Wednesday, April 22, 2015

3.1.1 Differentiation Quest

think different by Guy Fawkes, on Flickr
Creative Commons Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic Licenseby  Guy Fawkes 
The sample data provided for this quest pertains to the test scores that my online students obtained in one of the unit mastery tests in an accelerated Spanish II course that I taught last semester. Because of the accelerated nature of the course, this was a small class comprised of only eight students.

As represented on the graph above, all students except for one met learning objectives. The chart below offers more detailed data about each student performance on each one of the unit mastery test's questions, as well as the overall average (90.43).

An initial analysis of the test data indicates the need for remediation for the student who obtained a score of 61. The fact that this student used all the allowed time for taking the test (60 minutes), also denotes his effort and struggle working through the questions. For this particular student, I established a bi-weekly tutoring time to revisit and reteach concepts and skills, as well as to start previewing upcoming material so he could begin to make meaningful connections with his newly acquired knowledge.

Regarding the other students in the course, particularly those students who were equipped to exceed expectations, I designed optional enrichment activities to empower them to take charge of their own learning and pursue language learning paths that were appealing to them and that were best suited to their individual learning preferences.

On a final note, I would like to add that, as I first analyzed the data for this test, I found the need to revisit with my students concepts and skills assessed in Question 9 and Question 14. The overall average for these two specific questions was significantly lower than the overall average for the rest of the questions.

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