Gaining insights through Data Visualization

The end of the school year is a time to pause, gather data, gain insights, reflect, and act. As the slogan of MAP Growth goes: We need to “See their needs. Close the gaps. Help them grow.” The Measure of Academic Progress is used to measure every single student’s progress or growth in Reading and Mathematics. In my strive to better understand where the school is at, I compiled and visualized the results of each class, and compared it across grade levels. This approach aims at looking at the big picture to see where the gaps are and how to drive improvement across the entire school.

  • Grade 1 A and B – Math and Language and Arts

Grade 1 students’ Math results are comparatively high with Operations and Algebraic Thinking being the highest and Geometry being the lowest, especially among Grade 1A students. Relative to Math, Language and Arts test results show a lower trend with Vocabulary Use and Functions being at the very low end. Students need additional practice building and practicing their vocabulary. Teachers need to encourage and support wide reading in a variety of text types. Students need multiple exposures to a wide variety of words and the opportunity to apply new vocabulary through oral reports, skits, presentations, short stories, poems, etc. 

A high percentage of students from both Grade 1A and 1B have scored very high results, meaning the knowledgeable base of students is satisfactory. Grade 1A has a uniform distribution of students’ knowledge and abilities which allows teachers to carry out class instruction more effectively and efficiently. Grade 1B, on the contrary, has a relatively high percentage of students who have scored at the lowest end which testifies to the uneven distribution of students’ abilities.

Therefore, Grade 1B requires more effort in leveling the results and more support in bridging the gap between students’ skills. With 1B, where nearly an equal number falls into all 5 categories (Low, Low Average, Average, High Average, High), collaborative learning can be encouraged by grouping students into 5 teams with each group having  a representative from each category. In addition, students at the lowest levels might benefit from regular one-on-one support. 

  • Grade 2 A and B

Grade 2B demonstrates the ideal distribution of results with the majority of results positioned around the average and less at the two, low and high, extremes. 

  • Grade 1, 2, 3  – Language Arts

Progression of results appears relatively smooth from one grade level to the next with one exception for Vocabulary Acquisition and Use for Grade 2A and Grade 3A.

  • Grade 2 and Grade 3

Altogether, Grade 2 and Grade 3 students receive a high percentage of high scores on Math and a low percentage of high scores on Literacy with Informational Text: Language, Craft, and Structure and Literary Text: Language, Craft, and Structure also characterized by a high percentage of low scores.

Recommendation and Next Steps:

It is sensible to sort out the areas that require improvement and define the goals to be achieved. The following chart shows actual results versus targets as a whole for Grade 1 students.

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