M.

Obnial Classes Grade 10 Geometry

Data available beginning the school year 2011-2012

TAKS results April 2011

Geometry tests (#1, #2, #3, #4)

(Show pictures of Test #s 1,2,3 and some problems)

Formative assessments Benchmark (TAKS April 2009) administered in Feb 2012

Why

What? (depends in purpose)

Data Disaggregation

Who? (group / individual)

Where (source) How?

Before BM, data used to assess students learning were the Geometry test (Show the item analysis)

This provided me the data that includes, for every student: the correct and incorrect answers selected Percentage of correct and incorrect answers The distractors

This data provide me with how the students performed based from the TEKS.

I will be able to identify the weakest skills/concepts per class How can I regroup the students based on their expectation tutorial What changes in teaching strategies (and resources) are indicated by the analysis of the data How do I test for mastery

As my reflection, I use the following prompts: In order to differentiate (remediate or enrich), I need to Based on patterns in my classes results, I might need some

Strategic Sense-making: the most common

Focuses on short-term tactics that helps the school reach its AYP targets.

Affective sense-making: common

Focuses on teachers professional agency and responsibility, desire to encourage one another, and motivate their students

Reflective sense-making: least common

Focuses on questioning and evaluating the instructional practices and what the teachers need to learn to help the students succeed.