Reflection 7 & 8

 Over the last two weeks, we have talked more about the quantitative data side of assessment. This first touched on vocabulary terms that will help you understand more about what the data is representing. Population and sampling refer to who the data is being collected from. The population is the entire group, for example, all five-year-old children. And a sample refers to the smaller group itself, like from a specific classroom. We also talked about terms that are represented on a graph. Graphs also include mean, median, mode, and standard deviation. Mean, median, and mode are created from results or test scores. Standard deviation is the distance that a score is from the mean. A standard deviation is found on tests like the SAT and ACT. A low standard deviation means the score is close to the average.

After we defined these terms, we put them to use with sample data. With the data, we created a visual representation, a bar graph, or a pie chart. We also experimented with individual data that can be provided to parents or when evaluating a student for special services. Numbers, or quantitative data, do not represent every aspect or situation. Qualitative data accounts for just as much reflection. A student can be an English Language Learner (ELL) or can also be receiving less support at home. When you consider both quantitative and qualitative data, you will only be able to make a beneficial decision regarding a child. These reflections can be whether or not a lesson needs to be touched on again. A teacher will be able to use these conclusions to better themselves for the future as well as the present day. A teacher always needs to reflect and reevaluate their decisions to create the most appropriate environment for their students. 

https://www.calculator.net/standard-deviation-calculator.html