DATA ANALYSIS PROTOCOL 

Thompson Valley High School 

Fall Semester 2020 
Instructor: M
​ r. John Knight 
Preservice Teacher: ​Wesley Pace 
 

Subject Area:​ Mathematics (Geometry) 

Grade Level(s):​ 10th /11th  
Formative Assessment: G
​ oogleForm Quizzes 
GoogleForm1: ​https://forms.gle/oXpjNUD3vzdCUWa86 

GoogleForm2: ​https://forms.gle/3ihkhC2q7cVN1D4w5 
___ 

Part A: R
​ eaching Consensus About Proficiency 
 

1. What are students expected to do? 

GoogleForm 1: ​Students are expected to answer questions that pertain​ ​to how 
clockwise/counterclockwise rotations in two dimensions transform different geometric 
figures. This includes an understanding of how coordinate points are affected.  

GoogleForm 2: ​Students are expected to demonstrate their understanding by 

answering questions about congruent figures in two-dimensional space and the 
Side-Angle-Side Theorem (i.e., used to determine if two or more triangles are 
congruent). 

2. Which standards (CCSS or content standards) or curriculum expectations are 

being assessed? 

GoogleForm1: ​Prior to this lesson​ ​students learned about two different rigid 
transformations in two-dimensional space (namely, ​translations​ and ​reflections​). This 
lesson added one more rigid transformation to the learner's toolbox (i.e., rotations). The 
CCSS standards addressed in this lesson are: 

CCSS.MATH.CONTENT.HSG-CO.A.​ ​Congruence: Experiment with transformations in the plane. 

[namely, ​rotations​] 

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 CCSS.MATH.CONTENT.HSG-CO.B.​ ​Congruence: Understand congruence in terms of rigid motions. 
[i.e., that figures can be shown to be congruent through rigid transformations that allow one figure to be 
superimposed on another.] 

GoogleForm2: ​Students learn about the properties that make two or more geometric 
figures congruent (i.e., corresponding parts) and use the SAS Congruence Theorem. The 
CCSS standard addressed in this lesson is: 

CCSS.MATH.CONTENT.HSG.CO.B.8​ ​Explain how the criteria for triangle congruence (ASA, SAS, and 
SSS) follow from the definition of congruence in terms of rigid motions. 

3. What do you consider to be a proficient response on this assessment?  

GoogleForm1: ​To demonstrate proficiency in rotation transformations students must 

be able to determine how figures change geometrically (i.e., sketch/identify graphs) and 
how coordinate points are transformed (i.e., from general transformation formulas). 
Since this is a multiple choice GoogleForm, I will not be able to fully assess a student’s 
mastery of the subject because their scratchwork will not be available. Thus, I designed 
questions that require students to think deeply about concepts and differentiate 
between competing answers. 

GoogleForm2: ​For this assessment students demonstrate proficiency by getting more 

than four questions correct (i.e., five questions total). By answering four or more 
questions correctly students demonstrate sufficient understanding of congruence, 
corresponding parts of congruence, use of the Third Angles Theorem for congruent 
angles, use of the Side-Angle-Side (SAS) Congruence Theorem to determine whether 
two or more triangles are congruent, and a conceptual understanding of graphic 
representations of the SAS Theorem.  

Exactly what do students need to say or write for you to consider their work 
proficient? 

GoogleForm1: ​Learners must use what they learned in the rotation transformation 
lesson to answer conceptual and technical questions (e.g., determine exact coordinate 
points following a certain degree of rotation). To be proficient in this area students need 
to get both the questions correct. The third question was inserted to receive feedback on 
which transformations students were struggling with most.   

GoogleForm2:​ For students to demonstrate their fluency with this material they need 
to understand what it means for two or more figures to be congruent (i.e,. 
corresponding angles and distances must stay the same). Further, they must build on 
their prior knowledge of parallel lines and transversals to use the SAS Congruence 
Theorem of triangles correctly. Thus, evidence of proficiency with this material means 
that learners get four or more questions correct. If they did this, they will have 
demonstrated definitional understanding of congruence and the ability to apply what 

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 they have learned to meaningful problems (e.g., use of SAS Congruence Theorem to 
show two triangles are congruent).  

Did the assessment give students a good opportunity to demonstrate what they 
know? 

Looking back on the effectiveness of these assessments I do not think that they fully 
gave students the opportunity to demonstrate their knowledge/understanding of the 
concepts. The reason for this is that all the questions were multiple choice and no 
written work was required. Thus, students could have guessed correctly, instead of fully 
understanding the material. Further, the assessment was limited in its scope. That is, 
there are many rotation transformations and SAS Congruence Theorem questions that 
require students to reason in different ways. That said, this was only a formative 
assessment and it did supply me with a photo of how well students understood the 
material at this stage of their learning process. In the future, I may consider adding 
some short answer questions and/or ask students to upload their work. This would add 
time to the grading process, but it would give me a better perspective on how well 
learners were comprehending key ideas.  

*Note on GoogleForm2: ​I modified this assessment by adding additional questions. 

Although this provided me with a better litmus test for understanding, it did not fully 
allow me to differentiate whether students were evaluating answers correctly or simply 
guessing them correctly.  

Part B. ​Diagnosing Student Strengths and Needs 

Statistical Analysis 

GoogleForm1:​ Rotation Transformations 

High  Expected  Low 

(Objectives met)  (Objectives partially met)  (Objectives not met) 

S tudents with score of 2+   S tudents with scores of 1   S tudents with scores of 0  

1. Cailee  1. Kiara   1. Lexy  

2. Joseph R.   2. Kaiden  2. Leandrew 
3. Jazzy R.   3. John F.   3. Neveah  
4. Sam B.   4. Kianna  4. Audri G.  
5. Hope D.   5. Chase B.   5. Caitlin 
6. Bella H.  6. Owen S.   6. Skyla C.  
7. Kailey S.   7. Aspen  7. Devon M.  
8. Dawson S.   8. Pierce G.   8. Donaven O.  
9. Bryan  9. Bella M. 
10. Isabell V.   10. Cyrus R.   

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 11. Kaiden M.   11. Damya R.  
12. Raven D.  
13. Shelbi S.  

25% of Class  40.6% of Class  33.4% of Class 

Class Statistics 

Arithmetic Mean  Median  Mode  Standard Deviation 

X = 0.90625   1  1  = 0.765  

GoogleForm2: ​Congruent Figures & SAS Congruence Theorem 

High  Expected  Low 

(Objectives met)  (Objectives partially met)  (Objectives not met) 

S tudents with score of 4+   S tudents with scores 2 or 3   S tudents with scores 1−  

1. John F. (4)  1. Ethan V. (2)  1. Nick B. (1) 

2. Keanna F. (4)  2. Chase B. (3)  2. Lexy D. (1) 
3. Aspen (4)  3. Owen S. (2)  3. Hope D. (1) 
4. Pierce G. (4)  4. Gutierrez (3)  4. Sam B. (1) 
5. Cailee C. (2)  5. Kaiden M. (1) 
6. Caitlin K. (3) 
7. Joseph R. (3) 
8. Emily R. (3) 
9. Evan (2) 
10. Jazzy R. (2) 
11. Devon M. (3) 
12. Bella M. (3) 
13. Skyla C. (2) 
14. Dawson S. (3) 

17.4 % of Class  60.86 % of Class  21.74 % of Class 

Class Statistics 

Arithmetic Mean  Median  Mode  Standard Deviation 

X = 2.48   3  3  = 1.016  

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Part C. ​Question Analysis (Prerequisite Knowledge) 

High  Expected  Low 

(Objectives met)  (Objectives partially met)  (Objectives not met) 

Characteristics of  Characteristics of  Characteristics of 

High-level Answers  Expected-level Answers  Low-level Answers 

GoogleForm1  GoogleForm1  GoogleForm1 

★ Students that  ❖ Students in this score  ➔ The eleven students 

performed well on  range (e.g., Kiara,  in this score range 
this quiz (e.g., Joe,  Kaiden, John, plus  expressed how they 
Jazzy, Sam, and  more) were more  found rotation 
others) understood  likely to miss the  transformations to be 
that rotation  second question. This  the most difficult of 
transformations are  means that they may  all rigid 
rigid transformations  not have been  transformations 
and how this was  familiar with the  because there were 
graphically  algebraic  quite a few formulas 
represented.  transformation of  to remember. So, it 
Additionally, they  coordinate points. A  wasn’t necessarily 
were well-versed in  frequent comment  true that their 
modifying points via a  was the difficulty of  background 
formulaic method.   understanding how  knowledge was 
rotation angles​ affect  lacking.  
figures.  

GoogleForm2  GoogleForm2  GoogleForm2 

★ Students that did well  ❖ The learners that  ➔ Students in this score 
in this area (e.g., the  answered two or three  range appear not to 
four listed above)  questions correctly  have used their prior 
showed that they had  varied on their prior  knowledge of 
a prior grasp of what  knowledge recall.  congruent parts 
congruence entailed  That is, the questions  and/or parallels (as 
and how geometric  that students missed  well as others). This 
figures are labeled  varied from person to  may be because there 
(i.e., corresponding  person. Thus, the  are prerequisite 
vertices between  prerequisite  learning gaps that 
figures). Moreover,  knowledge that  they need help 
they demonstrated an  students in this  overcoming.  
understanding for the  category used also 
reflexive property of  varieds (e.g., Bella 
congruence (i.e., if  knew how to use SAS 
shapes share a side,  correctly but wasn’t 
then these are  as strong on 

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 congruent parts) and  definitions, while 
which angle pairs are  Skyla understood the 
congruent when a  Third Angles 
transversal cuts  Theorem but did not 
parallel lines.   fare as well with SAS).  

Part D.​ Question Analysis (Misconceptions) 

High  Expected  Low 

(Objectives met)  (Objectives partially met)  (Objectives not met) 

Characteristics of  Characteristics of  Characteristics of 

High-level Answers  Expected-level Answers  Low-level Answers 

GoogleForm1  GoogleForm1  GoogleForm1 

★ Many students in the  ❖ Students in the  ➔ Students in this score 

higher score range  middle range seemed  range expressed their 
were struggling with  to be across the board  discomfort with 
reflections and  when it came to  reflections and 
rotations the most.  misunderstanding  rotations too, but a 
Joe stated that  transformations. I  few of them expressed 
“rotations take a lot  think one  their beliefs with a 
of brain power”.  misconception that  fixed mindset 
Additionally, students  may have thrown  mentality (e.g., “I’m 
in this category  some of these  just not good at 
expressed discomfort  students off is the fact  math”). Although, 
with remembering all  that Q2 used a  some “felt” confident 
of the steps correctly.   clockwise rotation  that they understood 
and we did mostly  the material. Again, 
counterclockwise  Q2 may have thrown a 
rotations in our class  few learners off.  
examples.  

GoogleForm2  GoogleForm2  GoogleForm2 

★ Most students who  ❖ Many students from  ➔ Students in this point 

performed well on  this performance  range suffered from 
this GoogleFrom only  bracket were not  quite a few 
missed the second  successful in choosing  misunderstandings. 
question, which was  the correct SAS  Since these concepts 
worded poorly and  diagram. Thus, I’m  build on prior 
had multiple parts  wondering if they had  geometry lessons, it 
(i.e., I might consider  misunderstandings  would be helpful to 
throwing this  because they did not  review their prior 

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 question out all  fully grasp how to  performance(s) and 
together).   label congruent parts  find where they were 
of congruent  getting stuck. For 
polygons. A review of  instance, helping 
this prior knowledge  these learners know 
could not hurt. That  how to label triangle 
is, I would have a  parts correctly would 
better idea of what  help them be able to 
learners do/do not  use SAS correctly.  
know and I could 
adjust my future 
teaching based on 
this.   

Part E.​ Identifying Instructional Next Steps 

1. What patterns or trends are noted for the whole class? 

Class-1: ​Many students were having trouble conceptualizing how rotations are 
graphically represented and how to reflect a figure over a line of reflection. That is, they 
were not only confused about transformation formulas (e.g., of points) but also with 
how shapes transform in the plane (i.e., a geometrical understanding). Notably, some 
students were comfortable with rotations, but struggling more with slide-translations. 
As noted above, Question-2 seemed to be a hiccup for many learners because the 
rotation transformation was clockwise. If they were thinking about counterclockwise 
rotations their answer would have been off. That said, I think a little more practice with 
rotation transformations and many of these students would be on the way to deeper 
understanding.  

Class-2: ​In this class, most of the learners were able to answer question five correctly 
(i.e., almost 75%, although this was a true/false question). Question 2, by far, was the 
most missed on the assessment. I attribute this low success rate (19%) to the fact that 
the question required students to choose three correct responses from a total of six 
options. Likewise, they were asked to choose those selections that were ​false. ​Aside from 
these two questions, students missed the other three at nearly the same frequency. The 
most surprising statistic was that many students were not successful at picking out the 
correct triangle diagram that represented the SAS Congruence Theorem. I have a hunch 
that this is because the class had not been introduced to the other triangle theorems 
(e.g., SSS, ASA, etc.) and were confused by these images.  

2. What instructional strategies will be beneficial for the whole 

class? 

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 Class-1: ​I believe that students would have greatly benefitted from seeing me use 
manipulatives (e.g., cutout shapes) and gesticulations (e.g., directional hand motions) 
to demonstrate how shapes move when rotated. When teaching online my main 
communication strategy is by articulating concepts via words and by using the 
mouse-pen cursor on the Promethean board to show rotation movement. Given the 
chance to teach the lesson again I would try to find an online applet that shows the 
shapes in motion. If students were aided by these teaching strategies, then I am certain 
the concept of rotations would have clicked for many of them. Additionally, I would 
have had students work in small groups and/or come to the white board so that they 
could gain a better kinesthetic understanding of the rotation transformation process.  

Class-2: ​One way to help students refine their understanding in this area would be to 
give them the opportunity to see how rigid transformations can be used to superimpose 
one triangle on top the other (i.e., show congruence). Doing this would have helped 
them see how the SAS Congruence Theorem requires two sides with the included angle 
of a triangle to be congruent in order to guarantee that two or more triangles are 
congruent. Likewise, a review on basic properties of triangles (e.g., all triangles have an 
interior angle sum of 180° ) would have bolstered prior knowledge. Finally, guided notes 
on two-column proofs would have helped students understand the logic of why 
theorems like SAS work. This could have been done during direct instruction or while 
learners were paired up with a team member. Lastly, I would have liked to have modeled 
more problems from the Big Ideas workbook because this is what my mentor teacher 
consistently does.  

3. Based on the team’s diagnosis of student responses at the high, 

expected, and low levels, what instructional strategies will 
students at each level benefit from?  

High  Expected  Low 

(Objectives met)  (Objectives partially met)  (Objectives not met) 

Characteristics of  Characteristics of  Characteristics of 

High-level Answers  Expected-level Answers  Low-level Answers 

GoogleForm1  GoogleForm1  GoogleForm1 

★ Students that were  ❖ The mid-level  ➔ Since many of these 

performing in the  performers would  students expressed 
high level would most  benefit from extra  discomfort with 
likely benefit by  practice with these  transformations, I 
challenging them to  problems. I think that  think it would be 
do composite  a lot of small group  really helpful to have 
transformations. That  work and use of the  extra time in office 
is, I would seek to  GeoGebra online  hours or small groups 

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 extend their  program would help  to increase learners' 
knowledge to  these learners get a  confidence. Many of 
problems that  better understanding  the misconceptions 
involved multiple  of what is happening  could be ironed out by 
transformations. This  during rotation  modeling simple 
could be implemented  transformations.  examples and having 
during small group  Likewise, it would be  students follow up by 
activity or as an extra  most helpful if I could  mirroring me. During 
credit assignment.   have the opportunity  this time I could help 
to question students  remove prerequisite 
about their  learning deficiencies 
misconceptions so  by providing these 
that I could best help  students with some 
them overcome them.   remedial practice. 

GoogleForm2  GoogleForm2  GoogleForm2 

★ Students performing  ❖ It might be a good  ➔ To bring home the 

at the high level  thing to reteach  ideas for students 
deserve to have their  students performing  who are struggling I 
knowledge extended.  at the midrange level.  think it would be 
Normally, TVHS pairs  I would review the  helpful to have these 
geometry with a  basic geometric  learners design 
construction class.  postulates, show  concept maps with 
Thus, it might be  more pictures of the  the key features of the 
helpful to have these  SAS Congruence  SAS and Third Angles 
students put their  Theorem, and  Theorem. By doing 
SAS and congruence  encourage students to  this, students would 
understanding to the  ask clarifying  have a study reference 
test by helping  questions.   and hands on 
construction students  experience of 
frame sheds/houses  learning. Moreover, 
with congruent  concept maps would 
roof/floor  improve students’ 
components.  ability to use English 
to describe 
mathematical truths.  

Conclusion:​ I had many takeaways from this assignment. Question 

phrasing is very important. Questions need to be simplified, not 
convoluted. Multiple choice assessments do not provide enough 
evidence for understanding. Differentiation of instruction is crucial 
to helping all learners achieve the learning targets. Instructional 
strategies play a vital role in whether students learn a topic. And, 
most importantly, assessment analysis informs future teaching. ⬜ 

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