formative and summative student data that helps make sense of my wondering and drives my instruction
- What guided your analysis? I wanted to see a trend or a pattern of students who were consistently having trouble with the lessons taught while I was in class during my internship. Some students were progressing with the math concepts being taught, while others were not moving forward at all. I created a spreadsheet to monitor and assess student progress (FEAP 4f).
- What information did the assessment provide about student learning? Using the formative data, I gained a better understanding of which students could not grasp the concept on a consistent basis. I was able to gain an awareness of those students who were having trouble moving forward because they had not fully gained an understanding of a previous concept (FEAP 3h).
- How did your analysis of each type of data lead to adjustments in your instruction? I was able to gather a group of individuals and go back to the basics in math concepts. I used the formative assessment while I observed students during the lesson, and the summative assessment of their test scores to validate my claim (FEAPS 1d & 1e)
- What kinds of data do you plan to gather to continue to inform your instruction/wondering? I would like to continue gathering formative and summative data throughout student instruction to guide my efforts in altering instruction for those students who require a refresher of previous concepts. I would like to understand which concepts have been the most difficult for students to understand (FEAP 4b).