Data Analysis Template: Bree Baumgartner

Desired Results Content Standards (Subject and ELD) Curriculum Goals & Objectives
Subject Standards ELD Language Standards Goals Learning Objectives
Evaluate evidence of the past RST.11-12.8 - Evaluate the For students to understand Students will evaluate
and current movements of hypotheses, data, analysis, how scientists determine the patterns of margnetic polarity
continental and oceanic crust and conclusions in a science age of the earths’s crust. reversals to determine the age
and the theory of plate or technical text, verifying the of the oceanic crust by
tectonics to explain the ages data when possible and completing a worksheet.
of crustal rocks. HS-ESS1-5 corroborating or challenging
conclusions with other
sources of information. (HS-
ESS1-5), (HS-ESS1-6)
Acceptable Evidence Performance Tasks (summative) Assessment (formative - formal and informal)
Students follow directions provided on a worksheet to discover
how scientists can tell the age of oceanic crust. Students have
to answer some questions after completing an activity that is
comprised of scientific data which measures the polarity of the
ocean floor. They have to use the data to figure out the
spreading rate of each of the oceanic plates represented in the
worksheet.
Students who met or exceeded the established proficiency score:
Exceeds proficiency (4) Meets proficiency (3)
Students have to have completed the entire worksheet, showing their work Students have completed 80% of the worksheet, showing their work for each
for each question. The questions that contain math must have formulas question. The questions that contain math must have formulas written out
written out with clear steps provided. The questions must be at least 85% with clear steps provided the questions must be at least 50% correct.
correct.
Students who did not meet the established proficiency score:
Almost proficient (2) Beginning proficiency (1)
Students have completed half of the worksheet showing their work for each Student completed one or two questions, or only colored the bar graphs.
question. The questions that contain math have some formulas written out
with most of the steps provided.
Proficient (3, 4) Non-proficient (1, 2)
Number Percentage Number Percentage
16 42 22 57

Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
7 18% 9 23% 8 21% 14 36%

Results Analysis
Strengths (from proficient and above)
Many of these students were able to complete the entire worksheet and have
the correct formulas and work shown for their math questions. These
students also accurately completed their data questions by correctly coloring
in their graphs and magnetic polarity tables.
Concepts and Skills Understood (as demonstrated in assessment(s))
I would say that I need to go over the concept of magnetic polarity at least
one more time in class. I would prefer that my proficient percentages be at
least over 50%.
Weaknesses (from below proficient)
Many of my students did not understand the math portion of the worksheet.
They also struggled with how they were accurately supposed to match up the
magnetic polarity reversals across each of the oceans patterns. The students
that received a one, did not complete the worksheet or only completed one
question.
Concepts and Skills NOT Understood (as demonstrated in assessment(s))
I think that this concept is very difficult for a lot of students to understand, I
think that many students understsood how to accurately create a bar graph
from the magnetic polarity data and that the data over time shows the
spreading rate of the plates as they grow over time. I think that students had
the most difficult time using the spreading rate formula to figure out the
different variables that each question asked for.
Examples of student work:
Score: 2
Score: 4
Score: 1.5