Teacher:
Subject:
Data Conference Protocol (complete before data conference)
Phase 1: Surface Analysis
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EdPlan Report: Item Answer Distribution Analysis Summary (for data by item)
EdPlan Report: Campus Objective Mastery Summary (for data by standard)
Items
Performed Well
#1
#2
#3
Standards
Struggled
#10
#20
Performed Well
A.1D (79.8%)
Struggled
A.6F
A.5C
A.6D
#7
Phase 2: Deep Analysis
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Lead 4Ward Released Questions
Blank copy of test
To the left of each answer choice, write the % of students who selected that choice
If a large % of students selected same incorrect choice, write "M" (for misconception)
Collect samples of student work
What items stand out as possible
misconceptions?
(Large % of students selected the same wrong answer)
#8 Choice 1
#10 Choice 4
#16 Choice 2
#19 Choice 2
#20 Choice 3
#21 Choice 3
#24 Choice 3
#25 Choice 1
Struggling Standards Reflection
(Patterns you were able to identify/first thoughts about
struggling standards?)
Our classes have gotten limited instruction on A.6F. We
are scheduled to cover this standard during the week of
February 9, 2015
I am surprised students did not perform well on A.6D, we
have been covering that for three weeks. We practiced
writing equation of lines in slope intercept form given
different forms of limited information.
Students have not seen A.5C since October when they
created a multiple representations booklet.
Phase 2 cont'd: Error Analysis
Specific Items (Identified in Phase 1 and 2)
Within Standard (Identified in Phase 1 and 2)
(review student samples/ identified
misconceptions)
(break down standard/analyze released
questions/analyze test questions/analyze student
samples/ reflection AFTER deep dive)
#10 and #20 were items with lowest performance and
misconceptions.
#8 Choice 1:
The question asks which statement is NOT a reasonable
conclusion. The first answer choice is a true statement.
Students may have chosen it because it is right and they
read it first.
#10 Choice 4:
Each answer choice statement has to do with "rate of
change." There are two tables given and their rate of
change is not shown. Most students may have chosen
Choice 4 because it is a true statement about the height,
according to the first table.
#16 Choice 2
Students calculating slope from the graph may not have
noticed scale factor of 2 is used.
#19 Choice 2
Choice 2 is equation matches original situation presented.
Questions asks for equation AFTER receiving a raise.
Students may have assumed question is asking about
original situation.
#20 Choice 3
The rate of change is not shown on the table. Student
would have to calculate each rate of change to be able to
answer the question. The table shows someone's weight
and it changes every week. This may be why students
selected rate of change changes every week.
#21 Choice 3
If a student calculates cost of one sandwich, Choice 2
(correct answer) and Choice 3 add up to the same
amount.
#24 Choice 3
Students solving for y did not flip the inequality symbol
#25 Choice 1
Students selected answer choice with numbers in the
order they are presented in the verbal situation.
A.6F-(#19, #20 and #21) interpret and predict the effects of
changing slope and y‐intercept in applied situations/
typically a verbal model is presented and something
changes. Students must understand meaning of slope and
y intercept to be able to write a new equation. Students
match new equation to a verbal model or vice versa. We
have not practiced these types of questions in class, they
were scheduled for the week after DLA window. Students
will practice this as we discuss other objectives by stating
the meaning of the slope and y - intercept when they see a
graph, table or verbal model. I will assess their
performance on this standard on February 25.
A.5C (#10, #11 and #12) use, translate, and make
connections among algebraic, tabular, graphical, or verbal
descriptions of linear functions. Students should be able to
represent functions different ways identify if different
representations are the function or not. Students also need
to be able to understand the meaning of equations that
represent linear functions. Based on student samples,
students, struggle with questions that have verbal models
as answer choices.
A.6D (#16, #17 and #18) graph and write equations of lines
given characteristics such as two points, a point and a
slope, or a slope and y‐intercept. Typically students are
required to match equation of a line to information given.
Students need to practice writing equations that are in
slope intercept form in standard form and vice versa.
Based on student samples, my students who know how to
write the equation of a line in slope intercept form are
struggling with rewriting that equation in standard form.
Phase 3: Action Plan
Confirm scholar misconceptions and generate action plans that will drive improved results
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Planning Calendar
Upcoming Lesson Plans
What teaching implications were revealed through your analysis of misconceptions? (Items)
What teaching implications were revealed through your analysis of misunderstandings? (Standards)
Plan for re-teaching/reviewing misconceptions and misunderstandings (include plan to address
scaffolding/enrichment)
Timeline and execution plan (include revised/updated planning calendar)