3 Questions You Need to Ask When Analyzing Assessment Data
When I first started teaching, I used to think that simply comparing benchmark scores—looking at reds and greens—was enough to gauge student progress. But as time went on, I realized that this approach barely scratched the surface. It's easy to get caught up in raw scores and superficial changes, like moving from 'red' to 'yellow' or a slight uptick in proficiency percentages. However, true growth requires a more nuanced understanding.
To genuinely understand how our students are progressing, we must dive deeper into the data. So, it's not just about color-coded benchmarks or percentage points. It's about genuinely analyzing the data to tailor our instructional strategies and interventions effectively. I know it can be frustrating to see the red scores but I want you to try your best not to take it personally (I know it’s not easy). It’s easy to get caught up in the numbers, but let’s shift our focus. Before diving deep into the data, focus on the following critical questions.
#1 What is the data telling me?
The data can tell you a lot of information but let’s move past the composite/raw scores and dive deeper. Historically, composite scores have been used for evaluation purposes only, but I want you to take a closer look at your data and go beyond the surface level. Ask yourself, how are my students progressing towards the grade level standards, do I need to reteach certain standards, or do I need to change some of my small groups? Once you begin to really understand what the data is telling you then you will be able to make sound instructional decisions.
#2 How can I analyze the data effectively?
First, identify the following:
Standards your students have mastered.
Standards they haven’t quite reached.
Standards they are close to achieving.
Take a look at the standard proficiency levels and from there you can begin to determine the areas of focus. For instance, if one of the tested standards is to “describe the characters, setting and major events of a story” (RL.1.3) then use this data to drive your students' individual instructional needs. You can use this data to begin to formulate targeted intervention lessons.
#3 How can I use the data to group my students for targeted interventions?
After you have analyzed the standard scores use the data to inform your instructional groups. Look at the trends in the data to see similar deficit areas and how you can group your students. Going forward, we want to group students in skills-based groups. Skills based groups allow you to focus on a specific deficit area and focus only on that skill in order to get the fastest results. For example, if you have students who scored low in short vowel sounds, group them together and focus on that skill during your small group instruction time. Once the students have been in their groups for the allotted amount of time be sure to monitor their progress to help you make better instructional decisions. My reading intervention log will help you to keep track of the EXACT skills to target during small group instruction time so that you are not wasting precious time teaching skills that have already been mastered.
These questions are your roadmap to creating a plan that truly addresses your students’ needs. Ready to dive deeper? Click the link to join my email list so that you will have access to my FREE workshop Setting Up for Intervention Success. This workshop was created to help K-5 teachers navigate the intervention process. I will give you proven methods to help set up your classroom for intervention success.
All the best,
Shannon
