EDU:623 What Story Do the Data Tell? Reflection

Individual Student Totals (SUM Column)

ExemplaryAll 12 student SUMs are calculated correctly.
Proper Excel SUM formula used.
Formula is correctly applied to all student rows
Both pre-test and post-test totals are accurate.

4 pts

ProficientMost student SUMs are calculated correctly (10-11).
Proper Excel SUM formula used with 1-2 errors.
Formula is applied to most student rows.
Minor errors in pre-test or post-test totals.

3 pts

DevelopingSome student SUMs are calculated correctly (7-9).
SUM formula attempted but with multiple errors or inconsistent use.
Formula applied inconsistently.
Several errors across pre-test and post-test.

2 pts

UnacceptableFew or no student SUMs are calculated correctly (<7).
No proper Excel formula used (manual calculations or incorrect formulas).
Formula not appropriately applied.
Significant errors or missing calculations.

1 pts

/4 pts

Student Percentages (% Column)

ExemplaryAll 12 student percentages are calculated correctly.
Proper Excel formula used.
Formula is correctly applied to all student rows.
Both pre-test and post-test percentages are accurate.

4 pts

ProficientMost student percentages are calculated correctly (10-11).
Proper Excel formula used with 1-2 minor errors.
Formula applied to most student rows.
Minor rounding or formatting issues.

3 pts

DevelopingSome student percentages are calculated correctly (7-9).
Formula attempted but with errors or inconsistent application.
Several calculation errors.
Inconsistent between pre-test and post-test.

2 pts

UnacceptableFew or no student percentages are calculated correctly (<7).
No proper Excel formula used.
Formula not appropriately applied.
Significant errors or missing calculations.

1 pts

/4 pts

Question Totals (SUM Row)

ExemplaryAll 12 question SUMs are calculated correctly.
Proper Excel SUM formula used for vertical totals.
Formula applied correctly to all question columns.
Both pre-test and post-test question totals are accurate.

4 pts

ProficientMost question SUMs are calculated correctly (10-11).
Proper Excel SUM formula used with 1-2 errors.
Formula applied to most question columns.
Minor errors in pre-test or post-test.

3 pts

DevelopingSome question SUMs are calculated correctly (7-9).
SUM formula attempted but with multiple errors.
Formula applied inconsistently.
Several errors across both tests.

2 pts

UnacceptableFew or no question SUMs are calculated correctly (<7).
No proper Excel formula used.
Formula not appropriately applied.
Significant errors or missing calculations.

1 pts

/4 pts

Whole Class Percentages by Question

ExemplaryAll 12 whole class percentages are calculated correctly.
Proper Excel formula used.
Formula is correctly applied to all student rows.
Both pre-test and post-test percentages are accurate.

4 pts

ProficientMost whole class percentages are calculated correctly (10-11).
Proper Excel formula used with 1-2 minor errors.
Formula applied to most student rows.
Minor rounding or formatting issues.

3 pts

DevelopingSome whole class percentages are calculated correctly (7-9).
Formula attempted but with errors or inconsistent application.
Several calculation errors.
Inconsistent between pre-test and post-test.

2 pts

UnacceptableFew or no whole class percentages are calculated correctly (<7).
No proper Excel formula used.
Formula not appropriately applied.
Significant errors or missing calculations.

1 pts

/4 pts

Category Grouping Calculations (Facts, Concepts, Reasoning)

ExemplaryAll category groupings calculated correctly.
Proper Excel formulas used for grouped calculations.
Both pre-test and post-test categories calculated accurately.

4 pts

ProficientMost category groupings calculated correctly with 1-2 minor errors.
Proper Excel formulas used.
Categories mostly accurate for both tests.
Minor calculation discrepancies.

3 pts

DevelopingSome category groupings calculated with multiple errors.
Formulas attempted but inconsistent.
Several errors across categories.
Missing calculations for some categories.

2 pts

UnacceptableFew or no category groupings calculated correctly.
No proper formulas used.
Significant errors or missing calculations.
Categories not properly calculated.

1 pts

/4 pts

Subgroup Calculations (Gender, Race, Special Populations)

ExemplaryAll subgroup calculations are accurate.
Proper Excel formulas used.
Both pre-test and post-test subgroups calculated correctly.

4 pts

ProficientMost subgroup calculations are accurate with 1 minor error.
Proper Excel formulas mostly used.
Most subgroups calculated correctly for both tests.
Minor discrepancies in 1 subgroup.

3 pts

DevelopingSubgroup calculations are accurate with 2 minor errors.
Proper Excel formulas mostly used.
Most subgroups calculated correctly for both tests.
Minor discrepancies in 2 subgroups.

2 pts

UnacceptableFew or no subgroup calculations are accurate.
No proper Excel formulas used.
Significant errors across subgroups.
Missing calculations for multiple subgroups.

1 pts

/4 pts

Data Recording & Calculations

ExemplaryAll pre-test and post-test percentages are accurately recorded.
All gain/loss calculations are correct (post-test minus pre-test).
Appropriate shading is applied consistently throughout.
Data is recorded for both whole class and all subgroups (Gifted, ELL, IEP, GEN, White, Black, Hispanic, Male, Female).

4 pts

ProficientMost pre-test and post-test percentages are accurately recorded.
Gain/loss calculations are mostly correct with minor errors.
Shading is mostly applied appropriately.
Data is recorded for most subgroups.

3 pts

DevelopingSome pre-test and post-test percentages are recorded with multiple errors.
Gain/loss calculations contain several mistakes.
Shading is inconsistent or incomplete.
Data is missing for multiple subgroups.

2 pts

UnacceptableData recording is incomplete or largely inaccurate.
Calculations are mostly incorrect or missing.
Shading is not applied or incorrect.
Minimal data recorded for subgroups.

1 pts

/4 pts

Identifying Easiest Questions (Q1)

ExemplaryClearly identifies the easiest questions for both pre-test and post-test with specific data evidence.
Provides strong, insightful justification using percentages and patterns.
Demonstrates deep understanding of what makes questions accessible to students.

4 pts

ProficientIdentifies easiest questions for both pre-test and post-test with adequate data support. Provides reasonable justification with some reference to percentages. Shows understanding of question accessibility

3 pts

DevelopingIdentifies some easy questions but missing pre-test or post-test analysis. Provides weak justification with limited data support. Shows minimal understanding of what makes questions easy

2 pts

UnacceptableDoes not clearly identify easiest questions or provides no justification. Missing analysis for both pre-test and post-test. Does not use data to support claims

1 pts

/4 pts

Identifying Most Difficult Questions (Q2)

ExemplaryClearly identifies the most difficult questions for both pre-test and post-test with specific data evidence. Provides strong, insightful justification using percentages and patterns. Demonstrates deep understanding of factors that make questions challenging

4 pts

ProficientIdentifies most difficult questions for both pre-test and post-test with adequate data support. Provides reasonable justification with some reference to percentages. Shows understanding of question difficulty

3 pts

DevelopingIdentifies some difficult questions but missing pre-test or post-test analysis. Provides weak justification with limited data support. Shows minimal understanding of what makes questions difficult

2 pts

UnacceptableDoes not clearly identify most difficult questions or provides no justification. Missing analysis for both pre-test and post-test. Does not use data to support claims

1 pts

/4 pts

Learning Target Analysis (Q3)

ExemplaryAccurately analyzes differences in learning targets between pre-test and post-test. Clearly identifies which items measure the same learning targets with specific evidence from the assessment. Provides thorough explanation of how they determined matching targets. Demonstrates strong understanding of learning target alignment

4 pts

ProficientAnalyzes differences in learning targets with some accuracy. Identifies most items measuring the same targets with some evidence. Provides adequate explanation of determination process. Shows good understanding of learning target alignment

3 pts

DevelopingPartially analyzes learning target differences with limited accuracy. Identifies few matching items with weak evidence. Provides minimal explanation of how targets were determined. Shows basic understanding of learning target alignment

2 pts

UnacceptableDoes not meaningfully analyze learning target differences. Does not identify which items measure the same targets. Provides no explanation of determination process. Shows little to no understanding of learning target alignment

1 pts

/4 pts

DOK Level Analysis (Q4)

ExemplaryAccurately identifies differences in DOK levels between pre-test and post-test. Correctly identifies the DOK level for each item with clear, specific explanations. Provides thorough justification for each DOK determination using assessment characteristics. Demonstrates strong understanding of DOK framework

4 pts

ProficientIdentifies differences in DOK levels with reasonable accuracy. Correctly identifies most DOK levels with adequate explanations. Provides reasonable justification for DOK determinations. Shows good understanding of DOK framework

3 pts

DevelopingPartially identifies DOK level differences with limited accuracy. Correctly identifies some DOK levels but with weak explanations. Provides minimal justification for determinations. Shows basic understanding of DOK framework

2 pts

UnacceptableDoes not meaningfully analyze DOK level differences. Incorrectly identifies DOK levels or does not attempt identification. Provides no justification for determinations. Shows little to no understanding of DOK framework

1 pts

/4 pts

Student Performance Discussion Based on DOK (Q5)

ExemplaryProvides thorough, insightful discussion of student performance based on DOK levels for both pre-test and post-test. Makes clear connections between performance patterns and DOK complexity. Uses specific data and percentages to support analysis. Demonstrates sophisticated understanding of how DOK relates to student achievement

4 pts

ProficientDiscusses student performance based on DOK levels for both pre-test and post-test with adequate depth. Makes reasonable connections between performance and DOK complexity. Uses some data to support analysis. Shows good understanding of DOK and student achievement relationship

3 pts

DevelopingDiscusses student performance superficially with limited connection to DOK levels. Makes weak connections between performance and DOK complexity. Uses minimal data to support analysis. Shows basic understanding of DOK and achievement relationship

2 pts

UnacceptableDoes not meaningfully discuss student performance based on DOK levels. Makes no clear connections between performance and DOK complexity. Does not use data to support analysis. Shows little to no understanding of DOK and achievement relationship

1 pts

/4 pts

Instructional Planning & Next Steps (Q6)

ExemplaryProvides detailed, specific instructional next steps for both pre-test and post-test data. Clearly identifies appropriate student groupings (whole class, small groups, individuals) with rationale. Specifies which learning targets need re-teaching and explains why. Differentiates instructional approaches for different subgroups based on their performance. Plans are directly connected to the data analysis and are pedagogically sound. Addresses equity considerations for diverse learners

4 pts

ProficientProvides reasonable instructional next steps for both pre-test and post-test. Identifies student groupings with some rationale. Specifies learning targets that need re-teaching. Shows some differentiation based on subgroup performance. Plans are generally connected to data and are appropriate. Mentions diverse learner needs

3 pts

DevelopingProvides vague or general instructional next steps. Identifies groupings without clear rationale. Mentions learning targets but without specific re-teaching plans. Limited differentiation for different subgroups. Plans have weak connection to data analysis. Minimal consideration of diverse learner needs

2 pts

UnacceptableDoes not provide meaningful instructional next steps or plans are inappropriate. Does not identify appropriate groupings. Does not specify learning targets for re-teaching. No differentiation based on subgroup performance. Plans are not connected to data. Does not consider diverse learner needs

1 pts

/4 pts

Critical Analysis & Reflection (Q7)

ExemplaryIdentifies multiple important considerations beyond the basic data (e.g., assessment validity, student engagement, testing conditions, external factors, assessment bias, opportunity to learn). Demonstrates critical thinking about limitations of the data. Considers both pre-test and post-test contexts thoughtfully. Shows awareness of factors that might influence interpretation (cultural considerations, language barriers, test anxiety, etc.). Reflects on the broader implications for teaching and learning

4 pts

ProficientIdentifies several important considerations beyond basic data. Shows some critical thinking about data limitations. Addresses both pre-test and post-test contexts. Mentions factors that might influence interpretation. Shows some reflection on implications for teaching

3 pts

DevelopingIdentifies one or two considerations but with limited depth. Limited critical thinking about data limitations. Addresses only one testing context (pre or post). Minimal discussion of influencing factors. Limited reflection on teaching implications

2 pts

UnacceptableDoes not identify meaningful additional considerations or responses are superficial. No critical thinking about data limitations. Does not address testing contexts thoughtfully. Does not discuss factors that might influence data. No reflection on teaching implications

1 pts

/4 pts

Writing Mechanics

ExemplaryZero repeated errors in grammar, usage, mechanics, and spelling

4 pts

ProficientOne or Two repeated errors in grammar, usage, spelling and/or mechanics

3 pts

DevelopingThree or Four repeated errors in grammar, usage, spelling and/or mechanics

2 pts

UnacceptableFive or more repeated errors in grammar, usage, spelling and/or mechanics

1 pts

/4 pts