Adolescent Education (Math & Science) Assessment Group
January 2009
DATA DAY
QUESTIONS TO RESPOND TO

Designate a group reporter who will type a one page summary of group’s discussion
and email it at the end of the morning session to ehertz@hunter.cuny.edu.

Review the attached key assessment, rubric, data, and work samples.
Coaching Portfolio

Address the following questions:
What did you learn from the data and samples?
The breakdown of the data does not align with the breakdown of the rubric. This makes
for some initial confusion of interpreting the data. There a little to no scores Below
Standard. Some items on the rubric can not translate appropriately into the given scoring
scale. Some categories have either/or, yes/no, complete/incomplete markings.
Some categories should only have a Below or At Standard score.
Where there any surprises in the data?
There are higher scores in the earlier aspects of the project. These aspects are introduced
early in the term and have amply opportunity for feedback and revision.
What are some changes you are thinking about making?
Change the rubric to aggregate the dimensions of the rubric so there fewer scores. Report
on fewer dimensions.
Add to the rubric a standards a summary score that indicates the Below, At, Above
Standard score from the raw rubric numbers. Deciding on how the numbers translate into
particular categories, each dimension 15 points are available, eg is 1-5=Below, 6-10=At
Standard, 11-15=Above Standard or is there is some other system.