Assignment Prompt & Instructions
See attached no plagiarism or AI need originality quality work week 5 attached
– 2 years ago
**files (2)**
– ## InterpretingSchoolDataAssignment5.pdf
– ## DataAnalysisWorksheet5.docx
**## InterpretingSchoolDataAssignment5.pdf**
Interpreting Information
Scenario E
This is the kind of data table that some student data systems produce. I’m going to ask some
questions about how you would interpret the data in this table.
Figure 5
English Language Arts
Hamilton Elementary
Grad
e
Gende
r
Ethnicity
Number
of
Student
s Tested
Percent
of
Tested
Student
s
Mea
n
Scale
Scor
e
Number Students at
Each Proficiency Level
Belo
w
Basic
Basi
c
Proficie
nt
Advance
d
3
Female
African
American 18
26%
439 5 7 5 1
Asian/Pac
Islander 1
1%
610 0 0 0 1
Latino 17 24% 428 5 6 5 1
White 34 49% 449 4 13 11 6
Total Female 70 100% 444 14 26 21 9
Male
African
American 18
23%
436 6 6 5 1
Asian/Pac
Islander 2
3%
452 0 1 0 1
Latino 31 40% 430 8 7 14 2
White 27 35% 448 6 11 7 3
Total Male 78 100% 438 20 25 26 7
4
Female
African
American 18
24%
441 3 8 5 2
Asian/Pac
Islander 2
3%
462 1 0 1 0
Latino 36 47% 436 8 12 12 4
White 20 26% 472 2 7 8 3
Total Female 76 100% 447 14 27 26 9
Male
African
American 16
23%
442 2 8 5 1
Asian/Pac
Islander 0
0%
NA 0 0 0 0
Latino 29 42% 438 5 12 10 2
White 24 35% 456 3 13 5 3
Total Male 69 100% 445 10 33 20 6
Go to Data Worksheet 1 and answer the questions for Scenario E using Figure 5.
Bar Graph Components
Scenario F
This is a different kind of data display—a bar graph of Grade 4 mathematics achievement
separated into two components (computation and problem solving) as well as their total, for a
school and its district for each of three years. Again, I’m going to ask you to find some
information on the display and then tell me how easy or hard that was to do on a scale from 1 to
10 with 10 being “extremely difficult.”
Figure 6: Trend Data Bar Graph
Go to Data Worksheet 1 and answer the questions for Scenario F using Figure 6.
– Interpreting Information
– Bar Graph Components
– Scenario F
**## DataAnalysisWorksheet5.docx**
**Interpreting School Data Assignment**
Please fill in your responses and submit the completed form.
Interpreting Information
**Scenario E**
**Questions**
1. Suppose you’re working with third-grade teachers at this school and they’re interested in examining how their students performed in terms of the language skills measured on this test. What does the data in this table indicate about whether boys and girls performed differently in the third grade?
2. Regarding a series of statements that people might make about different aspects of the Grade 3 data in this table, please indicate for each statement whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. A majority of third graders at this school have not achieved proficiency in ELA as measured by this test.
b. In Grade 3, boys were more likely than girls to score Below Basic on this assessment.
c. Of those students who scored Below Basic in Grade 3, most were Latino.
3. Now let’s assume that you’re a fourth-grade teacher and these Grade 4 data are for mid-year performance on a benchmark test. If there is a particular group of fourth graders you think will be most likely to have trouble scoring basic or above on the state test at the end of the year, could you point out their data in this table? Which group would you be concerned about and what data trigger that concern? OR Why don’t you think the subgroup data in the table point to a priority need for any particular subgroup?
4. Now let’s go back to the Grade 3 data. Remember that these are for last year’s third graders. If there have been no major changes in the school’s student body, teachers, or curriculum would you expect that:
a. On the basis of last year’s test scores, girls can be expected to score higher than boys when this test is given to this year’s third graders.
b. These data suggest that next year’s third-grade Asian/PI girls will score better than other third graders on this test.
Bar Graph Components
**Scenario F**
**Questions**
1. What was Oak School’s average Total Math Score in 2003–04?
2. What was the difference in the district’s total math score in 2005–06 compared with 2003–04?
**_Please respond to these questions about how you would interpret the data in this chart._**
3. Looking at the chart as a whole, what would this data tell you about fourth graders’ mathematics achievement at this school? Regarding a series of statements that people might make about the data in this graph and indicate for each one whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. Oak School does better than the district as a whole in Grade 4 mathematics.
b. Oak School has made some improvement in Grade 4 mathematics over this time period.
c. Relative to the district as a whole, Oak School fourth graders have been getting better in their problem-solving skills.
d. Relative to the district as a whole, Oak School fourth graders have been getting better in their computation skills.
e. Oak School’s progress in narrowing the Grade 4 math achievement gap with the rest of the district has been in problem solving rather than computation.
4. Suppose Oak School had started using a new mathematics program at the beginning of the 2004-05 school year while the rest of the district continued with the old program. Looking at these data, what are your thoughts about the new curriculum?
a. The math program appeared to improve achievement the first year it was used but the benefit disappeared the next year.
b. The new math program appeared to help students with their computation skills.
c. You can’t be sure whether the program is having an effect because there may be differences between the different classes of fourth graders.
d. Scores move around from year to year, but the new math program appears promising and should be monitored for more years.
5. Are there other issues or possible explanations that should be taken into account as well?
**## DataAnalysisWorksheet5.docx**
**Interpreting School Data Assignment**
Please fill in your responses and submit the completed form.
Interpreting Information
**Scenario E**
**Questions**
1. Suppose you’re working with third-grade teachers at this school and they’re interested in examining how their students performed in terms of the language skills measured on this test. What does the data in this table indicate about whether boys and girls performed differently in the third grade?
2. Regarding a series of statements that people might make about different aspects of the Grade 3 data in this table, please indicate for each statement whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. A majority of third graders at this school have not achieved proficiency in ELA as measured by this test.
b. In Grade 3, boys were more likely than girls to score Below Basic on this assessment.
c. Of those students who scored Below Basic in Grade 3, most were Latino.
3. Now let’s assume that you’re a fourth-grade teacher and these Grade 4 data are for mid-year performance on a benchmark test. If there is a particular group of fourth graders you think will be most likely to have trouble scoring basic or above on the state test at the end of the year, could you point out their data in this table? Which group would you be concerned about and what data trigger that concern? OR Why don’t you think the subgroup data in the table point to a priority need for any particular subgroup?
4. Now let’s go back to the Grade 3 data. Remember that these are for last year’s third graders. If there have been no major changes in the school’s student body, teachers, or curriculum would you expect that:
a. On the basis of last year’s test scores, girls can be expected to score higher than boys when this test is given to this year’s third graders.
b. These data suggest that next year’s third-grade Asian/PI girls will score better than other third graders on this test.
Bar Graph Components
**Scenario F**
**Questions**
1. What was Oak School’s average Total Math Score in 2003–04?
2. What was the difference in the district’s total math score in 2005–06 compared with 2003–04?
**_Please respond to these questions about how you would interpret the data in this chart._**
3. Looking at the chart as a whole, what would this data tell you about fourth graders’ mathematics achievement at this school? Regarding a series of statements that people might make about the data in this graph and indicate for each one whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. Oak School does better than the district as a whole in Grade 4 mathematics.
b. Oak School has made some improvement in Grade 4 mathematics over this time period.
c. Relative to the district as a whole, Oak School fourth graders have been getting better in their problem-solving skills.
d. Relative to the district as a whole, Oak School fourth graders have been getting better in their computation skills.
e. Oak School’s progress in narrowing the Grade 4 math achievement gap with the rest of the district has been in problem solving rather than computation.
4. Suppose Oak School had started using a new mathematics program at the beginning of the 2004-05 school year while the rest of the district continued with the old program. Looking at these data, what are your thoughts about the new curriculum?
a. The math program appeared to improve achievement the first year it was used but the benefit disappeared the next year.
b. The new math program appeared to help students with their computation skills.
c. You can’t be sure whether the program is having an effect because there may be differences between the different classes of fourth graders.
d. Scores move around from year to year, but the new math program appears promising and should be monitored for more years.
5. Are there other issues or possible explanations that should be taken into account as well?
**## InterpretingSchoolDataAssignment5.pdf**
Interpreting Information
Scenario E
This is the kind of data table that some student data systems produce. I’m going to ask some
questions about how you would interpret the data in this table.
Figure 5
English Language Arts
Hamilton Elementary
Grad
e
Gende
r
Ethnicity
Number
of
Student
s Tested
Percent
of
Tested
Student
s
Mea
n
Scale
Scor
e
Number Students at
Each Proficiency Level
Belo
w
Basic
Basi
c
Proficie
nt
Advance
d
3
Female
African
American 18
26%
439 5 7 5 1
Asian/Pac
Islander 1
1%
610 0 0 0 1
Latino 17 24% 428 5 6 5 1
White 34 49% 449 4 13 11 6
Total Female 70 100% 444 14 26 21 9
Male
African
American 18
23%
436 6 6 5 1
Asian/Pac
Islander 2
3%
452 0 1 0 1
Latino 31 40% 430 8 7 14 2
White 27 35% 448 6 11 7 3
Total Male 78 100% 438 20 25 26 7
4
Female
African
American 18
24%
441 3 8 5 2
Asian/Pac
Islander 2
3%
462 1 0 1 0
Latino 36 47% 436 8 12 12 4
White 20 26% 472 2 7 8 3
Total Female 76 100% 447 14 27 26 9
Male
African
American 16
23%
442 2 8 5 1
Asian/Pac
Islander 0
0%
NA 0 0 0 0
Latino 29 42% 438 5 12 10 2
White 24 35% 456 3 13 5 3
Total Male 69 100% 445 10 33 20 6
Go to Data Worksheet 1 and answer the questions for Scenario E using Figure 5.
Bar Graph Components
Scenario F
This is a different kind of data display—a bar graph of Grade 4 mathematics achievement
separated into two components (computation and problem solving) as well as their total, for a
school and its district for each of three years. Again, I’m going to ask you to find some
information on the display and then tell me how easy or hard that was to do on a scale from 1 to
10 with 10 being “extremely difficult.”
Figure 6: Trend Data Bar Graph
Go to Data Worksheet 1 and answer the questions for Scenario F using Figure 6.
– Interpreting Information
– Bar Graph Components
– Scenario F
**## DataAnalysisWorksheet5.docx**
**Interpreting School Data Assignment**
Please fill in your responses and submit the completed form.
Interpreting Information
**Scenario E**
**Questions**
1. Suppose you’re working with third-grade teachers at this school and they’re interested in examining how their students performed in terms of the language skills measured on this test. What does the data in this table indicate about whether boys and girls performed differently in the third grade?
2. Regarding a series of statements that people might make about different aspects of the Grade 3 data in this table, please indicate for each statement whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. A majority of third graders at this school have not achieved proficiency in ELA as measured by this test.
b. In Grade 3, boys were more likely than girls to score Below Basic on this assessment.
c. Of those students who scored Below Basic in Grade 3, most were Latino.
3. Now let’s assume that you’re a fourth-grade teacher and these Grade 4 data are for mid-year performance on a benchmark test. If there is a particular group of fourth graders you think will be most likely to have trouble scoring basic or above on the state test at the end of the year, could you point out their data in this table? Which group would you be concerned about and what data trigger that concern? OR Why don’t you think the subgroup data in the table point to a priority need for any particular subgroup?
4. Now let’s go back to the Grade 3 data. Remember that these are for last year’s third graders. If there have been no major changes in the school’s student body, teachers, or curriculum would you expect that:
a. On the basis of last year’s test scores, girls can be expected to score higher than boys when this test is given to this year’s third graders.
b. These data suggest that next year’s third-grade Asian/PI girls will score better than other third graders on this test.
Bar Graph Components
**Scenario F**
**Questions**
1. What was Oak School’s average Total Math Score in 2003–04?
2. What was the difference in the district’s total math score in 2005–06 compared with 2003–04?
**_Please respond to these questions about how you would interpret the data in this chart._**
3. Looking at the chart as a whole, what would this data tell you about fourth graders’ mathematics achievement at this school? Regarding a series of statements that people might make about the data in this graph and indicate for each one whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. Oak School does better than the district as a whole in Grade 4 mathematics.
b. Oak School has made some improvement in Grade 4 mathematics over this time period.
c. Relative to the district as a whole, Oak School fourth graders have been getting better in their problem-solving skills.
d. Relative to the district as a whole, Oak School fourth graders have been getting better in their computation skills.
e. Oak School’s progress in narrowing the Grade 4 math achievement gap with the rest of the district has been in problem solving rather than computation.
4. Suppose Oak School had started using a new mathematics program at the beginning of the 2004-05 school year while the rest of the district continued with the old program. Looking at these data, what are your thoughts about the new curriculum?
a. The math program appeared to improve achievement the first year it was used but the benefit disappeared the next year.
b. The new math program appeared to help students with their computation skills.
c. You can’t be sure whether the program is having an effect because there may be differences between the different classes of fourth graders.
d. Scores move around from year to year, but the new math program appears promising and should be monitored for more years.
5. Are there other issues or possible explanations that should be taken into account as well?
**## InterpretingSchoolDataAssignment5.pdf**
Interpreting Information
Scenario E
This is the kind of data table that some student data systems produce. I’m going to ask some
questions about how you would interpret the data in this table.
Figure 5
English Language Arts
Hamilton Elementary
Grad
e
Gende
r
Ethnicity
Number
of
Student
s Tested
Percent
of
Tested
Student
s
Mea
n
Scale
Scor
e
Number Students at
Each Proficiency Level
Belo
w
Basic
Basi
c
Proficie
nt
Advance
d
3
Female
African
American 18
26%
439 5 7 5 1
Asian/Pac
Islander 1
1%
610 0 0 0 1
Latino 17 24% 428 5 6 5 1
White 34 49% 449 4 13 11 6
Total Female 70 100% 444 14 26 21 9
Male
African
American 18
23%
436 6 6 5 1
Asian/Pac
Islander 2
3%
452 0 1 0 1
Latino 31 40% 430 8 7 14 2
White 27 35% 448 6 11 7 3
Total Male 78 100% 438 20 25 26 7
4
Female
African
American 18
24%
441 3 8 5 2
Asian/Pac
Islander 2
3%
462 1 0 1 0
Latino 36 47% 436 8 12 12 4
White 20 26% 472 2 7 8 3
Total Female 76 100% 447 14 27 26 9
Male
African
American 16
23%
442 2 8 5 1
Asian/Pac
Islander 0
0%
NA 0 0 0 0
Latino 29 42% 438 5 12 10 2
White 24 35% 456 3 13 5 3
Total Male 69 100% 445 10 33 20 6
Go to Data Worksheet 1 and answer the questions for Scenario E using Figure 5.
Bar Graph Components
Scenario F
This is a different kind of data display—a bar graph of Grade 4 mathematics achievement
separated into two components (computation and problem solving) as well as their total, for a
school and its district for each of three years. Again, I’m going to ask you to find some
information on the display and then tell me how easy or hard that was to do on a scale from 1 to
10 with 10 being “extremely difficult.”
Figure 6: Trend Data Bar Graph
Go to Data Worksheet 1 and answer the questions for Scenario F using Figure 6.
– Interpreting Information
– Bar Graph Components
– Scenario F
**## DataAnalysisWorksheet5.docx**
**Interpreting School Data Assignment**
Please fill in your responses and submit the completed form.
Interpreting Information
**Scenario E**
**Questions**
1. Suppose you’re working with third-grade teachers at this school and they’re interested in examining how their students performed in terms of the language skills measured on this test. What does the data in this table indicate about whether boys and girls performed differently in the third grade?
2. Regarding a series of statements that people might make about different aspects of the Grade 3 data in this table, please indicate for each statement whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. A majority of third graders at this school have not achieved proficiency in ELA as measured by this test.
b. In Grade 3, boys were more likely than girls to score Below Basic on this assessment.
c. Of those students who scored Below Basic in Grade 3, most were Latino.
3. Now let’s assume that you’re a fourth-grade teacher and these Grade 4 data are for mid-year performance on a benchmark test. If there is a particular group of fourth graders you think will be most likely to have trouble scoring basic or above on the state test at the end of the year, could you point out their data in this table? Which group would you be concerned about and what data trigger that concern? OR Why don’t you think the subgroup data in the table point to a priority need for any particular subgroup?
4. Now let’s go back to the Grade 3 data. Remember that these are for last year’s third graders. If there have been no major changes in the school’s student body, teachers, or curriculum would you expect that:
a. On the basis of last year’s test scores, girls can be expected to score higher than boys when this test is given to this year’s third graders.
b. These data suggest that next year’s third-grade Asian/PI girls will score better than other third graders on this test.
Bar Graph Components
**Scenario F**
**Questions**
1. What was Oak School’s average Total Math Score in 2003–04?
2. What was the difference in the district’s total math score in 2005–06 compared with 2003–04?
**_Please respond to these questions about how you would interpret the data in this chart._**
3. Looking at the chart as a whole, what would this data tell you about fourth graders’ mathematics achievement at this school? Regarding a series of statements that people might make about the data in this graph and indicate for each one whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
a. Oak School does better than the district as a whole in Grade 4 mathematics.
b. Oak School has made some improvement in Grade 4 mathematics over this time period.
c. Relative to the district as a whole, Oak School fourth graders have been getting better in their problem-solving skills.
d. Relative to the district as a whole, Oak School fourth graders have been getting better in their computation skills.
e. Oak School’s progress in narrowing the Grade 4 math achievement gap with the rest of the district has been in problem solving rather than computation.
4. Suppose Oak School had started using a new mathematics program at the beginning of the 2004-05 school year while the rest of the district continued with the old program. Looking at these data, what are your thoughts about the new curriculum?
a. The math program appeared to improve achievement the first year it was used but the benefit disappeared the next year.
b. The new math program appeared to help students with their computation skills.
c. You can’t be sure whether the program is having an effect because there may be differences between the different classes of fourth graders.
d. Scores move around from year to year, but the new math program appears promising and should be monitored for more years.
5. Are there other issues or possible explanations that should be taken into account as well?