## Reflection: Data Analysis Time to Show What They Know: Assessment on Poetry and "The Scarlet Ibis" by James Hurst - Section 3: Closure

In one of my classes, the grade distribution was as follows: A's =0, B's =4; C's =10; D's =8; E's =3.  As I analyzed the data, it appeared that most students really bombed the constructed response. I used the PARCC rubric to score the responses to prepare students for how their responses might be scored when these Common Core aligned assessments begin, and overall, the students need more work with citing textual evidence. It seems that my students understand symbolism but are unable to strongly cite and explain evidence of symbolism in a text. Here's a sample of a student response that earned a 4 and the rationale for it.

Another item on which they scored poorly is number 26, which asked about the tone of the poem. I will ask them where there was a misunderstanding on that question to determine whether they still do not know how to identify the tone or if they just did not know the meaning of the word benevolent (one of the distractors on the test).

There are some successes on this assignment. I plan to use a 4 level response to re-teach the difference between a 2 level response and a 4 level response.

It is critical that I look closely at this data to determine what students know and are able to do in order to drive my instruction forward. I can't just give a test and keep moving. This is my time to act on the data that I have collected. My  next step is to re-teach how to cite and explain appropriately.

We still have lots of work to do!

Data Analysis: Test Results Analysis

# Time to Show What They Know: Assessment on Poetry and "The Scarlet Ibis" by James Hurst

Unit 3: The Search for Identity: Assessing skills from "The Scarlet Ibis" and Analyzing "A Voice"
Lesson 2 of 4

## Big Idea: Students show what they know---and don't know on an assessment on skills learned in "The Scarlet Ibis" and two poetry cold readings.

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85 minutes

### Paula Stanton, PhD

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