IC - Analysis
Analyzes data from assessments, draws conclusions, and shares them appropriately.
OVERVIEW and EVIDENCE:
Mr personal educational philosophy and practice has always included a continuous and meaningful analysis of assessment data of all kinds. In my experience, this occurs on both a micro-level (individual, course-specific assessments) and a macro-level (class trends and student progression). This data, as always, greatly informs my year-to-year course design, as well as my day-to-day lesson planning and instruction, and has been an essential tool in curriculum design as well.
Mr personal educational philosophy and practice has always included a continuous and meaningful analysis of assessment data of all kinds. In my experience, this occurs on both a micro-level (individual, course-specific assessments) and a macro-level (class trends and student progression). This data, as always, greatly informs my year-to-year course design, as well as my day-to-day lesson planning and instruction, and has been an essential tool in curriculum design as well.
EVIDENCE:
The most immediately apparent example is my analysis this evaluation cycle is a data research project I completed for a graduate studies course at American International College. In accordance with MA-PAL standards of Educational Leadership, I conducted an extensive data analysis on a school-wide level, using 4 years of current Gr.10 MCAS data to identify a target academic area and student subgroup in need of improvement. Below, you can see slides from my research presentation, as well as the full written report.
The most immediately apparent example is my analysis this evaluation cycle is a data research project I completed for a graduate studies course at American International College. In accordance with MA-PAL standards of Educational Leadership, I conducted an extensive data analysis on a school-wide level, using 4 years of current Gr.10 MCAS data to identify a target academic area and student subgroup in need of improvement. Below, you can see slides from my research presentation, as well as the full written report.
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[**MODELING NOTE: This data project was presented to a cohort of graduate students at AIC, where the instructor used several points of my presentation as a model for future projects.]
EVIDENCE of Standard I-C-3: Sharing Conclusions with Students
drive.google.com/file/d/1ynJgEWCJAAuuM2wtiTRh28HXlywiSyMt/view
- See Standard IVA - Reflection (AP Classroom Personal Progress Check)
- After each major writing assessment (FRQ), I create a lesson that (a) communicates common errors and best practices and (b) provides a model of student work that exemplifies both. This allows both students and me to adjust future practices and approaches to address gaps.
drive.google.com/file/d/1ynJgEWCJAAuuM2wtiTRh28HXlywiSyMt/view
