the trust and your ability to gather accurate data. We also need to look at N. N is the total number of respondents, or people who took the survey. Does N match the number of teachers at your school? This is an important consideration! If N =41, but there are 80 teachers at your school, then almost half of the school has not answered the question. This could be quite different than looking at data where 41 of 44 teachers responded. What does that mean as you interpret the data? Are you looking at a majority of faculty, or only a fraction? Are the results indicative of the whole school? Sometimes we may see a heavy response in both the positive and the negative areas. This bi-modal distribution would suggest that teachers are split on their perception. This is significantly different from the traditional bell curve. In other words, some of the school might think this area is in good condition and the other half does not. Occasionally we see a serious difference in answers, with a large portion of the staff answering and “Strongly Disagree” the other half answering This shows a huge “Strongly Agree.” difference in staff perceptions. This may indicate a need to explore an item further. Think about what the distribution looks like for your school for each item. Segue: Now that looked at all the data, start thinking about we’ve let’s how we can improve this specific teaching condition. Item Analysis: 60 STEPS: Min. Process for Analyzing an Item overview working / not explanation and example What’s what’s Participant fill in chart Ideal / Challenges explanation and example What’s – Participants fill in Graffiti wall
the trust and your ability to gather accurate data. We also need to look at N. N is the total number of respondents, or people who took the survey. Does N match the number of teachers at your school? This is an important consideration! If N =41, but there are 80 teachers at your school, then almost half of the school has not answered the question. This could be quite different than looking at data where 41 of 44 teachers responded. What does that mean as you interpret the data? Are you looking at a majority of faculty, or only a fraction? Are the results indicative of the whole school? Sometimes we may see a heavy response in both the positive and the negative areas. This bi-modal distribution would suggest that teachers are split on their perception. This is significantly different from the traditional bell curve. In other words, some of the school might think this area is in good condition and the other half does not. Occasionally we see a serious difference in answers, with a large portion of the staff answering “Strongly Disagree” and the other half answering “Strongly Agree.” This shows a huge difference in staff perceptions. This may indicate a need to explore an item further. Think about what the distribution looks like for your school for each item. Segue: Now that we’ve looked at all the data, let’s start thinking about how we can improve this specific teaching condition. 60 Min. Item Analysis: STEPS: Process for Analyzing an Item overview What’s working / what’s not explanation and example Participant fill in chart What’s Ideal / Challenges – explanation and example Participants fill in Graffiti wall