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Data Analysis Write-up

Gema Bofill

Miami Dade College

EPI0003

Javonie Wilcox

October 9, 2021
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Data Analysis Write-up

Quantitative data is any information that can be reduced to a set of numbers. Any

information from which you can create averages, differences, or totals is quantitative data. Many

forms of qualitative data can be turned into quantitative data by assigning numbers to categories,

and in education, the quantitative analysis of assessment results allows the access to all kind of

important information. Data analysis provides a snapshot of what students know, what they

should know and what are the areas of concern. The quantitative analysis of data helps the

educators make informed decisions that positively affect student outcome. In this assignment I

will be doing a quantitative analysis of Math 06 Interim test 2013 for a group of 15 students and

interpreting those data to drive the instructional process, modifying it accordingly to guarantee a

satisfactory academic gain for all students.

Part 1

Figure 1

Student Test Scores

s

1 51.35
2 59.56
3 70.27
4 51.35
5 70.27
6 54.05
7 70.27
8 45.95
9 62.16
10 43.24
11 72.97
12 56.76
13 37.84
14 60.16
15 70.27
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Note. Data Set Name: Interim 06 Mathematics Term 1 Fall2013

Figure 2: Mean, Median, Mode & Range

Figure 2

Exam Histogram
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Figure 3

Frequency Polygon

Figure 4

Simple Frequency Table

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Figure 5

Cumulative Frequency Table

Figure 6
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Scatterplot

Scatterplot of Student Exam Scores

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10

0
0 2 4 6 8 10 12

Box and Whiskers Plot

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Quantitative Analysis

The size of the sample group is 15, the average score (mean) for this test in this

sample group was 58.43 and this is a representative measure of central tendency since

there are no outliers in this sample group. The mode, which is 70.27, is not a

representative measure of central tendency for this sample because it is the same value as

the third quartile. 50% of the students scored between 51.35 and 70.27, and only 25% of

the students scored above that mark, being the highest achieved a score of 72.97. Also,

25% of the students are at risk since they scored less than 51.35. Overall, these data show

that the standards assessed have not been properly mastered and the performance of these

students in the test is low. There are no scores above 72.97, which demonstrates no

students have achieved a satisfactory mastery of the standards assessed.

As a first strategy, I would reteach the standards assessed for the whole group

during a minilesson and assign extra home practice. Then, because 50% of the students

scored below 58.43, the instruction should be differentiated creating groups of students
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with specific needs to support them in a more individual context. I would plan an RTI

day separating the students into three workgroups. The five students who scored more

than 67 should work independently with occasional support from the teacher. Assigning

them a higher lever type of question will ensure these students engage in the learning

process and get to a higher proficiency level. The seven students who scored between 49

and 67 would work as a collaborative group supervised by the teacher on standard-level

questions to guarantee comprehension of the standard and mastery. The three students

who scored below 49 would work with a Math interventionist to tackle the standards on a

more individual level, starting with the lower-level type of questions and applying a

scaffolding strategy to bring these students up to the level of the rest of the class. In

addition to these in-class strategies, specific assignments on adaptive learning platforms

should be added to their home practice, depending on the DI group each student is in. The

platform that can be used are iReady (Middle School only), IXL, and Khan Academy,

which is not adaptive, but it is a great platform for individual study. After all these

remediation strategies have been applied, I would make them take a similar test to the

original or an exit ticket to check the understanding and mastery of the standards assessed

and make sure they are ready to move forward.

Class Wide Enrichment/Remediation

Enrichment/Remediation
Instructional Materials
Teacher: Subject: Grade:

What subject is this action plan for? Interim 06 Mathematics Term 1 Fall2013
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Are these instructional materials for enrichment or remediation? Remediation

What area or areas does this action plan cover? (Example: Fractions, Phonemic Segmentation
Fluency, Nonsense Word Fluency, Multiplication, etc.) mathematical expressions & multiplying and dividing
fractions and decimals.

Software Web Pages Books Games State Adopted

programs

IXL School Texbook iReady

Khan Academy

Data Chat/Conference Dialogue (colleagues)

Data chat with my Math Coach

Me: I do not like the results of Group X on the Math 06 Interim Test, would you give me your

opinion?

Math Coach: Sure, how can I help?

Me: 50% of the students scored below 59.56 and the highest score achieved is 72.97. Also, 25%

of the students are below the 51.35 mark.

Math Coach: I agree with you, those results are not good. It looks like they have not mastered the

standards properly. What are you planning to do?

Me: I am going to do a 20 minutes long mini-lesson to reteach the standard to the whole group.

Math Coach: That’s a great idea. I agree all of them have to revisit the know-how. But, it is the

only remediation you have planned?

Me: No, I am planning an RTI Day and I will do differentiated instruction on that day to cater to

all individual needs.

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Math Coach: And how are you going to do that? What is the plan?

Me: I am going to divide the group into three groups, using their scores from the test. A “higher

group” will work individually in higher-level questions with my occasional help. The bulk of the

class is going to work under my supervision to make sure they master the skills, and a lower

group will work with the interventionist for a more individualized approach.

Math Coach: That sounds like a solid plan. Try to introduce more visual information, you could

use Desmos or any YouTube didactic video to help them visualize the concepts.

Me: That is a great idea. I will include them in my RTI lesson planning.

Math Coach: Happy to help. Let me know if you need further help, collaboration is the key to

success as a teacher.

Part 2: Individual Student Analysis

Student A

Interim 06 Mathematics Term 1 Fall2013 IA-Grade6Math : 45.95%

 2 Standards are of concern

 MA.6.A.3.1: 33.33%
Write and evaluate mathematical expressions that correspond to
given situations.
 MA.6.A.1.1: 40.00%
Explain and justify procedures for multiplying and dividing
fractions and decimals.

Analysis of the Data

The detailed quantitative data analysis on individual results shows Student A scored

45.95% in the test which places him in the lower 25% of the students in this sample group. His

two main areas of concern are two standards: MA.6.A.3.1 and MA.6.A.1.1, which cover the
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mastery of writing and evaluating expressions that correspond to given situations and explaining

and justifying procedures for multiplying and dividing fractions and decimals. The remediation

plan for this student is the following: He/she will be placed on a small group that will be working

directly with the Math interventionist on each standard to monitor on an individual basis the

mastery of those standards. After conferencing with the parents, the student will be tutored twice

a week by the teacher to monitor home practice completion and give corrective feedback and the

student will be assigned specific skills to cover as home practice on adaptive learning platforms

such as IXL. After these remediation strategies, a new assessment will be conducted in a form of

an exit ticket to assess the mastery of the standards of concern.

Enrichment/Remediation Process
Name of Student Teacher: Grade:

What subject is this action plan for? Interim 06 Mathematics Term 1 Fall2013
Is this an action plan for a student’s enrichment or remediation? Remediation
What area or areas does this action plan cover? (Example: Fractions, Phonemic Segmentation
Fluency, Nonsense Word Fluency, Multiplication, etc.) mathematical expressions

Which of the following interventions will be used by you, the teacher, to enrich or remediate this
child? (Select at least 1)
One on one instruction
Peer Tutoring
✘ Work on a computer program (Name of a computer program): IXL Learning
Work with student during recess
✘ After school tutoring
Play learning games on computer (Please list websites used):
Work with a paraprofessional
Give student work on a higher grade level
Let student help plan or teach a part of your lesson
Build a strong relationship with parent, and send work home to help child in
areas he or she is weak in or to enrich child on a higher level
Tactile Learning (Using shaving foam to make letters, macaroni and cheese to make letters, etc.)
✘ Other (Please tell what you are going to do to enrich or remediate this student): iReady
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Recommended Instructional Materials

Software Web Pages Books Games State Adopted Programs

IXL Learning Subject iReady

Textbook

Individual Enrichment/Remediation Process

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Data Chat/Conference Dialogue (parent)

Me: Good afternoon, the students recently took the Math 06 Interim test and I would like to

provide you with specific information about your son/daughter's performance. Is that OK with

you?

Parent: Of course, and thank you very much for this.

Me: Student A participates in class and he/she is usually willing to collaborate with other

students. Her/his behavior in class is also good and overall he/she is a good kid. On the other

hand, her/his performance on the last test we did was only 45%, which is not a good score. What

concerns me is he/she hasn’t been able to grasp two fundamental standards that are vital for the

development of his/her math skills. We need to plan together how are we going to help her/him

to successfully master these skills.

Parent: I would appreciate it if you tell me what do I need to do to help so she/he succeeds.

Me: I will be tutoring him /her after school twice a week if you can provide a ride home so I can

address her/his need on a more individual basis. I will reteach the skills and practice with

her/him one-to-one. Do you think you can guarantee a ride home for him/her after school? That

would help a lot.

Parent: Yes, I will pick him/her up one hour after the normal dismissal time in the afternoon.

Me: Great! The second part will be yours. I will assign him specific IXL skills to cover the

standards of concern and you will remind him to complete these assignments at home. Home

practice is very important to cement those skills in their brains.

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Parent: Agree. I will make him/her work on IXL in no less than 30 minutes each day. Do you

think he/she can use iReady too? I remember he/she liked it last year.

Me: Good idea, we can alternate between IXL and iReady. Both platforms are adaptive and great

to practice specific skills. If we work together, I am sure Student A will do better next time.

Thank you for your time and willingness to cooperate.

Parent: Thank you too for your work and all the information and help.

Reflection

This artifact was developed as a practice of quantitative analysis for beginning teachers,

and ultimately for our students since their benefit is the goal of our professional development. As

a math teacher, the main theory I use as a foundation is constructivism and spiral curriculum,

since each new concept has to be built over previously learned ones. By implementing this

artifact, teachers can practice how to conduct quantitative analysis of data and how to use that

crucial information to drive the instructional process and adapt and modify the lesson planning

according to the students’ needs.

The strength of this artifact is the creation process per se since it makes us, novel

teachers, link the quantitative data analysis with the instructional process. The assessments are

important only because we, teachers, adapt our instructional process and lesson planning

according to the needs of the students revealed by quantitative analysis. What didn’t work for me

was the fact the data were given since I would have liked to use my data from my subject area

and make a better, more realistic quantitative analysis. I added a box plot as well since it is one
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of the best and most used methods to graphically depict quantitative data related to assessments’

results in education.

By completing this assignment, I learned how to connect quantitative data analysis and

lesson planning, and how to conduct data chats with stakeholders to positively impact students’

academic performance. Quantitative analysis is something I continuously use in my lesson

planning and common planning sessions since the data collected through assessments is what

drives our instructional process. We continuously modify our lessons to cater to each student and

guarantee their success.

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References

Cotrill, J. (2003, June). An Overview of Theories of Learning in Mathematics Education

Research [PDF]. Unknown: Research Gate.

Dannenhoffer, J. V., & Radin, R. (2000). Using Multiple Intelligence Theory in the Mathematics
Classroom (pp. 1-11, Rep. No. 1265). West Hartford, CT: Ward College of Technology.

Ernst, P. (1999, January). Social Constructivism as a Philosophy of Mathematics [Review].

Research Gate.

Kodukup, I. (2015). Using Multiple Intelligence Theory in Math Teaching. Retrieved March 17,
2021, from http://www.scientix.eu/

Lessani, A. (2016, March). Comparison of Learning Theories in Mathematics Teaching Methods

[PDF]. Boston: 21st Century Academic Forum.

Lynch, M. (2016, November). Social Constructivism in Education. Retrieved March 17, 2021,
from http://www.theadvocate.org/

Willis, J. K., & Jhonson, A. N. (2001). Multiply using Multiple Intelligences. Retrieved March
17, 2021.