Interim Independent Practice

Assessment Data
Data on Item 1 (a, b, & c)
The table below shows student achievement on parts a, b, and c in item 1 of this
assessment. In regards to the column about confidence: 1 represents no confidence, 3
represents a feeling of somewhat confident and 6 represents full confidence in
themselves.
Student Part Proficienc Confiden Part Prof Conf Part Prof Conf
y ce . .
1 a 4 6 b 4 5 c 4 5
2 a 4 3 b 4 5 c 4 5
3 a 4 2 b 2 2 c 2 2
4 a 3 5 b 2 2 c 2 2
5 a 3 5 b 2 2 c 2 2
6 a 4 3 b 2 2 c 2 2
7 a 4 4 b 4 6 c 3 6
8 a 4 4 b 4 6 c 4 6
9 a 4 4 b 4 4 c 4 4
10 a 4 3 b 4 5 c 4 5
11 a 4 5 b 4 5 c 3 5
12 a 3 4 b 2 3 c 2 3
13 a 2 3 b 2 1 c 1 1
14 a 3 3 b 4 5 c 4 5
15 a 3 2 b 3 2 c 4 2
16 a 3 2 b 3 2 c 4 2
17 a 4 3 b 2 2 c 3 2
18 a 4 3 b 2 1 c 2 1
19 a 4 3 b 2 2 c 2 2
20 a 4 3 b 2 2 c 4 2
21 a 4 5 b 4 5 c 4 5

Data Analysis Task Sequence

Fact Hypothesis
Students performed Parts b and c had a foil
better on part a than answer that many
parts b and c on this students fell for. I could
item qualitative have been more explicit
and direct in my
instruction in targeting
this specific
misconception
Students 3,4,5,6, 12, I must not have done
13, 18, 19, scored 2 enough intervention for
in parts b and c these students who truly
quantitative did not get this concept.
Students confidence I did not teach self-
levels did not correlate reflection skills in regards
Action Plan
I will give direct instruction on this
common misconception of the
decomposition of two-digit
numbers to help student
recognize that 33 cant be
decomposed into 3+2 but must be
30 + 2.
I will engage low performing
students in a small group
intervention with direct instruction
on this topic.
I will have students review this
problem and assess themselves,
to their performance in to this skill. and then will pair & share how
part a they might self-assess to know
their confidence in regards to this
objective.