Shelby Westendorff

Old Dominion University, Darden School of Education

TLED 430W: PK-12 Instructional Technology
Fall 2022
Dr. Rippard
November 28, 2022
Analyzing Data Assignment:

Consider what the data is telling you. For this final step, in a Word document you will include a

section on what you see from the data. Tell us what you learned about your students'

performance and your teaching.

• How well is the class doing as a whole group? Provide two statements.

o Out of my hypothetical class of 15 students, only a total of five students made an

80% and above – one student brought the class average up by getting 100%. The

whole group seems to be on the lower end of mastery in their mathematics

instruction, in particular questions 1, 5, and 11 – as these had an average of 45%

and lower (the other two being below 35%). Each of the most missed questions

concerned a different concentration (one was addition, one was subtraction, and

one was division), which would lead me to believe that the whole group would

benefit from more practice and intervention strategies.

• Which individuals are doing well and in what topics? Describe at least 3 students.

o I would look at Juan, the student who scored 100%, to provide him with

enrichment and extension activities – he seems to have a solid grasp on the

material we are covering, and I want to keep him engaged.

 o Cody is another student who scored relatively high at 93%; looking at his scores I

can see that he only missed one question on addition. This happens to be the first

question and has one of the three lowest percentages in terms of students

answering it correctly, so I would want to look at that one in particular and make

sure it’s worded well or the detractor isn’t too tricky. I feel like he would also

benefit with Juan from extension activities and ways to keep him from becoming

bored.

o Jack and Jamal both scored 80%, which is depressingly the next highest score in

the class – they both missed the first question (which really seems to be tripping

these students up), and while Jack missed an even number of each type of

question, Jamal missed numbers five and nine, both questions pertaining to

division, but seems to have no issues with most of the other addition and

subtraction questions.

• Who may need extra support and on what topics? Describe at least 3 students.

o Patrick is a student who I noticed could use additional support on the math lessons

that were being tested. He scored quite low at 47%; I figured out how to do the

averages for the students based on the type of question (addition, subtraction, and

division), which proved to be very helpful in seeing where I would need to direct

instruction. Patrick’s numbers were 60% in addition, and then 40% in both

subtraction and division.

o Nathan is another student who scored below 50%; where Patrick was relatively

more strong in addition, Nathan seems to have answered more division questions
 correctly than subtraction and addition (40% addition, 40% subtraction, 60% of

division).

o Luke was the lowest scoring student with only 40% of total questions answered

correctly. He seems to be struggling in all three aspects of the mathematics

instruction he was taught, although he’s in good company, because it doesn’t

seem like this math instruction was particularly effective for most of the students.