8/19/2019 Data Analysis Key Assessment

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Brad Boykin

FRIT 7236

Spring 2015

Key Assessment Stage 2: Data Analysis

Section 1: Students

 This data set was derived fro a gro!p of 21 fo!rth"grade st!dents at Sa##ie $etterower

%#eentary S&hoo# in States'oro( )eorgia* Sa##ie $etterower %#eentary S&hoo# is a part

of the First +istri&t Regiona# %d!&ationa# Servi&e ,gen&y( and S$%S is one of nine

e#eentary s&hoo#s with the B!##o&h -o!nty S&hoo# Syste* .ast year( Sa##ie $ettterower

ranked se&ond aong these nine e#eentary s&hoo#s a&&ording to the -o##ege and -areer

Ready /erforan&e Inde iss!ed 'y the State of )eorgias +epartent of %d!&ation* The

21 fo!rth"grade st!dents that are represented in this data set fa## within the age range of

nine"years o#d to e#even"years o#d* There are si 'oys and fteen gir#s represented in the

data set* This gro!p &ontains 10 -a!&asian( ,fri&an",eri&an( 1 ,sian( and 2 4ied"

Ra&e st!dents* This gro!p ranges fro 'e#ow average to a'ove average( and fo!r st!dents

attend gifted asses on&e per week* -!rrent#y 7 of the 21 st!dents read 'e#ow grade

#eve# a&&ording to re&ent ST,R reports*

Section 2: Course

 This &oon assessent was adinistered to a## of the fo!rth"grade st!dents at Sa##ie

$etterower %#eentary S&hoo# at the 'eginning of the third"!arter* This test was

designed to disp#ay st!dents !nderstanding of &ontent that was &overed d!ring the rst

ha#f of the year* The test was adinistered !sing an on#ine"'ased assessent syste*

 The st!dents were re!ired to answer ea&h !estion 'y ##ing in '#anks !sing the n!'er

pad on the key'oard* The on#ine"'ased environent graded the test and sent a report to

ea&h tea&her* The standards assessed are o!t#ined 'e#ow

Standard !estion

8s9MCC4.NBT.1 Re&ogni:e that in a !#ti"digit who#e n!'er( a digit in one

p#a&e represents ten ties what it represents in the p#a&e to its right* For

eap#e( re&ogni:e that 700 ; 70 < 10 'y app#ying &on&epts of p#a&e va#!e

and division*

1

MCC4.NBT.2 Read and write !#ti"digit who#e n!'ers !sing 'ase"ten

n!era#s( n!'er naes( and epanded for* -opare two !#ti"digit

n!'ers 'ased on eanings of the digits in ea&h p#a&e( !sing =(

sy'o#s to re&ord the res!#ts of &oparisons*

2( 3( ?( 5

MCC4.NBT.5 4!#tip#y a who#e n!'er of !p to fo!r digits 'y a one"digit

who#e n!'er( and !#tip#y two two"digit n!'ers( !sing strategies 'ased

on p#a&e va#!e and the properties of operations* I##!strate and ep#ain the

&a#&!#ation 'y !sing e!ations( re&tang!#ar arrays( and@or area ode#s*

6( 7

MCC4.NBT. Find who#e"n!'er !otients and reainders with !p to fo!r"

digit dividends and one"digit divisors( !sing strategies 'ased on p#a&e va#!e(

the properties of operations( and@or the re#ationship 'etween !#tip#i&ation

( A

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4ean 67*674edian 6*?2Standard

+eviation

0*13A67

Based on ea&h st!dents per&entage s&ore in &oparison to the ean( the standard

deviation is rea##y #ow* This &an 'e attri'!ted to data va#!es that are even#y dispersed

aong the set* There are soe very #ow s&ores and soe very high s&ores* Jowever(

ost of the per&entage s&ores are very ose to the a&t!a# ean of the data set*

&ercent o' Correct (es#onses %y )uestion

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/er&entage -orre&t 'y Standard

&er

cent %y Standard *ra#+

,## of the st!dents perfored we## identifying p#a&e va#!es to 10(000* In &ontrast( st!dents

seeed to have diL&!#ty with division( as we## as !#tip#ying fra&tions 'y who#e n!'ers*

F!rtherore( st!dents str!gg#ed the ost when they were asked to app#y &on&epts*

,pproiate#y ha#f of the sap#e pop!#ation perfored we## on !#tip#ying two"digit 'y

two"digit n!'ers( dividing a two"digit dividend( &hanging iproper fra&tions to ied

n!'ers( and &hanging ied n!'ers to iproper fra&tions* , high per&entage of the

ass perfored we## on ites that assess n!'er fors( !#tip#ying a !#ti"digit n!'er

'y a one"digit n!'er( e!iva#ent fra&tions( adding and s!'tra&ting fra&tions( adding and

s!'tra&ting ied n!'ers( and &onverting fra&tions and de&ia#s*

S#earman,Bro-n (elia%ility 

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Mdd Ites %ven

Ites

S! of  z "s&ores 13*73

4ean 6*571?2A 6*2571?3   r nn 0*654edian 7 6 Re#ia'i#ity

%stiate

0*7A

Standard 2*01355A 1*2A?6?1

 The res!#ts of the Spearan"Brown -a#&!#ation indi&ate that this assessent was high#y

re#ia'#e* I 'e#ieve that this is 'e&a!se of the very #ow standard deviation* I a#so think that

the assessent was ore re#ia'#e 'e&a!se the assessent was not a !#tip#e &hoi&e

forat( and st!dents had to an!a##y type in answers* In order to in&rease re#ia'i#ity ofthis assessent( I wo!#d add ore ites for ea&h standard* There are severa# standards

that on#y !se one ite to assess that standard* I do not 'e#ieve that this shows the 'est

pi&t!re of whether a st!dent f!##y !nderstands that standard* To f!rther in&rease

re#ia'i#ity( sii#ar assessents sho!#d 'e given to st!dents !#tip#e ties thro!gho!t the

year*

Section 4: Students Strengt+s and ea/nesses

Student &er'ormance on &lace 0alue and Num%er !orms

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Student &er'ormance on Multi#lying and Di$iding

Student &er'ormance on Adding and Su%tracting !ractions and Mied Num%ers

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Student &er'ormance on Multi#lying !ractions

Student &er'ormance on (elating !ractions to Decimals

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Strengths and Neeknesses

/#a&e Oa#!e and P!'er Fors 4!#tip#ying and +ividing

,dding and S!'tra&ting 4ied P!'ers 4!#tip#ying Fra&tions

Re#ating Fra&tions to +e&ia#s

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Strengt+s and ea/nesses C+art

Student Strengt+s ea/nesses

Student

1

Re#ating Fra&tions to +e&ia#sH /#a&e

Oa#!eH P!'er Fors

4!#tip#i&ation and +ivisionH

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

2

Re#ating Fra&tions to +e&ia#sH /#a&e

Oa#!eH P!'er ForsH ,dding andS!'tra&ting Fra&tions and 4ied

P!'ers

4!#tip#i&ation and +ivisionH

4!#tip#ying Fra&tions 'y Nho#eP!'ers

Student

"

Re#ating Fra&tions to +e&ia#sH /#a&e

Oa#!eH P!'er ForsH ,dding and

S!'tra&ting Fra&tions and 4ied

P!'ers

4!#tip#i&ation and +ivision

Student

4

Re#ating Fra&tions to +e&ia#sH /#a&e

Oa#!eH P!'er ForsH ,dding and

S!'tra&ting Fra&tions and 4ied

P!'ers

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

5

Re#ating Fra&tions to +e&ia#sH /#a&eOa#!eH P!'er ForsH 4!#tip#i&ation

and +ivisionH ,dding and S!'tra&ting

Fra&tions and 4ied P!'ers

4!#tip#ying Fra&tions 'y Nho#eP!'ers

Student

/#a&e Oa#!e and P!'er ForsH

4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4ied

P!'ersH 4!#tip#ying Fra&tions 'y

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Nho#e P!'ersH Re#ating Fra&tions to

+e&ia#s

Student

/#a&e Oa#!e and P!'er ForsH

Re#ating Fra&tions to +e&ia#s

4!#tip#i&ation and +ivisionH

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

3

/#a&e Oa#!e and P!'er Fors 4!#tip#i&ation and +ivisionH ,ddingand S!'tra&ting Fra&tions and 4ied

P!'ersH 4!#tip#ying Fra&tions 'y

Nho#e P!'ers

Student

/#a&e Oa#!e !p to 10(000 4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4ied

P!'ersH 4!#tip#ying Fra&tions 'y

Nho#e P!'ers

Student

1

/#a&e Oa#!e and P!'er ForsH

4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4ied

P!'ersH Re#ating Fra&tions to

+e&ia#s

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

11

/#a&e Oa#!e and P!'er ForsH

4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4ied

P!'ersH 4!#tip#ying Fra&tions 'y

Nho#e P!'ersH Re#ating Fra&tions to

+e&ia#s

Student

12

/#a&e Oa#!e and P!'er ForsH

Re#ating Fra&tions to +e&ia#s

4!#tip#i&ation and +ivisionH

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

1"

4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4iedP!'ersH Re#ating Fra&tions to

+e&ia#s

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

14

/#a&e Oa#!e and P!'er ForsH

Re#ating Fra&tions to +e&ia#s

4!#tip#i&ation and +ivisionH

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

15

/#a&e Oa#!e and P!'er ForsH

Re#ating Fra&tions to +e&ia#s

%panded ForH 4!#tip#i&ation and

+ivisionH 4!#tip#ying Fra&tions 'y

Nho#e P!'ers

Student1

/#a&e Oa#!e and P!'er ForsH

4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4iedP!'ers

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

1

/#a&e Oa#!e and P!'er Fors 4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4ied

P!'ersH 4!#tip#ying Fra&tions 'y

Nho#e P!'ersH Re#ating Fra&tions

to +e&ia#sStudent /#a&e Oa#!e and P!'er ForsH 4!#tip#ying Fra&tions 'y Nho#e

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4!#tip#i&ation and +ivisionH ,dding

and S!'tra&ting Fra&tions and 4ied

P!'ersH Re#ating Fra&tions to

+e&ia#s

P!'ers

Student

1

/#a&e Oa#!e and P!'er ForsH

4!#tip#ying Fra&tions 'y Nho#eP!'ersH Re#ating Fra&tions to

+e&ia#s

4!#tip#i&ation and +ivision

Student

2

/#a&e Oa#!e and P!'er ForsH

4!#tip#i&ation and +ivision

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

Student

21

/#a&e Oa#!e and P!'er ForsH

,dding and S!'tra&ting Fra&tions and

4ied P!'ersH Re#ating Fra&tions to

+e&ia#sH

4!#tip#i&ation and +ivisionH

4!#tip#ying Fra&tions 'y Nho#e

P!'ers

My inter#retations o' t+e results o' t+is assessment include:

" The aEority of y st!dents str!gg#ed on 4!#tip#ying Fra&tions 'y Nho#e P!'ers* I

need to take a #ook at these spe&i& !estions in ters of re#ia'i#ity and deterine

if the ite a&&!rate#y assesses the #earning o'Ee&tive*" ,## of y st!dents were a'#e to a&&!rate#y deterine p#a&e va#!e !p to 10(000*" ,pproiate#y ha#f of y st!dents str!gg#ed on the 4!#tip#i&ation and +ivision

ites*" ,#ost a## of the st!dent pop!#ation perfored we## when asked to re#ate fra&tions

to de&ia#s* In order to iprove re#ia'i#ity in re#ation to this spe&i& set of data(

ore !estions wo!#d need to 'e added*" ,pproiate#y ha#f of y st!dents perfored we## on the ,dding and S!'tra&ting

Fra&tions and 4ied P!'ers ites*

In order to iprove overa## re#ia'i#ity of the assessent( ore ites wo!#d have to 'e

added for ea&h standard that is assessed* It is ear that severa# st!dents are perforing

we## in re#ation to the fo!rth"grade #earning o'Ee&tives* In order to iprove st!dent

astery( ore pra&ti&e needs to 'e given for ea&h #earning o'Ee&tive in order to perfor

'etter on the net 'en&hark assessent*

Section 5: 6m#ro$ement &lan

Fo##owing the test( st!dents wi## 'e gro!ped 'ased on perforan&e* St!dents wi## 'e

provided with reediation and enri&hent where needed* This reediation and

enri&hent wi## take p#a&e d!ring designated S!pport ,## .earner 8S,.9 tie* Sa## gro!p

instr!&tion wi## 'e !sed to diCerentiate #earning* Str!gg#ing st!dents wi## 'e given ore

hands"on eperien&es and re"tea&hing* St!dents who re!ire enri&hent wi## 'e given a

portfo#io proEe&t( in whi&h they wi## have to disp#ay their know#edge of the &on&ept* They

wi## then present this proEe&t to the ass and p!'#ish it to o!r ass we'site*

In order to iprove f!t!re assessents( if ites prove to have va#idity or re#ia'i#ity iss!es(

these wi## 'e addressed* I wi## 'egin 'y #ooking 'a&k at the assessent '#!eprint and

&he&k#ists to ake s!re that ites were &reated proper#y( and they at&h the #earning

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o'Ee&tives* I wi## then #ook at st!dent responses to see if there is a trend in

is&on&eptions* -onversations with &o##eag!es who tea&h the sae s!'Ee&t &an a#so he#p

iprove f!t!re assessents* Ne wi## ake s!re that is&on&eptions were not &onsistent

a&ross the grade #eve#* Ne wi## a#so #ook at o!r instr!&tion to ake s!re that st!dents

wo!#d 'e a'#e to answer the assessent ites after re&eiving the instr!&tion*