Using Item Analysis Data as a Tool to Inform Instruction in the Mathematics Classroom: A Model of Data-Driven Instruction

William Farber

Abstract


This article presents a method of using assessment data to help increase student learning and promote a variety of instructional practices in mathematics. The specific model being introduced links the assessment data from the New York State testing program in mathematics to instructional strategies applied in the mathematics classroom. Moreover, this model incorporates the application of an item analysis of the New York State Grades 3–8 Mathematics tests. This item analysis, developed by the New York City Department of Education, provides test data information which will help inform instruction by connecting assessment data to mathematics instructional approaches.

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