Error Analysis Case Study - EDUC 530

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Jan 9, 2024

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ERROR ANALYSIS CASE STUDY ASSIGNMENT 1 Error Analysis Case Study Michelle A. Towles School of Education, Liberty University Author Note Michelle Annette Towles I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Michelle Annette Towles Email: More1@liberty.edu

ERROR ANALYSIS CASE STUDY ASSIGNMENT 2 Error Analysis Case Study Teaching a student and making sure they are progressing well is a crucial aspect of being a teacher. If teachers are not aware of what or where their students are struggling from, then they will not be able to alter lesson plans or offer the correct differentiation for those students. This is where teachers need error analyses. An error analysis is a type of diagnostic assessment that can help a teacher determine what types of errors a student is making and why [ CITATION Jan16 \l 1033 ]. With an error analysis, you are able to see if there is a pattern to the errors in an assignment. If there is a pattern, it helps teachers decide what to do to help their students. There are steps you should follow when conducting an error analysis: collect data, identify error patterns, determine reasons for errors, and to use the data to address error patterns [ CITATION Jan16 \l 1033 ]. Case Study Level A: Case 1 – Dalton Dalton is a 12-year-old boy who is in the 7 th grade. Mrs. Moreno, Dalton’s teacher is concerned about his performance. He usually does very well in Math class, but since beginning lessons on multiplying decimals, he has struggled greatly on his classroom assignments; however, Mrs. Moreno feels he has strong foundational mathematics skills [ CITATION Jan16 \l 1033 ]. He was given a worksheet consisting of 12 problems of multiplying decimal numbers. This included one word problem, and one finding the area problem. Dalton got 11 out of 12 problems incorrect with the same error on each of them. He simply placed the decimal in the wrong place in each problem. Types of Errors The type of errors that Dalton had on his analysis were procedural errors. Procedural knowledge is an understanding of what steps or procedures are required to solve a problem. These errors occur when a student incorrectly applies a rule or algorithm [ CITATION Jan16 \l

ERROR ANALYSIS CASE STUDY ASSIGNMENT 3 1033 ]. More specifically within procedural errors are decimal errors. This type of error is identified when the student does not count and add the number of decimal places in each factor to determine the number of decimal places in the product. Dalton had difficulty placing the decimal in the appropriate place when multiplying or dividing the problems. Determining Why the Errors Were Made This error can be made for a variety of reasons. The first step to determining why the error was made is to observe the student as he is doing the problems. This will help figuring out exactly when Dalton is having the issue knowing where to put the decimal. Strategies to Improve There are some ways to help the student improve or overcome errors in their work. The first thing a teacher can do in general is to discuss the error with the student. The teacher should describe the error that has occurred to the student, and explain how they will work together to correct it. Dalton could benefit from some explicit, systematic instruction. This involves teaching a specific skill or concept in a highly structured environment using clear, direct language, and incorporating components such as modeling, guided practice, and independent practice [ CITATION Jan16 \l 1033 ]. I feel Dalton would benefit mostly from modeling, and guided practice. With modeling the teacher can think aloud and demonstrate how to complete the problem, and with guided the practice the teacher, or other peers could complete the problems with him. After working on some strategies to improve his errors, Dalton should be given another assessment to see if he has understood what has been taught and to see if he has figured out the correct way of the decimal placing in the problems. Case Study Level A: Case 2 – Madison Madison is an 8-year-old girl with a specific learning disability in Math. Her teacher Mrs. Brooks just finished a chapter on money with the class and was very pleased with Madison’s

ERROR ANALYSIS CASE STUDY ASSIGNMENT 4 performance. She used a lot of concrete objects such as manipulatives during her lesson to assist as this was noted in Madison’s IEP. She seems to easily grasp concept when there are concrete objects. Mrs. Brooks used more concrete objects during her new lesson on telling time. She used cardboard clocks with moveable hands; however, was disappointed when she saw Madison was struggling with the concept of telling time [ CITATION Jan16 \l 1033 ]. An error analysis was conducted by giving a work sheet using the different concepts of telling time. Included was reading a clock and drawing lines on the clock after reading the time in word form, and number form. Types of Errors Madison seemed to do well with telling time except when it came to the wording “quarter past” and “quarter till”. She got every question correct on the analysis except for the ones containing those words. It seemed she did not understand the wording. The types of errors Madison seems to have ae factual and conceptual errors. Factual errors are errors related to the lack of factual information [ CITATION Jan16 \l 1033 ]. Conceptual errors are found in a misunderstanding of the underlying principles. This is seen with Madison’s misunderstanding of the meaning of “quarter till” and “quarter past”. Why Did Madison Have These Errors? In this study, observations and interviews can be used to figure out why Madison is making this error. In this particular case, she only had an error with the problems including the wording “quarter past” and “quarter till”. First, try to observe Madison to see where the misunderstanding is with the wording, then she can be interviewed to determine the exact point of time she misunderstands, so you can work together to fix it. Strategies to Help

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