Data Analysis 2016-17

Kristin Wolff's ePortfolio

Fall 2016 - QUIZ ANALYSIS - AND THEN THERE WERE NONE

I noticed that my 8th graders were having trouble understanding Agatha Christie's tea party English in several places, which prohibited them from understand some of the basic plot. To counter this, I assigned an engaging ELO in which students created their own comic strip / graphic novel of the story. I also suggested that they use Shmoop.com while completing this assignment in order to make sure they completely understood the plot before their Final Exam and Final Paper.
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HEAT MAP - FALL 2016 - AMERICAN LIT/COMP-A

I utilized the heat map, and noticed that the students were struggling with several writing assignments, in particular, The Crucible Unit. As a form of remediation, and to assist them in studying for their EOC or Final Exam, I created multiple resources and ELOs to assist them, including an Adobe Help Session. I also provided students with extensive feedback on their Rough and Final Drafts using our Turnitin.com Feedback Studio feature.
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Fall 2016 Student Survey Results

For the Fall 2016 semester, I taught 8th Grade Middle School English for the first time, which I truly enjoyed. They were very receptive and eager to learn new concepts. Since I knew they were in middle school, and that it might be their first online experience, I focused on providing them with very thorough and extensive email and phone communication. They were truly a pleasure to teach, and I look forward to teaching them again in the near future.
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Spring 2017 Student Survey Results

I was very pleased with the student response rates. This is a challenging EOC course, so students do have a heavy workload thrust upon them in the fall and spring semesters. I focused on providing solid feedback to my students, as well as being available to them within 24 hours via email and phone. I also planned Adobe chat sessions that focused on their current needs as far as major projects and essays.
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HEAT MAP - SPRING 2017 - AMERICAN LIT/COMP B

I utilized the heat map, and noticed that the students were struggling with several writing assignments. As a form of remediation, and to assist them in studying for their EOC or Final Exam, I held an Adobe Help Session, in which I created a PowerPoint presentation to assist them in writing more persuasive thesis statements and main point topic sentences. I also provided students with extensive feedback on the Rough and Final Drafts using our Turnitin.com Feedback Studio feature.
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UNIT TEST QUESTION ANALYSIS - THE HARLEM RENAISSANCE - SPRING 2017

For this unit test, I analyzed the question data, and found that students struggled with questions having to do with figurative language. In Questions #3 and #16, only 54.55 - 57.89% of students successfully responded. As a result, I offered an ELO regarding "The Jazz Age" to as a form of remediation, and so that they may better understand figurative language before their EOC or Final Exam.
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Spring 2016 - Data Source

After running the "Academic Risk" report within our GAVS course, I noted that 13 / 45 students were struggling with the course.


This prompted me to do several things, including contacting all stakeholders, and offering students several solutions to help them succeed, including:


  • Sending emails to check-in on students' progress every 1-2 weeks
  • Giving stakeholders the option of switching to 16, 14, or 12-Week sessions, so they were able to catch-up on work, and have more time to study, read novels, etc.
  • Creating additional student resources, including many Smores, to help with specific lessons, projects, and ELOs.
  • Offering additional ELOs to help students master specific concepts missed on quizzes and tests
  • Offering additional chat sessions and News Item and / or Videos to improve comprehension
  • Adding additional resources under "User Links"
  • Creating Class Bulletin Boards that included all resources free to GAVS students as a daily reminder
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Spring 2016 - Analytics Report

After viewing the "Heat Map" under "Grade Patterns - Large Format," I noted the zeros for "The Yellow Wallpaper" Project, and created a Smore to help students in using virtual tools to complete a GAVS assignment requiring the use of virtual tools, effectively. It was clear to me that many students still did not feel comfortable with using virtual tools required for specific projects, and I knew they would have to master this skills for additional projects later in the spring semester.


For many students, this was their first year taking a GAVS course, so they were unfamiliar with virtual tools, and how to use them for our American Lit/Comp-B assignments.


Below is a link to the Smore I created to help them with virtual tool projects:

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Spring 2016 - GAVS Student Survey Data

After reviewing my Spring 2016 GAVS Student Survey data, I was happy to see that my overall effective teacher rating is strong.


Students noted that I provided helpful feedback, responded within 24 hours, provided helpful Adobe Chat Sessions, and included multiple outlets for student curriculum resources.


These were primary goals for my first year of teaching at GAVS, and I will continue to work on these aspects in the coming years, as well as include new goals for improvement.

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November 2015 Communication Data

In November, I provided students with a Smore for Huck Finn. In this Smore, I included links to resources for MLA Format / Purdue OWL, which helped students with their grammar, syntax, and prewriting, outlining, rough drafts, and final drafts. I also included a link to Shmoop to help them gain a deeper understanding of the novel.


Additionally, I included a News Item, for which I received a student's permission to use her rough draft to help other students revise their papers. In this item, I highlighted my feedback tips, including how to incorporate more subtext / figurative language into their Main Point Topic Sentences and Thesis Statements. This helped to deepen their arguments, which helped to increase their understanding of the novel, as well as their writing skills and final grades.


While reviewing the data, I noticed that this particular Smore received the highest number of visits of any Smore for the entire fall semester, which shows positive growth in the use of this resource, and in student achievement.


For this particular Smore, students viewed the resources on this page for an average of at least 10 minutes per viewing, which is the longest viewing for any Smore that I had created for the fall semester.


The Smore data analysis supports that use of this tool is a Best Teaching Practice that reinforces student growth in my classroom.

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October 2015 Remediation - Transcendentalism ELO

Our Transcendentalism Module proved to be rather challenging for students.


After examining the Analytics User Quiz Score feature, I realized that the average Final Test score was 67%, the lowest of the semester to date, so I decided to remediate by providing students with an ELO.


This ELO was a journaling exercise for students, which helped them to apply the basic tenets of Transcendentalism to their everyday lives. This ELO helped students to make real-life connections with the assigned Transcendentalism texts. Although their Final Test scores remained the same, students were better able to understand the material for their Final Exam - and they were also given an additional opportunity to work with the material and demonstrate progress.

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September 2015 Data Analysis

Per Sharon Synan on December 16, 2015, the Student Course Surveys were unavailable for Section 2 Adjunct teachers, including myself, so I was unable to use the data from this survey for my response.


Instead, I am including an image of student remediation and resource links from a News Item I created that I offered to students during our Rationalism Unit.


After analyzing the data from the Rationalism heat map, below, I realized that many students still required assistance in understanding the basics of rhetoric - specifically, ethos, pathos, logos, and counter-argumentation. Since this is such an important aspect in everyday conversation and debate, I really wanted all master the concept of rhetoric.


I created the video, below, and included it as one of our News Items, so that students could hear me discussing this, as well. This gives the students the extra boost they need in order to fully comprehend a challenging concept such as this - they also began to realize that this was not as difficult as they first thought, once they studied it a bit more, and practiced it within their projects and essay.


After providing the additional rhetoric resources, and examining the Rationalism Test data, I was happy to see that only one student still struggled with the material.

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