Evaluate 3.1.1 – Differentiation Quest

I have taken real data from Gradecam and removed names in accordance with FERPA.

The Assignment Report above shows 4 classes' performance on each question of a pop quiz. The quiz was given to students to determine their knowledge of electricity and magnetism prior to assigning a summative assessment involving the same topics. Items 2, 4, 5, 6, 7, and 8 are questions on how electricity and magnetism are related and need reteaching prior to moving on. Items 5-8 specifically need to be addressed with all students. Understanding will be closely monitored. This quiz was taken by the students the day prior to spring break and they might not have been able to focus on the task as well as they should. After reviewing the questions missed most often by the 99 students (item analysis below) who took the quiz, I have determined question #2 to have two possible answers, either A or C. At the next synchronous meeting I will target items 5-8 as discussion topics. The class also has 9 inclusion students that work with a resource teacher during a tutorial class. I will ask the resource teacher to work with the students on items 5-8 to increase their understanding of the relationshiop between electricity and magnetism.

I will create a Kahoot review game and a Quizlet study game specifically targeting items 5-8 while including the other items. The standard is knowledge All students will have access to the synchronous meeting, review games and further "explanation videos." The summative assessment is a choice of creating a PowToon, Prezi or an infographic. All the choices have the same requirements. 
Students will be completing their summative assessment individually, but will be able to rely on their peer group for editing purposes. Groups will be formed according to results from Quizlet and/or Kahoot. There will be three students per group with low groups (scores 64 and below) mid-level (scores between 71-79) and higher-level groups (above 79). I will be available to all groups for assistance but will meet with and check in with the lower groups more frequently. Grouping by ability level allows students to learn at their own pace and to learn materials more deeply. There is power in a group that collaborates well.