Attendance Smith, Stevens, Vanegas, Roy, Winter
Data Analysis of The Big Bang Test
Lowest questions 1, 6, 12
1 - Believe that students got confused by expected spectrum and actual spectrum. Perhaps we should re-title actual spectrum with "shifted spectrum". Don't change expected spectrum to anything, just use expectrum more often when teaching.
DS notices that the verbage of the questions are so long that by the time the question is posed, the students have gotten lost in the "story" of the scenario.
Test corrections will be allowed.
Students are given an accountability exit slip prior to the assessment "How will you prepare for this test... etc." Data shows that students who answer these questions thoughtfully score higher on the assessments.
Utilize Bell Ringers to do reteaching. Discussion time was dedicated to determine how much instruction should be utilized for bell ringers... Answer - it depends.
Data is tracked in Cascade and housed in Chemistry Drive.
2/4 Highest Questions
4 - wording for DS the word "decisive" was problematic.
6 - The question should have been straight forward but the student needed to memorize the life cycle of a small star. We could look back at the open response questions to see if they knew the life cycle and compare.
12. Number 12 was about analyzing Models, not the content of the questions. Students who chose A flipped the responses. Students who chose C likely struggled with vocabulary. Students were being asked to apply a skill (analyzing a model). This question could have been scaffolded by asking 1) what is happening in model 1, how is model 2 different? etc. Students could be asked to draw something that have seen before.
Suggestion is to analyze 1, 6, and 12 as a class and have SGPT about those questions. Let the kids struggle through those questions. Let the kids do the item analysis.
Constructive responses - were either great or terrible. It came down to effort and studying. The study guide prepared them for these questions.
Teachers are going to give students a reflection sheet to make corrections.
Tuesday, October 30, 2018
Friday, October 26, 2018
Tuesday, October 23, 2018
Tuesday, October 2, 2018
10/2/18 PLC
Intervention Concerns
Proficiency was explained to Cody.
Chemistry team will use the District Proficiency exam as the Midterm.
Test questions were analyzed and modified as needed.
Strategies for Intervention and Re-teaching were shared.
Formative assessed was discussed.
Cody had questions about the grading for Engagement, Progression and Mastery Categories.
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