Discussion 1 – wk 4 – anna martin

Question and 2 Part The value of this assignment is of to help Anna to see the level to which her are progressing throughout thecourse of the year and to help to provide a level of comparison and contrast between other groups of students within her own region. Depending on the goals that the school has and the ways in which they intend to use this information to engage the students on the areas that they could stand to improve upon, Anna may need to contact individual parents and/or caretakers of the affected students as a way of formulating a plan to improve the needed areas (Karasakaloglu 2012). Part 2 Question 1 and 2: One of the ways that Anna could seek to sort the data would be to exlude certain data sets from the information that is presented on the screen. Although it is helpful to have a large list of data from which to draw, in order for her to focus in on the problem areas and seek to find key ways in which to target improvement, it may be necessary to only focus upon one group at a time in order to accomplish this (Hu et al 2012). Further, the end goal is to seek to derive a level of specialized answers to seek to benefit those students that are within each of the 3 groups which the study notes: average, above average, and below average. Part 3 Question 1, 2 and 3: One of the main underlying problem is the fact that the level of detail that is given to Anna is not to the level she requires in order to make an informed decision with regards to what should be changed. Moreover, a better dataset would include detailed information on what students were having difficulties and in what areas. Similarly, with regards to another key underlying problem that was at least alluded to could be partly to do with the curriculum that is provided as the key areas of difficulty and failure are not specifically spoken to within the context of the provided curriculum. Lastly, Anna can utilize these results as a key way in which to hone in on the ways in which certain information that is required for their education has not been explained well or absorbed. Rather than ascribing blame for this, Anna can seek to focus in on the key areas that the need is found and work to gain the required information on precisely what students need help in what areas. Part 4 Questions 1, 2, 3, 4 and 5 Firstly, with regards to coaching Anna, it is necessary to point out the fact that even though some of the test scores that she received back from the district were less than satisfactory, there were key elements of the scores themselves that were above satisfactory and she should be congratulated based upon that. Secondly, a key way for Anna to gather key evidence before the next district benchmark would be for her to take a careful note of the ways in which learning objectives are occurring on a daily basis. This can be performed by means of keeping a journal of sorts and making a record of the ways in which she engages her students with key information and learning strategies. Thirdly, in questioning her students, Anna should seek to gain a level of information regarding what key areas of the learning process they may be having a bit of difficulty with. One way of doing this is to question even those students that are performing well and ask which of the key problem areas gives them the most difficulty and why. With regards to the most important information that Anna can garner from her teammates meeting, she can hope to compare the information that she has gathered as well as seek to learn from the advice of teachers who have gone through similar trials and difficulties in the past with meeting standards and guiding their classrooms to success (Winters et al 2012). Lastly, the assessment process itself is as much an opportunity for Anna to learn as it is an opportunity for the students. By seeking to find the key ways in which she can better herself as a teacher and provide a better level of expertise to her students, Anna will broaden her own knowledge base and seek to draw on that knowledge base of other educators as a way of better interacting with and imparting knowledge to her classroom. References Hu, B., & Tian, L. (2012). Do Teachers and Students Share Similar Beliefs about Teaching and Learning Strategies?. System: An International Journal Of Educational Technology And Applied Linguistics, 40(2), 237-254. Karasakaloglu, N. (2012). The Relationship between Reading Comprehension and Learning and Study Strategies of Prospective Elementary School Teachers. Educational Sciences: Theory & Practice, 12(3), 1939-1950. Winters, C. A., & Echeverri, R. (2012). Academic Education. Teaching Strategies to Support Evidence-Based Practice. Critical Care Nurse, 32(3), 49-54. doi: 10. 4037/ccn2012159