Assessment Data

April Talbot ELED 3420 Dr. Matsubara

ANALYZING ASSESSMENT DATA

Washington County School District Elementary Grade K-5 Information The chart (Table 1.1) below is a report taken from the Washington County School Districts web site, which shows the demographics for the school year of 2011-2012, for Washington County (Demographics , 2012) (Elementary Schools Percent Proficient by Sub Test 2010-2012 Comparison, 2012). There are 11,949 students ranging from kindergarten through fifth grade, with 5829 Girls and 6120 Boys. There is 1427 English Language Learners (ELL), and of these students, 456 are fluent in English. There are 5 immigrant students who have been in the United States for less than one year, and 62 immigrant students have been in the Washington County for more than one year. There are 182 Navajos, 38 Paiute, 1 Ute, and 30 classified as Other. There are 6220 students who qualify for free or reduced price lunch based on their parents or guardians yearly income. In Washington County there are1838 disadvantaged minorities, and 10 migrant students, and 324 homeless students. There are 1072 students who are in resource and an additional 204 being self-contained.

ANALYZING ASSESSMENT DATA

The pie chart (Table 1.2) below shows the Washington County Elementary Ethnicity/Race designations as of May 23, 2012. Out of 12,032 students, there are 9,831 Caucasian, 1,484 Hispanic, 259 Native American, 241 Pacific Islander, 133 African American, and 84 Asian.

WASHINGTON COUNTY ELEMENTARY ETHNICITY/RACE DESIGNATIONS May 23, 2012

259 1484 241 84 133

Asian

9831

African American Caucasian Hispanic Native American Pacific Islander

Table 1.2

The chart (Table 1.3) on the following page shows the different schools and the Ethnicity/Race Designations with Dixie Sun Elementary School having the largest diversity. Caucasian students are the minority at Dixie Sun Elementary School, with only 127 Caucasian students out of 530, one out of every four students are white. Colorado City has the least diversity, with 100% Caucasian students.

ANALYZING ASSESSMENT DATA

Ethnicity/Race Designations May 23, 2012

African American Total Enrollment 600 553 567 629 637 264 530 534 372 579 635 613 545 688 545 397 647 606 425 40 534 651 484 17 63 12032 Table 1.3 Native American 12 3 8 13 13 3 10 32 0 22 2 11 6 0 15 28 6 13 2 o 14 6 7 1 0 259 Pacific Islander 8 13 20 19 13 3 2 11 2 16 8 23 5 5 19 13 11 18 4 o 13 9 5 1 0 241

Caucasian

Arrowhead Bloomington Bloomington Hills Coral Canyon Coral Cliffs Diamond Valley Dixie Sun East Enterprise Heritage Horizon Hurricane LaVerkin Little Valley Panorama Red Mountain Riverside Sandstone Santa Clara Springdale Sunset Three Falls Washington Stars Colorado City Elementary Total

2 6 10 3 4 0 4 3 0 5 6 3 3 1 4 2 7 14 2 0 3 2 0 0 0 84

4 6 6 1 10 5 1 11 5 5 2 4 5 4 7 7 9 11 3 0 14 6 6 1 0 133

549 508 500 549 495 248 127 306 344 424 581 530 486 657 303 319 580 441 393 32 406 597 381 12 63 9831

25 17 23 44 70 5 386 171 21 107 36 42 40 21 74 28 34 109 21 8 84 31 85 2 0 1484

Hispanic

Asian

ANALYZING ASSESSMENT DATA

The information in the graphs (Tables 1.4-1.6) below and on the following pages shows comparison for each elementary school in Washington County School District, for the fifth grade classes in Language Arts, Math, and Science. Washington school has the lowest percentage in all three subjects, Language Arts, Math, and Science. Springdale is the top achieving school, coming in at 100% in all three subjects. In Language Arts (Table 1.4) out of 23 Elementary Schools there are nine schools whose percentage falls below Utah State level, and thirteen schools whose percentage is above the Utah State level (Elementary Schools Percent Proficient by Sub Test 2010-2012 Comparison, 2012). Washington County School Districts average is 84%, four percentage points above the Utah State level. Elementary Schools Percent Proficient by Sub Test 2010-2012 Comparison

Launguage Arts 5
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 69% 64% 88% 85% 89% 92% 90% 89% 92% 81% 83% 74% 69% 63% 76% 91% 90% 85% 76% 80% 70% 69% 91% 84% 80%

Table 1.4

ANALYZING ASSESSMENT DATA

The graph below (Table 1.5) shows math score comparisons in fifth grade. Out of 23 schools there are 8 schools in Washington County School District that fall below the Utah State test scores, and 13 schools that are above the Utah State level. Washington County School Districts average of 79% is only one point above the average Utah State tests scores of 78% (Elementary Schools Percent Proficient by Sub Test 2010-2012 Comparison, 2012).

Math 5
120%

The following graph (Table 1.6) shows information on the Science Sub Test with the
100% 100% 92% various schools County. There are nine89% schools that fall below the Utah State 89% 86% 86% 85% 84% 83% 81% 80% 79% 78% 78% 78% level, and 15 schools that have scores above the Utah State level. The average Washington 75%test 75% 80% 74% 73% 70% 67% 61%test scores in Science are 78%, three points above the Utah State 62% County School District level of 60% 92% in Washington 87%

75%. H
40%

20%

0%

Table 1.5

The graph (Table 1.6) below shows the Science Sub Test with the various schools in Washington County. Out of 23 schools, there are 9 schools in Washington County School District that fall below the Utah State test scores, and 14 schools that are above the Utah State

ANALYZING ASSESSMENT DATA

level. Washington County School Districts average of 78% is three points above the average Utah State tests scores of 75% (Elementary Schools Percent Proficient by Sub Test 2010-2012 Comparison, 2012).

Science 5 2012
120% 98% 90% 77% 78% 66% 60% 58% 44% 40% 66% 91% 100% 93% 89% 73% 66% 72% 85% 89% 82% 78% 75%

100% 86% 80% 78%

94%

73%

70%

20%

0%

Contextual Factors of the Classroom

Table 1.6 Mrs. Chappells fifth-grade class at Coral Cliffs Elementary in Washington

ANALYZING ASSESSMENT DATA

Contextual Factors of the Classroom Mrs. Pains fifth-grade class at Coral Cliffs Elementary in Washington County School District consists of twenty-six students, fourteen girls and twelve boys. Of these students, only one (girl) has special needs. This student is currently recovering from surgery and has not been to class, so there are no major modifications needed at this time. There are five fluent English Language Learners (ELL), and no language modifications are necessary.

Mrs Chappell's Fifth-Grade Class

30 25 20 15 10 5 0 Girls Boys Total Students 14 Girls 12 Boys Total Students 26

Table 2.1

The graph (Table 2.1) above shows the Gender in Mrs. Chappells Class. There are fourteen girls and twelve boys in Mrs. Chappells fifth-grade class at Coral Cliffs Elementary. Eric (name has been changed) has ADHD, and sits close to Mrs. Chappell, so she can keep him on task. Lillis (name has been changed) parents are going through a custody battle, and she must always be in contact with her teacher at all times. Zoe and Holland cannot sit together because of behavior issues. (Source: Mrs. Chappell- Classroom Teacher) The pie chart (Table 2.2) below shows the Ethnicity in Mrs. Chappells fifth grade class of 26 students. There are nineteen Caucasian students, five Hispanic students, and two Native

ANALYZING ASSESSMENT DATA

American students, in Mrs. Chappell fifth grade class at Coral Cliffs Elementary School. (Source: Mrs. Chappell-classroom teacher)

Ethenicity
2 3 Caucasion Hispanic Native American 23

Table 2.2

There are five students in Mrs. Chappell fifth grade class who have individual education plans (IEPs), and are pulled out every day for tutoring in math and reading. This is the only form of special needs that are present in Mrs. Chappells fifth grade class at Coral Cliffs Elementary school. Torrance and Josh (names have been changed) come before and after school for extra tutoring. (Source: Mrs. Chappell- Classroom Teacher) The chart (Table2.3) below shows the free or reduced price lunch in Mrs. Chappells class of 26 students. Twenty out of twenty six students in Mrs. Chappells fifth grade class at Coral Cliffs elementary qualify for free or reduced price lunch based on their parents or guardians yearly income.

Free or Reduced Price Lunch

6 Students who receive free or reduced price lunch Students who don't qualify for free or reduced price lunch

20

Table 2.3

ANALYZING ASSESSMENT DATA

The CRT scores are not available at this time. However, the graph (Table 2.4) below shows the grade levels of the students and where they are at academically in Mrs. Chappells fifth grade class at Coral Cliffs Elementary School. Out of twenty six students there six students who are below grade level, sixteen students who are on grade level, and 4 students who are above grade level.

Grade Level
18 16 14 12 10 8 6 4 2 0 Below Grade Level On Grade Level Above Grade Level Grade Level 6 4 16

Table 2.4

Classroom Policies and Procedures that Affect Student Learning Classroom Rules: Raise hand and wait to be called on. Follow directions. Be respectful and kind.

ANALYZING ASSESSMENT DATA

10

Classroom Procedures: Every morning students come in and hang up their backpacks, and then go and sit quietly at their desks working on bell work. Every activity or assignment is explained in great detail by Mrs. Chappell, and then modeled by the teacher and the students. Classroom Policies: 1. Be proactive. 2. Begin with the end in mind. 3. Put first things first. 4. Think to win. 5. Seek first to understand, then to be understood. 6. Synergize 7. Sharpen the saw. Mrs. Chappell is organized and follows a very structured schedule, and this encourages achievement for all her students. Classroom Management: Mrs. Chappell uses Island Etiquette, which is a flower chart for classroom management. Each student starts the day on yellow, and is asked to change to a different color depending on his or her behavior. The colors and their meaning are explained below. Orange- exceptional Yellow-on task Pink- first warning

ANALYZING ASSESSMENT DATA

11

Red-must complete behavior paper at sharpen the saw center. (Source: Mrs. ChappellClassroom Teacher)

ANALYZING ASSESSMENT DATA

12

Assessment 1 The summative assessment was given to the entire class at the end of chapter math test on metric and standard conversions. As a classroom teacher I would teach the students some testing strategies for this particular test. The following are some strategies I would teach my students before taking this end of chapter math test. There are 10 multiple choice questions. Circle the correct choice. Read and respond to items one at a time rather than thinking about the whole test. Reread, when necessary, the parts of a passage needed for selecting the correct answer. Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers. Decide exactly what the question is asking. Skip difficult questions until all other questions have been answered. Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers. After completion of the test, use any remaining time to check your answers. Keep a good attitude. Think positively! Purpose of Assessment The purpose of this assessment was to test students knowledge on how much information the students learned in the math chapter on conversion. This is a summative assessment on students learning of metric and standard conversions in math using mostly story problems. This assessment explored the students understanding of converting kilometers to

ANALYZING ASSESSMENT DATA

13

meters and kilometers to decimeters. This assessment also is used to check students understanding of adding centimeters in story problems and finding out the perimeter of different shapes. This assessment also has story problems in finding out how many boards can you get out of sheet of wood in standard measurements, and converting feet into yards and putting a dollar amount on the purchase. Administration of Assessment The end of the math chapter, metric and standard conversion assessment, was taken by 23 students, 12 girls and 11 boys. Three students were absent that day. Mrs. Chappell administered the assessment in the morning at 10:00 a.m. in the fifth grade classroom. The students seemed a little nervous at first, as she gave instructions on taking the test. There were feet shuffling, nervous finger tapping on the desks, and a few groans as the students not ready to take the assessment. After she gave the instructions on taking the test, Mrs. Chappell passed out the test papers and told the students they had approximately 40 minutes to finish the test. After the papers were handed out, the room became completely quiet with students heads bent in determination to finish the test on time. Analyze I chose Kaden and Lilli (names have been changed) to analyze, they are both English Language Learners (ELL). I chose a boy and a girl, because I wanted to compare assessment data between genders. I also want to assess one high and one low ELL student. Kaden is a boy, who is struggling academically, just below grade level, and Lilli is a girl, who is on grade level. Kaden is easily distracted and is constantly talking, and he doesnt have many friends. Lilli is quiet, but has several friends; however she does stay on task with her school work.

ANALYZING ASSESSMENT DATA

14

The outcome of the assessment is as follows: Question 3 and question 8 were the most missed questions on the chapter test. Question 7 was the least missed question out of the entire test. The average test score for the entire class was 53%, with the highest test score at 80%, and the lowest test score at 20%. The following Chart (Table 3.1) is a list of questions on the test.

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9

Maria buys 3 yards of ribbon that sells for 25 a foot. How much does she spend on the ribbon? How many meters did Samuel walk on Monday? How many decimeters did he walk on Tuesday? How many meters did he walk for all 4 days? If Samuel walks again on Saturday, which of the following would be good estimate of how far he would walk? The perimeter of a rectangle is 38cm. The length of one side is 6cm. What are the lengths of the other three sides? What is the perimeter of the shape? What is the perimeter of the shape in meters?

Mrs. Gerrard bought a 1-meter length of trim for a picture frame that was 9 cm wide and 12 cm long. How much more trim did she buy than she actually needed? Q10 At the lumber factory, sheets of wood that are 6 feet wide and 10 feet long are cut into boards. How many boards that are 9 inches wide and 10 feet long can be made from one sheet of wood? Table 3.1

ANALYZING ASSESSMENT DATA

15

The following graph (Table 3.2) is a summary of students test scores, which shows comparison of Kadin and Lilli to the rest of the class. Kadin scored 40% on the end of the math chapter, metric and standard conversion assessment. Lilli scored 60% end of the math chapter, metric and standard conversion assessment. There were 2 students who scored 20% on the test, 3 students who scored 30% on the test, 5 students who scored 40% on the test, 5 students who scored 50% on the test, 4 students who scored 60% on the test, 3 students who scored 70% on the test, and 1 student who scored 80% on the test.

Students Test Scores

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Kadin Lilli 2 Students 3 Students 5 Students 5 Students 4 Students 3 Students 1 Student

Table 3.2

ANALYZING ASSESSMENT DATA

16

The following graph (Table 3.3) illustrates how many students missed the 10 questions on the test. There were six students who missed question number 1, thirteen students missed question number 2, twenty students who missed question number 3, eleven students who missed question number 4, thirteen students who missed question number 5, seven students who missed question number 6, four students who missed question 7, seventeen students who missed question number 8, fifteen students who missed question number 9, and fifteen students who missed question number 10.

Questions Missed
25 20 20 15 10 6 5 0 13 11 7 4 13 How Many Students Missed the Questions 17 15 15

out of 24

Table 3.3

ANALYZING ASSESSMENT DATA

17

The following graph (Table 3.4) Questions Missed by Gender has the individual questions ranging from 1-10 missed by gender, for both boys and girls. The average score for the girls was 45%, and the average score for the boys was 53%, eight percentage points higher than the girls. The boys had the highest test score of 80%, as well as the lowest test score of 20%, there was also one other girl who received 20% on her math test. Ten out of twelve girls missed questions 2, 3, 8, and 9, which was the most missed questions for the girls. Nine out of eleven boys missed question 3, which was the most missed question for the boys. Question 7 was the least missed out of the girls, and Question 1 was least missed out of the boys.

12 10 10 8

Questions Missed by Gender

10 10 9 8 7 6

10 8 7

6 4

5 5 The graph Questions Correct by Gender below shows, out of 5 11 boys and 12 girls Boys 4 4 4 3 2 3 1 Girls

2 0

Table 3.4

ANALYZING ASSESSMENT DATA

18

The graph (Table 3.5) Questions Correct by Gender below shows out of 11 boys and 12 girls taking the test, how many boys and how many girls got the questions correct on the assessment. Nine boys and eight girls got question 1 correct. Seven boys and two girls got question 2 correct. Two boys and two girls got question 3 correct. Five boys and seven girls got question 4 correct. 6 boys and 4 girls got question 5 correct. Eight boys and eight girls got question 6 correct. Eight boys and 10 girls got question 7 correct. Four boys and two girls got question 8 correct. Six boys and two girls got question 9 correct. Three boys and five girls got question 10 correct.

12 10 8 6

Questions Correct by Gender

11 Boys 12 girls

Boys 4 2 0 Girls

Table 3.5

ANALYZING ASSESSMENT DATA

19

Analyze The following graph (Table 3.6) on the following page shows Kadins outcome for each question on the math assessment on metric and standard conversion. Kadin missed question 2,
(How many meters did Samuel walk on Monday?), question 3 (How many decimeters did he

walk on Tuesday?), question 4 (How many meters did he walk for all 4 days?), question 5 (If Samuel walks again on Saturday, which of the following would be good estimate of how far he would walk?), question 7 (What is the perimeter of the shape?), and question 10 (At the lumber factory, sheets of wood that are 6 feet wide and 10 feet long are cut into boards. How many boards that are 9 inches wide and 10 feet long can be made from one sheet of wood?); his overall score was 40%. Kaden had problems adding the centimeters of a perimeter, converting Kilometers to meters, and decimeters, and converting inches into feet. (e.g. Students assessment. See appendix A)

Kadin
12 10 8 6 4 2 0

Question 1 correct Question 2 missed Question 3 missed Question 4 missed Question 5 missed Question 6 correct Question 7 missed Question 8 correct Question 9 correct Question10 missed

Table 3.6

ANALYZING ASSESSMENT DATA

20

Synthesize According to the analysis Kadin didnt understand the math concepts on metric and standard conversion. I would reteach Kadin the entire chapter using Manipulatives. I think a hands-on approach will improve his understanding of metric and standard conversions. I also think more time is needed to form a deeper understanding of both metric and standard measurement. By using metric and standard measurements daily with different manipulatives comparing and contrasting these measurements will improve Kadins comprehension of this math concept. Analyze The following graph (Table 3.7) on the following page shows the outcome of Lillis test scores and the questions she got wrong. Lilly missed questions 2 (How many meters did Samuel walk on Monday?), question 3 (How many decimeters did he walk on Tuesday?), question 4 (How many meters did he walk for all 4 days?), and question 5 (If Samuel walks again on Saturday, which of the following would be good estimate of how far he would walk?); her overall score was 60%. Lily had most trouble with the story problems using metric conversion on the metric and standard conversion test. Both Lilli and Kadin missed questions 2, 3, 4, and 5. (e.g. Students assessment. See appendix B)

ANALYZING ASSESSMENT DATA

21

Lilli
12 10 8 6 4 2 0

Question 1 correct Question 2 missed Question 3 missed Question 4 missed Question 5 missed Question 6 correct Question 7 correct Question 8 correct Question 9 correct Question 10 correct

Table 3.7

Synthesize Lilli understood the metric and standard conversion a little better than Kadin. However, I do not think that Lillis score of 60% is proficient. If I were the teacher, I would reteach the entire chapter over again using math manipulatives to represent both metric and standard conversions. I think using a hands-on approach to learning these concepts will increase Lillis understanding of metric and standard measurements. I think by using the measurements daily and comparing and contrasting metric and standard conversions will increase her understanding of these math concepts. According to the analysis the students did not understand questions 2, 3, 8, 9, and 10, at all; the questions were story problems using metric and standard conversions. Out of 23 students taking the end of chapter test, there was only one student who I thought was proficient at metric and standard conversions with a score of 80%. From this assessment I dont believe any of the students understood the material, by how it was taught. Both high and low level learners didnt understand the math concepts on metric and standard conversion.

ANALYZING ASSESSMENT DATA

22

I believe the classroom environment was conducive for students taking the assessment, and did not alter the outcome of the test. After the students got started on the test the room was real quiet and the students were able to concentrate on what they were doing. I dont think I would change how the assessment was administered, except there is one thing I would do different. I would not tell the students to hurry up, that they had only had 40 minutes to finish the assessment. I think students should be able to take all the time they need to complete this type of end of chapter math assessment on metric and standard conversion.

ANALYZING ASSESSMENT DATA

23

Assessment 2 The math assessment was summative and was given to the entire class after the math concepts (Mean, median, mode, and range) were taught. As a classroom teacher I would teach the students some testing strategies before taking this particular test. The following are some strategies I would teach my students before taking this type of assessment. There are 10 multiple choice questions. Circle the correct choice. Read and respond to items one at a time rather than thinking about the whole test. Reread, when necessary, the parts of a passage needed for selecting the correct answer. Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers. Decide exactly what the question is asking. Skip difficult questions until all other questions have been answered. Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers. After completion of the test, use any remaining time to check your answers. Keep a good attitude. Think positively! Purpose of the Assessment The purpose of this assessment was to see if the students understood the math concepts of mean, median, and mode, which are three kinds of "averages". The "mean" is the "average" is adding up all the numbers and then divide by the number of numbers. The "median" is the "middle" value in the list of numbers. To find the median, the numbers have to be listed in

ANALYZING ASSESSMENT DATA

24

numerical order. The "mode" is the value that occurs most often. Range is the distance between the lowest and highest number, and it is found by subtracting the lowest from the highest. The assessment will explore the students understanding of three ways to measure average. The mean, median, and mode are the most commonly used statistic finding where the middle of the data lies. Administration of Assessment The math assessment on mean, median, mode, and range was taken by 24 students, 12 girls and 12 boys. Two students were absent that day. The assessment was administered in the afternoon at 1:00 p.m. in Mrs. Chappells fifth grade classroom. The students seemed a little nervous at first, as the instructions were given on taking the test. There were feet shuffling, nervous fingers tapping on the desks, and a few groans from the students who were not ready to take the assessment. After the instructions were given on taking the test, the papers were passed out and the students were informed they had approximately 20 minutes to finish the test. Soon as the papers were handed out, the room became completely quiet with students heads bent in determination to finish the test on time. Analyze I chose Kaden and Lilli (names have been changed) to analyze, they are both English Language Learners (ELL). I chose a boy and a girl, because I wanted to compare assessment data between genders. I also want to assess one high level and one low level ELL student. Kaden is a boy, who is struggling academically, just below grade level, and he does have an IEP in place. Kaden is easily distracted and is constantly talking, and he doesnt have many friends. Lilli is a girl, who is on grade level. Lilli is quiet, and has several friends; however, her friendship with

ANALYZING ASSESSMENT DATA

25

the other girls does not affect her school work, she does stay on task and completes her assignments in a timely manner. The outcome of the assessment is as follows: Question 10 was the most missed question on the assessment. Question 2 was the least missed question out of the entire test. The average test score for the entire class was 72%, with the highest test score at 100%, and the lowest test score at 20%. The following Chart (Table 4.1) is a list of questions on the test.

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9

If you were looking to find the range of a set of numbers, what would be the correct first step? What is the range of the numbers 11, 24, 3, 44, and 62? Where would you expect to find the median of a highway? What is the median of the following set: 2, 4, 6, 8, and 10? If you were looking at the mean of a set of numbers, what would be the correct first step? What is the mean of 12, 24, 24, and 52? Which of the following words is a synonym for mean? What is the mode in a set of data?

Which of the following expressions shows how you might calculate the mean of the following set: 3, 4, 5, 6, 7? Q10 What is the median of the set 7, 8, 9, 10, 11, 12, 13, and 14? Table 4.1

ANALYZING ASSESSMENT DATA

26

The graph (Table 4.2) on the following page is a summary of Kadin and Lillis test scores compared to the other students. Kadin scored 20% on his assessment. Lilli scored 60% on her assessment, 40 percentage points above Kadins test score of 20%. There were 3 students who scored 20% on the test, 1 student who scored 30% on the test, 4 students who scored 60% on the test, 1 student who scored 70% on the test, 7 students who scored 80%, 4 students who scored 90% on the test, and 4 students who scored 100% on the test.

Students Test Scores

120% 100% 80% 60% 40% 20% 0% Kadin Lilli 3 Students 1 Student 4 Students 1 Student 7 Students 4 Students 4 Students

Table 4.2

ANALYZING ASSESSMENT DATA

27

The following graph (Table 4.3) illustrates how many students missed the 10 questions on the test. There were four students who missed question number 1, five students missed question number 2, four students missed question number 3, seven students missed question number 4, five students who missed question number 5, twelve students missed question number 6, two students missed question 7, eight students missed question number 8, five students missed question number 9, and sixteen students who missed question number 10. Question 10 was the most missed question on the test, and question 7 was the least missed question on the assessment.

Missed Questions on the Test

18 16 14 12 10 8 6 4 2 0 How many students out of 24 missed the questions

Table 4.3

ANALYZING ASSESSMENT DATA

28

The following graph (Table 4.4) Questions Missed by Gender has the individual questions ranging from 1-10 missed by gender, for both boys and girls. The average score for the girls was 81%, and the average score for the boys was 63%, eighteen percentage points lower than the girls. There were two girls and two boys who scored score of 100% on the assessment. Three boys had the lowest test score of 20%. Eight out of twelve girls and eight out of the twelve boys missed questions 10, which was the most missed question on the assessment. Question 7 was the least missed out of the boys, and Question 1 and 7 was least missed out of the girls.

9 8 7 6 5 4 3 2 1 0

Questions Missed by Gender

Boys Girls

Table 4.4

ANALYZING ASSESSMENT DATA

29

The graph (Table 4.5) Questions Correct by Gender below shows the answers that the boys and girls got correct on the assessment. Out of twelve boys who took the test, eight boys got question 1 correct, nine boys got question 2 correct, nine boys got question 3 correct, six boys got question 4 correct, eight boys got question 5 correct, five boys got question 6 correct, ten boys got question 7 correct, eight boys got question 8 correct, eight boys got question 9 correct, and four boys got question 10 correct. Out of twelve girls who took the test, all twelve girls got question 1 correct, ten girls got question 2 correct, eleven girls got question 3 correct, eleven girls got question 4 correct, eleven girls got question 5 correct, eight girls got question 6 correct, all twelve girls got question 7 correct, eight girls got question 8 correct, eleven girls got question 9 correct, and four girls got question 10 correct.

Question Correct by Gender

14 12 10 8 6 4 2 0 Boys Girls

Table 4.5

ANALYZING ASSESSMENT DATA

30

Analyze According to the analysis the students did not understand questions 6 on mean. (What is the mean of 12, 24, 24, and 52?), and question 10 on median, (What is the median of the set 7, 8, 9, 10, 11, 12, 13, and 14?). Out of 24 students taking the end of chapter test, there were fifteen students who I thought were proficient at understanding the math concepts of mean, median, mode, and range, with a score of 80% or above. The follow in graph (Table 4.6) shows the questions Kadin got right, and the questions he got wrong on the assessment. Kadin missed questions 1,2,4,5, 6, 8, 9, and 10; his overall score was 20%. Kadin had trouble with question 1, (If you were looking to find the range of a set of numbers, what would be the correct first step?), question 2, (What is the range of the numbers 11, 24, 3, 44, and 62?), question 4, (What is the median of the following set: 2, 4, 6, 8, and 10?), question 5, (If you were looking at the mean of a set of numbers, what would be the correct first step?), question 6, (What is the mean of 12, 24, 24, and 52?), question 8. (What is the mode in a set of data), question 9, (Which of the following expressions shows how you might calculate the mean of the following set: 3, 4, 5, 6, 7?), and question 10, (What is the median of the set 7, 8, 9, 10, 11, 12, 13, and 14?) (e.g. Students assessment. See appendix A1)

ANALYZING ASSESSMENT DATA

31

Kadin's Test
12 10 8 6 4 2 0

Question 1 missed Question 2 missed Question 3 correct Question 4 missed Question 5 missed Question 6 missed Question 7 correct Question 8 missed Question 9 missed Question 10 missed

Table 4.6

Synthesis If I was the teacher, I would reteach the math concept of mean, median, mode, and range over again in small groups to those students who scored below 80% on the assessment. I would teach Kadin in a small group to help with his understanding on mean, median, mode, and range. His score of 20% tells me he completely didnt understand the math concept of averages. I think it would help if I could connect each of the math terms to something he would remember. He is capable of adding the numbers together. I think he forgot what each term represented. Forty-five percent of the students were having trouble with the vocabulary and needed more time for the terms to sink in.

ANALYZING ASSESSMENT DATA

32

Analyze The following graph (Table 4.7) shows the questions Lilli got right and the question she got wrong on the assessment. Lilly missed questions 2, 8, 9, and 10, on the math concepts of mean, median, mode, and range; her overall score was 60%. Lily had trouble with questions 2, What is the range of the numbers 11,24,37,44, and 62?, Question 8, What is the mode in a set of data?, Question 9, Which of the following expressions shows how you might calculate the mean of the following set: 3, 4, 5, 6, 7?, and Question 10, What is the median of the set 7, 8, 9, 10, 11, 12, 13, and 14? (e.g. Students assessment. See appendix B1)

Lilli's Test
12 10 8 6 4 2 0

Question 1 missed Question 2 correct Question 3 correct Question 4 correct Question 5 correct Question 6 correct Question y correct Question 8 missed Question 9 missed Question 10 missed

Table 4.7

Table 4.7

ANALYZING ASSESSMENT DATA

33

Synthesis Both students did not understand the math concept of mean, median, mode, and range. From this assessment I think both Lilli and Kaden needed more time to learn the math concept of averages. Lilli scored 60% on her assessment 40% higher than Kadin who scored only 20%. As a teacher 60% is not good enough for me. I would teach her in small group with other students who did not understand the math concept mean, median, mode, and range. There were 15 out of the 24 students understood the material, by how it was taught. The 15 students all had a score of 80% or above. However, this percentage is not good enough, as a teacher I expect to have 80% of my students understand the content. I will need to give the students more time to learn the material, and reteach the math concept of mean, median, mode, and range in small groups. I believe the classroom environment was conducive for students taking the assessment and did not alter the outcome of the test. After the students got started on the test the room was quiet and the students were able to concentrate on what they were doing. I dont think I would change how the assessment was administered.

ANALYZING ASSESSMENT DATA

34

Type of Assessment The health assessment was a summative assessment and was given to the entire class after the substance abuse prevention content was taught. As a classroom teacher I would teach the students some testing strategies before taking this particular test. The following are some strategies I would teach my students before taking this type of assessment. There are 3 multiple choice questions, worth 1 point. 1 write in the answer, worth 2 points. And 1 positive action or negative action, worth 5 points. For a total of 10 points Circle the correct choice. There could be more than one correct answer on the test, so read all the answers. Read and respond to items one at a time rather than thinking about the whole test. Reread, when necessary, the parts of a passage needed for selecting the correct answer. Don't make uneducated guesses. Try to get the correct answer by reasoning and eliminating wrong answers. Decide exactly what the question is asking. Skip difficult questions until all other questions have been answered. Only change an answer if you are sure the first one you picked was wrong. Be sure to completely erase changed answers. After completion of the test, use any remaining time to check your answers. Keep a good attitude. Think positively!

ANALYZING ASSESSMENT DATA

35

Purpose of the Assessment The purpose of this assessment was to see if the students understood the health concepts of substance abuse prevention after the content was taught. The assessment will explore the students understanding of different ways drugs and alcohol can affect the human body. They also learned ways advertisers persuade you to buy their products. Administration of Assessment The health assessment on substance abuse prevention was taken by 19 students, 11 girls and 8 boys. Seven students were absent that day, or pulled out for extra help in resource. The assessment was administered in the afternoon at 2:00 p.m. in the fifth grade classroom. The students didnt seem to be nervous at all, as the instructions were given on taking the test. The atmosphere was casual; some of the students were smiling, and making clever remarks or observations. The students acted as though it was just another assignment that they needed to complete. After the instructions were given on taking the test, the papers were passed out and the students were informed they had approximately 10 minutes to finish the test. As soon as the papers were handed out, the room became completely quiet with students heads bent in determination to finish the test on time. Analyze I chose Kaden and Lilli (names have been changed) to analyze, they are both English Language Learners (ELL). I chose a boy and a girl, because I wanted to compare assessment data between genders. I also want to assess one high level and one low level ELL student. Kaden is a boy who is struggling academically, just below grade level; he does have an IEP in place. Kaden is easily distracted and is constantly talking, and he doesnt have many friends. Lilli is quiet, and

ANALYZING ASSESSMENT DATA

36

has several friends; however, her friendship with the other girls does not affect her school work, she does stay on task and completes her assignments in a timely manner. The outcome of the assessment is as follows: Question 3 was the most missed question on the assessment. Question 4 was the least missed question out of the entire test. The average test score for the entire class was 89%, with the highest test score at 100%, and the lowest test score at 10%. The following Chart (Table 5.1) is a list of questions on the test.

Q1 Q2 Q3 Q4 Q5

Tobacco may be lead to: Two of the most common effects of drug use are: The teenage brain is still developing. Alcohol use can: Identify which actions are positive or negative. Put P on the line by a positive action and an N on the line for a negative action. List two ways advertisers persuade you to buy their product. Table 5.1

ANALYZING ASSESSMENT DATA

37

The graph (Table 5.2) on the following page is a summary of Kadins and Lillis test scores compared to the other students. Both Kadin and Lilli scored 80% on their assessment. There was 1 student who scored 10% on the test, 3 students who scored 80% on the test, 6 students who scored 90% on the test, 9 students who scored 100% on the test.

Test Scores
120% 100% 80% 60% 40% 20% 0% Kadin Lilli 1 Student 3 Students 6 students 9 Students Kadin Lilli 1 Student 3 Students 6 students 9 Students

Table 5.2

ANALYZING ASSESSMENT DATA

38

The following graph (Table 5.3) illustrates how many students missed the 10 questions on the test. There were three students who missed question number 1, three students missed question number 2, five students missed question number 3, one student missed question number 4, and two students who missed question number 5. Question 3 was the most missed question on the test, and question 4 was the least missed question on the assessment.

How Many Students out of 19 Missed the Questions on the Test

6 5 4 3 2 1 0 Question 1 Question 2 Question 3 Question 4 Question 5 Number of Students

Table 5.3

ANALYZING ASSESSMENT DATA

39

The following graph (Table 5.4) Questions Missed by Gender has the individual questions ranging from 1-5 missed by gender, for both boys and girls. The average score for the girls was 94%, and the average score for the boys was 84%, ten percentage points lower than the girls. There were six girls and four boys who scored score of 100% on the assessment. One boy had the lowest test score of 10%. Three out of eleven girls and two out of the eight boys missed questions 3, which was the most missed question on the assessment. Question 4 was the least missed out of the boys and least missed out of the girls.

3.5 3 2.5 2

Questions Missed By Gender

Boys 1.5 1 0.5 0 Question 1 Question 2 Question 3 Question 4 Question 5 Girls

Table 5.4

ANALYZING ASSESSMENT DATA

40

The graph (Table 5.5) Questions Correct by Gender below shows the answers that the boys and girls got correct on the assessment. Out of eight boys who took the test, seven boys got question 1 correct, seven boys got question 2 correct, six boys got question 3 correct, seven boys got question 4 correct, and seven boys got question 5 correct. Out of eleven girls who took the test, nine girls got question 1 correct, nine girls got question 2 correct, eight girls got question 3 correct, all eleven girls got question 4 correct, and ten girls got question 5 correct.

12

Question Correct by Gender

Total Boys 8 Total Girls 11

10

8 Boys Girls 4

0 Question 1 Question 2 Category 3 Question 4 Question 5

Table 5.5

According to the analysis the students did not understand questions 3 the (Teenage brain is still developing. Alcohol use can...) Out of 19 students taking the health test, there were 18 students who I thought were proficient at understanding the math concepts of substance abuse prevention with a score of 80% or above. There was only one student who was struggling with the health assessment.

ANALYZING ASSESSMENT DATA

41

Kadin missed questions 2, and 5, on the health assessment on substance abuse prevention; his overall score was 80%. Kaden had trouble with question 2, (Two of the most common effects of drug use are. question 2), and question 5 (List two ways advertisers persuade you to buy their product.) (e.g. Students assessment. See appendix A2) Lilly missed questions 1, and 3; on the health assessment on substance abuse prevention; her overall score was 80%. Lily had trouble with questions 1, (Tobacco use may lead to), and question 3, (The teenage brain is still developing. Alcohol use can) (e.g. Students assessment. See appendix B2) The following graph (Table 5.6) below shows the three assessments that were given and each students percentage score. Lilli scored 60% on the metric and standard conversion assessment, 20 % higher than Kaden who scored 40% on his assessment. On the math average assessment, Lilli scored 60% on the test, 40% higher than Kadin who scored 20%. On the health assessment both Lilli and Kadin scored the same, with a score of 80%.

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Math Conversion Assessment 1

Assessments

Kaden Lilli

Math Averages Assessment 2

Health Assessment 3 Table 5.6

ANALYZING ASSESSMENT DATA

42

Synthesize I think both students understood the health assessment on substance abuse prevention. From this assessment I think both Lilli and Kaden understood the material that was taught. From the questions that Lillie got wrong she did choose one of the correct answers. However, there were two correct answers. I think she did not finish reading the rest of the questions. Kaden answered question 2 wrong one question wrong on the assessment. The other question he got wrong question 5, I think he had more trouble with his spelling than he did with his answer. 18 out of 19 students understood the material, by how it was taught. There was only one student who did not understand the material. Both Lilli and Kadin received a score of 80% on their health assessment. I think 80% is proficient and I would only go over the correct answers on the test to further their understanding of substance abuse prevention. At this time, I do not think remediation is necessary for this health assessment. I believe the classroom environment was conducive for students taking the assessment and did not alter the outcome of the test. After the students got started on the test the room was quiet and the students were able to concentrate on what they were doing. I dont think I would change how the assessment was administered.

ANALYZING ASSESSMENT DATA

43

Reflection on the Assessments After giving the assessments and analyzing the data I was intrigued by the students test scores. Especially, the Washington County School Districts Math, Language Art, and Science test scores over a period of several years. The information showed what school was getting better in all three subjects each year, and what school was getting worse or staying the same. The data showed which schools were high achieving schools and which schools were low achieving schools. The demographics were fascinating as well, learning which schools had a higher percentage of ethnicity, or diversity, and which schools that didnt. I think that keeping track of your students progress is very important for a teacher to do, especially over time. I have been going to Success Maker on my practicum days. On one occasion I visited with the technology teacher and she said that the computer keeps track of the students test scores. She also told me she can compile a list of topics that your class is struggling with, as well as each individual student that needs help. I asked her if the teachers utilized the information and she said some of them do, but most of them dont. I was shocked, if I were teaching, that is the first place I would go to get information on what subjects my students are struggling with, and what topics I needed to review with my students during the week. After grading some of the assessments I was surprised to learn how many students are struggling with the information taught. On the first two assessments I dont believe that the students knowledge was proficient enough. The math conversion on metric and standard measurements, and the mean, median, mode, and range concepts, needed to be retaught. Each week Mrs. Chappell gives her students a Follow the Directions worksheet, and I cant believe how many students cannot do the assignment. It started me thinking if the students are not paying attention, or are they just not trying and dont care what they do on the assignments. I think teaching is going to be fun, figuring out the answers to these questions and more.

ANALYZING ASSESSMENT DATA

44

References
Demographics . (2012). Retrieved November 3, 2012, from Washington County School District: http://www.washk12.org/images/department_files/secondary_education/files/enrollment/De mographics1112.pdf Elementary Schools Percent Proficient by Sub Test 2010-2012 Comparison. (2012). Retrieved November 3, 2012, from Washington County school District: http://www.washk12.org/images/department_files/assessment/files/results/3_Year_Comp_ele m.pdf