George Lucas Educational Foundation

Efficient Data Analysis in subject areas?

Efficient Data Analysis in subject areas?

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How do you analyze summative assessment data effeciently when you have 100 students? Our middle school team has created common assessments for Science with a combination of multiple choice and constructed response items. The assessment is not more than 20 questions. Right now they are pencil/paper assessments that are analyzed "by hand." Any suggestions for organizing the process for more efficiency? It currently takes 8-10 hours to complete the entire set.

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Stewart Stout's picture

Hi Tara,

I'm a former teacher and now work at Kickboard, a software startup that is solving that very problem. We make a platform that enables teachers to easily and intuitively analyze assessment data. It's being used to analyze data by thousands of teachers at the schools we partner with, and we're currently offering free accounts for individual teachers that want to beta test the product. I'd love to show you how it will help you save time. Email me at if you're interested.


Stew Stout

Elizabeth McCarthy's picture

You could easily setup assessments for this using Google Forms ...whether or not you have a Google Apps for Education (GAE) domain, but having a GAE domain allows you to easily collect student usernames automatically. There are many ways to report out your data from using the quick summary of data built into the form/spreadsheet to using pivot charts or scripts to visualize your data.

FrancisTara's picture

Moodle is another option, although it is much bigger than just assessment. It's also free, open-source.

Vanessa Vega's picture
Vanessa Vega
Former Edutopia Senior Manager of Research

Hi Tara! I'd agree with the comments above that Moodle and Google Forms will help to manage paperwork and collaborate on grading in real-time. You might also want to peek at the digital science assessments offered by these platforms:
DIAGNOSER ( In this web-based assessment program, we have designed sets of questions as formative assessments (e.g., assessments to inform learning and instruction rather than assign scores.) Students receive feedback on their thinking as they work through their assignment. Teachers can access reports on students' thinking related to the assigned content.

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