GRADING RUBRIC MUST BE FOLLOWED

USE DOCUMENTS ATTACHED TO COMPLETE

Scenario

The following scenario is the background for your assessment and the data that is provided.

Your students (in a hypothetical eighth-grade geography class) took a test and completed a 3–5 page essay on the topic. Before your students can successfully move on to the next lesson within this unit, you have to determine what they need to do in order to achieve proficiency of the four standards below:

Standard 1: Students describe how humans impact the environment and how the environment impacts humans.

Standard 2: Students describe how to represent geographical information, such as spatial distributions and the location of places and their characteristics, in different graphic forms including large-scale and small-scale maps that use cartographic conventions.

Standard 3: Students analyze the impact of geography on available resources and the impact of available resources on the quality of life.

Standard 4: Students propose an actionable response to a geographical challenge and explain the expected outcomes of the proposed intervention.

Look carefully at the standards and the data to determine:

• What gaps in knowledge are evident?
• Are student ready for enrichment (enhanced instruction and resources to extend learning) around the standards?
• Do students need remediation (additional instruction and resources) or redirection (additional guidance and resources)?

Use the data in the following resources as the basis for your assignment:

Data for Assessment

Triangulation Worksheet

• Analyze the performance data (qualitative and quantitative data) using the information provided information in the Data for Assessment resource above. When analyzing quantitative data, you can identify mean, mode, and median, or, if you are ready, you are welcome to do advanced statistical analysis to determine overall student performance based on learning standards, gaps in knowledge, areas of strength, and areas where enrichment, redirection, or remediation is warranted.
  • When analyzing qualitative data, you will want to come up with labels for the narrative data based on the learning standards and then determine which students fall into that label/category.
  • Your analysis will result in a 1–2 page report on the overall class performance and a 1–2 page assessment performance report for any two students in the class.
  • Your reports should include a rich narrative that refers to the criterion descriptors in the geography paper rubric, and you should consider percentage correct and/or stanine scores on individual standards and on overall achievement for each of the two students and for the class as a whole.
• Triangulate the data to pinpoint areas of strengths and deficiencies. You may use the Triangulation Worksheet as an aide.
  • Triangulate the data by identifying how the numerical (quantitative) and narrative (qualitative) data align (or not), and identify areas that need to be targeted to enrich, redirect, or provide remediation for students.
• List and defend (via the data), in 1–2 pages, at least two decisions you will make in terms of further teaching and support (providing enrichment/extension of learning, remediation, redirection, additional resources, additional instruction, et cetera).

Resources: Quantitative Data Analysis

• PRINT
• • Albrecht, C. (n. d.). Inferential statistics: What are they? When would you use them? [PDF]. Retrieved from https://extension.usu.edu/evaluation/files/uploads…
    • This resource provides a detailed overview of inferential statistics, including t-tests, ANOVA, Pearson r, Spearman, and so on, and provides a clear tutorial on how and when to use them.
  • Kahn Academy. (n.d.). Statistics intro: Mean, median, and mode [Video]. Retrieved from https://www.khanacademy.org/math/probability/descr…
    • This video provides an introduction to statistics and an overview of how to calculate the mean, median, and mode.
  • Kahn Academy. (n.d.). Correlation and causality [Video]. Retrieved from https://www.khanacademy.org/math/probability/regre…
    • This video provides an overview of correlation and causality.
  • Taylor-Powell, E. (1996). Analyzing quantitative data [PDF]. Retrieved from http://learningstore.uwex.edu/assets/pdfs/g3658-6….
    • This resource provides guidance on how to run descriptive statistics in order to calculate percentages, frequencies, mean, mode, and median, and measure variability.

Resources: Qualitative Data Analysis

• PRINT
• • Gallicano, T. (2013, July 22). An example of how to perform open coding, axialcoding, and selective coding [Blog post]. Retrieved from https://prpost.wordpress.com/2013/07/22/an-example…
    • This resource provides guidance on how to analyze narrative data using open, axial, and selective coding. Open coding entails creating labels for batches of data in order to provide a summary of the experience being studied. Axial coding entails searching for relationships within the open codes.
  • Taylor-Powell, E., & Renner, M. (2003). Analyzing qualitative data [PDF]. Retrieved from http://learningstore.uwex.edu/assets/pdfs/g3658-12…
    • This resource provides guidance on how to analyze narrative data and provides a step-by-step tutorial on coding, categorizing, and identifying themes or patterns within the data.

Resources: Triangulation

• PRINT
• • Oliver-Hoyo, M., & Allen, D. (2005). The use of triangulation methods in qualitative educational research. Journal of College Science Teaching. Retrieved from http://www.nsta.org/publications/news/story.aspx?i…
    • This resource provides a detailed explanation of the benefits of triangulating data and provides detailed instructions on how to triangulate multiple data sets.
  • Williamson, G. R. (2005). Illustrating triangulation in mixed-methods nursing research. Nurse Researcher, 12(4), 7–18.
    • This resource provides an example of how triangulation is applied in a study to illustrate how to triangulate data and how it can be used to verify the validity of findings and potential weaknesses in the methodology employed.

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