Data Analysis 2016-17
Kristin Wolff's ePortfolio
Fall 2016 - QUIZ ANALYSIS - AND THEN THERE WERE NONE
HEAT MAP - FALL 2016 - AMERICAN LIT/COMP-A
Fall 2016 Student Survey Results
Spring 2017 Student Survey Results
HEAT MAP - SPRING 2017 - AMERICAN LIT/COMP B
UNIT TEST QUESTION ANALYSIS - THE HARLEM RENAISSANCE - SPRING 2017
Spring 2016 - Data Source
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
Spring 2016 - Analytics Report
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:
Spring 2016 - GAVS Student Survey Data
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.
November 2015 Communication Data
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.
October 2015 Remediation - Transcendentalism ELO
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.
September 2015 Data Analysis
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.