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Learning status analysis is the data analysis function of student learning outcomes. It can be used to study students' learning effectiveness, strengths and weaknesses of key concepts in each subject, and provide differentiated teaching and counseling strategies for different classes and individual students. Similarly, it optimizes the teaching process, achieve teaching and learning goals more effectively, and improve the efficiency of teaching and learning. Under the modern "student-centered" teaching philosophy, learning status analysis is an important supporting application tool.
In the past, the only way to get a learning status analysis report is to take a large-scale test and pair it with grade statistics of an answer sheet scanning system. However, TEAM Model's PLAYTOL Learning Assessment Analysis System can generate reports for any official test, regardless of the scale of the test. For similar or formative exams, you can generate horizontal and vertical comparison analysis!
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With the omnipotent TEAM Model Cloud and various applications before, during, and after class, you can collect data portfolios and generate diagnostic analysis reports.
Learning status analysis must be based on relatively rigorous test questions and complete class and student information mapping for the test results to be meaningful for analysis. This basic requirement is already provided in the IES 5 cloud platform with a complete functional design. The aforementioned test papers generated by IES 5 Smarter School Management's powerful test question and paper designing functions can be used in a variety of testing methods through school-initiated assessment activities. Whether it is in-class tests, after-school tests, paper tests, cloud tests, or OMR answer sheet tests, all of which can be completed with ease!
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The assessment methods that can be used as a source of data for learning status analysis are as follow:
At the end of the assessment activities completed by the above-mentioned assessment methods, a detailed graphical analysis of the results will be generated in the IES 5's learning status analysis (i.e., the PLAYTOL Learning Assessment Analysis System). Assessment results can be filtered by test types, such as weekly, mock, and summative, or by grade level, subject, or semester to quickly find the corresponding assessment report.
Each assessment activity analysis report is broken down into several categories: score analysis, placement analysis, test question analysis, key concept mastery, and cognitive level mastery.
Student Learning Ability Distribution states the stability of a student's response to the test. The smaller the value of stability, the more stable it is, while a higher stability value usually indicates that the student may have been misled, careless, or was guessing. The right-hand side lists the learning characteristics and number of students for each dot, so that teachers can clearly know the learning status behind the students' results.
Student Stability Statistics Table not only shows the overall stability, but the stability of each student and the area where he/she falls are also shown in detail. In the table, the "Should Work On" questions represent concepts that students are not familiar with now, and "Need To Be Careful Of" are questions that students should get right but get wrong. Click on the question number to view the question directly.
Schools can define their own criteria for "meeting" the standards, such as the top 30% ranking of the entire school, to generate relevant data to keep track of the status of students in each class. For example, to find out how many students in each class are eligible to apply for a scholarship, you can use this analysis to see at a glance.
It is worth mentioning that the statistics will be based on the target standard defined by the school to mark the student grade, with green meaning exceeding the target and blue meaning just reaching the target, so that teachers can focus on the priorities of different learning groups.
Question placement analysis can examine the "degree of question abnormality". The higher the degree of abnormality, the easier the question is to mislead students or make them guess. With question placement analysis, we can understand the quality of the questions and the appropriateness of a test paper for a class.
An exam paper rarely tests only one concept. The Key Concept analysis allows teachers to grasp the actual test content of the test paper and see the actual learning meaning behind the scores. The percentage of each key concept are presented in pie charts and radar charts, clearly showing the weight of each key concept in the test paper.
The three tables on the right can be viewed together to get a precise picture of how well students have mastered "each key concept”. For example, if the score of Key Concept A is low, you can look at the content of the question by using the link in the Scoring Rate Relationship Table, and then examine the status of each student's answer through the Incorrectly Answered Question Relationship Table.
Provide a two-way analysis of the test questions to see the cognitive level and the total percentage of key concepts, which helps teachers to have more basis and direction when selecting questions.
You can view the overall average and score distribution of your class, or data for each subject. You can scroll down to see the grade report, including individual averages, percentile rank, etc., which can be directly exported for integration into class report cards. You can also see how your class compares to other classes in terms of scoring rate, meet-the-target rate, and other data.
By analyzing the Question Placement Analysis, you can find out the questions that have abnormal components (A' and B'), or the questions that have problems in terms of differentiation/discrimination (low differentiation), and use them to replace and correct the bad questions, and preserve the quality questions, so that the question bank of the subject and unit can become stronger and stronger.
You can analyze the data of "multiple classes of the same subject", or the average score and score distribution of different classes of the subject you are teaching, so that you can seize the learning status of each class.
By using the Learning Ability Placement Analysis, you can accurately understand what learning strategies to prepare for each class and each child. For example, the students in the red box all scored around 75, but the students with low stability (on the left) represent their "strengths here" and need to increase their knowledge to improve their performance, while students with high stability (on the right) mean that they are likely to be "misled" and need to learn question-answering skills.
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