptions and problems. LOOKING AT STUDENT WORK FROM REGENTS

11. before you get started: Identify 5 questions (each) from the M/C section that they believe students would find the … “Least Challenging” (circle) – Why? “Most Challenging” (star) – Why? LOOKING AT STUDENT WORK FROM REGENTS

12. Then, based on the data analysis Identify the lowest 5 questions or strands, and begin to think about: Why were these the most difficult for students? LOOKING AT STUDENT WORK FROM REGENTS

13. ITEM DISCUSSION What is this question asking students to know (content) and be able to do (process/skills)? What is/are the reason(s) this was a difficult question for our students? How does this question assess student mastery of an idea, concept, …, and/or skill/process? What are the implications for instruction?

14. REFLECTIONS ON ITEM ANALYSIS What surprised me most about the data was … From the data I learned … The impact of the data on my future teaching/assessment will be … In thinking about revising the curriculum, the data clearly indicates …

15. Identify: Major Concepts and Big Ideas that students would need to understand to successfully complete this test item. The requisite process skills (inquiry or problem solving) that are embedded in the test item The cognitive demand as indicated by the Webb Depth of Knowledge level are identified. LOOKING AT STUDENT WORK FROM REGENTS

16. additional resources: http://www.regentsreviewli ve.net/ http://www.edusolution.co m/regentsindex.htm http://www.jmap.org/ LOOKING AT STUDENT WORK FROM REGENTS

17. arisnyc.org: Click on connect Select TAPCo. Private Download item skills analysis tool MIDDLE SCHOOL ITEM ANALYSIS

18. identify: Find most common mistakes Standards associated with each question Compare writing scores to NYC Performance Assessments Can you see a pattern? MIDDLE SCHOOL ITEM ANALYSIS

19. support: EngageNY.org -Common Core Curriculum & Assessments -Data Driven Instruction -Video Library MIDDLE SCHOOL ITEM ANALYSIS

20. featured resources: EngageNY.org -Curriculum Modules for ELA & Math -NYS Metrics & Expectations (2013-2014) MIDDLE SCHOOL ITEM ANALYSIS