I am unsure if there is an exact process my CT goes through when analyzing the data, however we do look for trends or common misconceptions amongst all of the students works to determine if there was a problem on how we explained or taught something. We also review previous assessments to look for growth in student’s academic achievement. We must also analyze and interpret the diagnostic assessments. This is done by reviewing each student’s assessment and looking for true understanding or completion. In our kindergarten I have not seen much diagnostic testing besides the assessment that was giving at the beginning of the year. They were tested over math and reading content and were scored as proficient or basic. We were able to analyze these and see from the very beginning of the year of which students had more prior knowledge of the content than
I am unsure if there is an exact process my CT goes through when analyzing the data, however we do look for trends or common misconceptions amongst all of the students works to determine if there was a problem on how we explained or taught something. We also review previous assessments to look for growth in student’s academic achievement. We must also analyze and interpret the diagnostic assessments. This is done by reviewing each student’s assessment and looking for true understanding or completion. In our kindergarten I have not seen much diagnostic testing besides the assessment that was giving at the beginning of the year. They were tested over math and reading content and were scored as proficient or basic. We were able to analyze these and see from the very beginning of the year of which students had more prior knowledge of the content than