Data Analysis Key Assessment

Brad Boykin
FRIT 7236
Spring 2015
Key Assessment Stage 2: Data Analysis
Section 1: Students
This data set was derived from a group of 21 fourth-grade students at Sallie Zetterower
Elementary School in Statesboro, Georgia. Sallie Zetterower Elementary School is a part
of the First District Regional Educational Service Agency, and SZES is one of nine
elementary schools with the Bulloch County School System. Last year, Sallie Zettterower
ranked second among these nine elementary schools according to the College and Career
Ready Performance Index issued by the State of Georgias Department of Education. The
21 fourth-grade students that are represented in this data set fall within the age range of
nine-years old to eleven-years old. There are six boys and fifteen girls represented in the
data set. This group contains 10 Caucasian, 8 African-American, 1 Asian, and 2 MixedRace students. This group ranges from below average to above average, and four students
attend gifted classes once per week. Currently 7 of the 21 students read below grade
level according to recent STAR reports.
Section 2: Course
This common assessment was administered to all of the fourth-grade students at Sallie
Zetterower Elementary School at the beginning of the third-quarter. This test was
designed to display students understanding of content that was covered during the first
half of the year. The test was administered using an online-based assessment system.
The students were required to answer each question by filling in blanks using the number
pad on the keyboard. The online-based environment graded the test and sent a report to
each teacher. The standards assessed are outlined below:
Standard
MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one
place represents ten times what it represents in the place to its right. For
example, recognize that 700 70 = 10 by applying concepts of place value
and division.
MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit
whole number, and multiply two two-digit numbers, using strategies based
on place value and the properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
MCC4.NBT.6 Find whole-number quotients and remainders with up to fourdigit dividends and one-digit divisors, using strategies based on place value,
the properties of operations, and/or the relationship between multiplication
Question
(s)
1
2, 3, 4, 5
6, 7
8, 9
and division. Illustrate and explain the calculation by using equations,

rectangular arrays, and/or area models.
MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (na)/
(nb) by using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are the
same size. Use this principle to recognize and generate equivalent fractions.
MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by
an equation. Justify decompositions, e.g., by using a visual fraction
model.
Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 +
1 + 1/8 = 8/8 + 8/8 + 1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition
and subtraction.
d. Solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators, e.g., by
using visual fraction models and equations to represent the problem.
MCC4.NF.4 Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a
visual fraction model to represent 5/4 as the product 5 (1/4),
recording the conclusion by the equation 5/4 = 5 (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this
understanding to multiply a fraction by a whole number. For example,
use a visual fraction model to express 3 (2/5) as 6 (1/5),
recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.)
c. Solve word problems involving multiplication of a fraction by a whole
number, e.g., by using visual fraction models and equations to
represent the problem. For example, if each person at a party will eat
3/8 of a pound of roast beef, and there will be 5 people at the party,
how many pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?
MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100.
For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters;
locate 0.62 on a number line diagram.
Section 3: Descriptive Analysis
Student Scores by Percentage
10
11, 12,
13, 14
15, 16,
17
18, 19
Mean
Median
Standard
Deviation
67.67
68.42
0.183967
Based on each students percentage score in comparison to the mean, the standard
deviation is really low. This can be attributed to data values that are evenly dispersed
among the set. There are some very low scores and some very high scores. However,
most of the percentage scores are very close to the actual mean of the data set.
Percent of Correct Responses by Question
Percentage Correct by Standard

120%
100%
80%
60%
40%
20%
0%
Per
cent by Standard Graph
All of the students performed well identifying place values to 10,000. In contrast, students
seemed to have difficulty with division, as well as multiplying fractions by whole numbers.
Furthermore, students struggled the most when they were asked to apply concepts.
Approximately half of the sample population performed well on multiplying two-digit by
two-digit numbers, dividing a two-digit dividend, changing improper fractions to mixed
numbers, and changing mixed numbers to improper fractions. A high percentage of the
class performed well on items that assess number forms, multiplying a multi-digit number
by a one-digit number, equivalent fractions, adding and subtracting fractions, adding and
subtracting mixed numbers, and converting fractions and decimals.
Spearman-Brown Reliability
Odd Items
Mean
Median
6.571429
7
Even
Items
6.2857143
6
Standard
2.013559
1.8294641
Sum of z-scores
rnn
Reliability
Estimate
13.73
0.65
0.79
The results of the Spearman-Brown Calculation indicate that this assessment was highly
reliable. I believe that this is because of the very low standard deviation. I also think that
the assessment was more reliable because the assessment was not a multiple choice
format, and students had to manually type in answers. In order to increase reliability of
this assessment, I would add more items for each standard. There are several standards
that only use one item to assess that standard. I do not believe that this shows the best
picture of whether a student fully understands that standard. To further increase
reliability, similar assessments should be given to students multiple times throughout the
year.
Section 4: Students Strengths and Weaknesses
Student Performance on Place Value and Number Forms
Student Performance on Multiplying and Dividing
Student Performance on Adding and Subtracting Fractions and Mixed Numbers
Student Performance on Multiplying Fractions
Student Performance on Relating Fractions to Decimals
Strengths and Weeknesses

120%
100%
80%
60%
40%
20%
0%
Place Value and Number Forms
Multiplying and Dividing
Adding and Subtracting Mixed Numbers
Multiplying Fractions
Relating Fractions to Decimals
Strengths and Weaknesses Chart

Student
Student
1
Student
2
Student
3
Student
4
Student
5
Student
6
Strengths
Relating Fractions to Decimals; Place
Value; Number Forms
Value; Number Forms; Adding and
Subtracting Fractions and Mixed
Numbers
Numbers
Numbers
Value; Number Forms; Multiplication
and Division; Adding and Subtracting
Fractions and Mixed Numbers
Place Value and Number Forms;
Multiplication and Division; Adding
and Subtracting Fractions and Mixed
Numbers; Multiplying Fractions by
Weaknesses
Multiplication and Division;
Multiplying Fractions by Whole
Numbers
Numbers
Multiplication and Division

Numbers

Numbers
Student
7
Whole Numbers; Relating Fractions to

Decimals
Student
8
Place Value up to 10,000
Student
9
Student
10
Student
11
Student
12
Student
13
Student
14
Student
15
Student
16
Student
17
Student

Numbers; Relating Fractions to
Decimals
Whole Numbers; Relating Fractions to
Decimals
Decimals
Numbers

Numbers
Whole Numbers
Whole Numbers
Numbers

Numbers
Numbers

Numbers
Expanded Form; Multiplication and
Division; Multiplying Fractions by
Whole Numbers
Numbers

Whole Numbers; Relating Fractions
to Decimals
18
Student
19
Student
20
Student
21

Decimals
Decimals
Adding and Subtracting Fractions and
Mixed Numbers; Relating Fractions to
Decimals;
Numbers

Numbers
Numbers
My interpretations of the results of this assessment include:

-
The majority of my students struggled on Multiplying Fractions by Whole Numbers. I

need to take a look at these specific questions in terms of reliability and determine
if the item accurately assesses the learning objective.
All of my students were able to accurately determine place value up to 10,000.
Approximately half of my students struggled on the Multiplication and Division
items.
Almost all of the student population performed well when asked to relate fractions
to decimals. In order to improve reliability in relation to this specific set of data,
more questions would need to be added.
Approximately half of my students performed well on the Adding and Subtracting
Fractions and Mixed Numbers items.
In order to improve overall reliability of the assessment, more items would have to be
added for each standard that is assessed. It is clear that several students are performing
well in relation to the fourth-grade learning objectives. In order to improve student
mastery, more practice needs to be given for each learning objective in order to perform
better on the next benchmark assessment.
Section 5: Improvement Plan
Following the test, students will be grouped based on performance. Students will be
provided with remediation and enrichment where needed. This remediation and
enrichment will take place during designated Support All Learner (SAL) time. Small group
instruction will be used to differentiate learning. Struggling students will be given more
hands-on experiences and re-teaching. Students who require enrichment will be given a
portfolio project, in which they will have to display their knowledge of the concept. They
will then present this project to the class and publish it to our class website.
In order to improve future assessments, if items prove to have validity or reliability issues,
these will be addressed. I will begin by looking back at the assessment blueprint and
checklists to make sure that items were created properly, and they match the learning
objectives. I will then look at student responses to see if there is a trend in

misconceptions. Conversations with colleagues who teach the same subject can also help
improve future assessments. We will make sure that misconceptions were not consistent
across the grade level. We will also look at our instruction to make sure that students
would be able to answer the assessment items after receiving the instruction.

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Brad Boykin

and division. Illustrate and explain the calculation by using equations,

Percentage Correct by Standard

Student Performance on Multiplying and Dividing

Student Performance on Adding and Subtracting Fractions and Mixed Numbers

Student Performance on Multiplying Fractions

Student Performance on Relating Fractions to Decimals

Strengths and Weeknesses

Place Value and Number Forms

Multiplying and Dividing

Adding and Subtracting Mixed Numbers

Relating Fractions to Decimals

Strengths and Weaknesses Chart

Multiplying Fractions by Whole

Multiplying Fractions by Whole

Whole Numbers; Relating Fractions to

Place Value and Number Forms;

Place Value and Number Forms;

Multiplication and Division;

Multiplication and Division;

Multiplication and Division;

Multiplication and Division; Adding

Multiplication and Division; Adding

Multiplication and Division

Multiplying Fractions by Whole

My interpretations of the results of this assessment include:

The majority of my students struggled on Multiplying Fractions by Whole Numbers. I

objectives. I will then look at student responses to see if there is a trend in

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