Data Analysis


April 2016

The student survey offers interesting insights/perceptions, especially when confronting an especially challenging class. In general, this semester was "rough." I had more students fail than I normally do. I offered grade improvements and extra learning opportunities for each module. I sent out reminders to students and parents about the opportunities available. I provided extra learning resources. I provided assignment due date reminders and immediate e-mail notifications for students and parents when assignments were not turned in. I took it personally, I admit. I love to see my students do well and have great grades. I felt this semester could have better, which is why I was apprehensive about the student surveys.

I was pleased though that like my fall semester student surveys that the vast majority of my students view me as a responsive teacher who answers their inquiries and grades their assignments in a timely manner.

An area where I can improve is synchronous sessions. I am still working on improving the attendance for my synchronous sessions.

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March 2016

The "quiz question statistics" report provides many insights. Through this report I can identify:

  1. Areas where students need more content support
  2. Questions that need to be revised
  3. Weaknesses in the course content that may need revision

By analyzing this report over a couple of semesters, I can best index where course improvements need to be and discuss those with fellow teachers - the product of which is hopefully course corrections and improvements.

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February 2016

At the beginning of the semester, the "oldie but goodie" student access report is a big help in identifying who is active in the course. This report helps me pinpoint who needs some friendly reminders and interventions.

I am not shy about telling students and their parents that they are not accessing the course content. How can you master content that you are not engaging? That is an important question in helping students understand the responsibility that they have to assume in their learning.

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November 2015

Although the student survey data is not reported to teachers until the end of the semester, it is important to continually think about what the survey shows me. I am proud that the vast majority of my students recognize me as a teacher who answers their inquiries and grades their assignments in a timely manner. I am also always curious to see how they view their French course in relationship to other course. These are difficult comparisons to make because students are the embodiment of thousands of variables and how those variables intersect with teachers' variables can produce so much data so that the question becomes: where even do we begin? We can know students' perceptions, which can be meaningful and when I see that students say that their French course is on par with other courses in terms of difficulty and time commitment, then I know that I pacing the course correctly and making it a manageable learning experience for my students.
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October 2015

The grade patterns report is great for identifying assessments with which students struggles, which in turn directs me in my efforts to provide extra learning opportunities and differentiation. It is a quiz visual tool. I can eyeball the assignments and then group them along concepts and move on from there to design extra learning opportunities to ensure that students are mastering the concepts missed in the assessments. I also provide opportunities to improve grades based on the grade pattern report.
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September 2015

I love the user quiz score report. Why? Because I like to export the report to excel and from there I can sort the data and analyze the data in forms that are more meaningful to me. For example, at the beginning of the semester I like to choose one of the first assessments, run the user quiz score report, export to Excel, and from there I sort the data to run a correlation between time spent in the quiz and the student's score. And what do I find time in and time out? That students who spend more time in the quiz do better on the quiz, which is the information that I use to remind students not to waste until the last moment to complete assignments and to be deliberative when completing assignments.
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