While looking into the overall grades of these students, I needed to determine what this data is

telling me, especially when doing this unit again. Primarily, I am looking to see that growth has
happened and that their thinking has deepened - which is the purpose of the final assessment
and less so the purpose of the initial assessment.
Pre-assessment
The data from the pre-assessment Kahoot.it quiz was very telling. To start I looked at the
percentages of how many questions were answered correctly and incorrectly per class. That
data is as follows (Kahoot.it calculates these totals immediately and transfers data to an Xcel
sheet):

Period 1

Period 2

Period 3

Period 4

Percentage correct: 38%

Percentage incorrect: 62%
Percentage correct: 50%
Percentage incorrect: 50%
Percentage correct: 50%
Percentage incorrect: 50%
Percentage correct: 41%
Percentage incorrect: 59%

Based on this data it was clear to me that students had a lot of room to grow. Kahoot.it grading
scale just comes from the 5 question quiz and students are tallied by correct and incorrect
answers from the multiple-choice set up. According to my data maps, at best only half of the
questions that students answered were correct, telling me that students prior knowledge was
also limited in regards to specifics about the Atlantic Slave Trade and source documentation
reading. This percentage did not surprise me however, I recognized (through discussion) that
most students understood slavery only through past American colonialism. Each of my lessons
helped to develop understanding of the topic by using simple examples and periods to assess
student knowledge. As those basic skills were acquired, in depth text reading and analysis
occurred to draw into the final assessment.
Initially, I determined how many students scored over 70% on the Kahoot.it quiz as the preassessment. I chose 70% as no student scored over this amount and it demonstrates room to
grow especially if this Kahoot.it quiz was given as the final assessment. In regards to this
multiple choice quiz, 70% seems to be the getting at grade level standard, and an expertise
level would end at the 100% mark. That in mind, analysis of how many students scored a 4 or
above on the final project will demonstrate how many students stayed at the same level or
increased based on their engagement throughout this unit. In regards to the IB standards at
Century Middle School, a 4 mark on the rubric tends to indicate the getting at grade level

standard. The following charts should demonstrate how many students scored over 70% on the
quiz, per class period.
Period 1:

Period 2:

Period 3:

Period 4:

Post-assessment
As explained above in the grading rubric, the final assessment comes from a menu option that
students can choose from. Each student is then based on the 1 through 8 grading model from
the IB program. Each level has a set expectation from the projects and students are graded
accordingly. As mentioned, students who received a 4 mark on this assignment generally are
meeting grade-level expectations according to this units objectives and standards (using

primary and secondary sources to support and answer the three unit questions). To understand
growth of my students, I wanted to determine how many reached or exceeded the 4 mark level;
in order to determine student growth I would expect more than 50% of students to have reached
that mark, per class.
The following charts demonstrate student achievement for the post assessment project per
class period. Each chart also represents the total number of students who received a 4 mark
and over, those who scored under the 4 mark, and the total number of those who did not submit
an assignment. For each class I calculated the number of students who received over the 4
mark to the total number of students who submitted a final project; this is where I determined
the amount of growth for students from pre- to post- assessment.
Period 1:
For this period 64% of students achieved at grade level or above on the final assignment. This
period saw significant growth since the pre-assessment. These results demonstrate that
students overall learned about the basics of the Atlantic Slave Trade and were able to use
primary and secondary sources to answer the unit questions. However, this class also
experienced one of the higher rates of un-submitted work. While giving them the options for the
final assessment, using engagement strategies for students to complete and submit their work
could have improved the overall achievement percentage. From this data I feel comfortable that
students have solid knowledge about The Atlantic Slave Trade and the use of primary and
secondary sources, even if they did not submit the final assignment. Overall student maturity for
completing assessments is a part of the learning that did not happen in this unit.

Period 2:
This period experienced 75% student achievement of at grade level or above on the final
assessment. This class saw the highest rate of achievement compared to all class periods.
According to the data for this period, these students truly grasped the objectives of this unit and
demonstrated those skills in the final assignment. I feel the most confident that these students
will continue to 8th grade with the necessary basic skills of primary and secondary source use.
This period also had the lowest amount of students who did not submit their assignment
indicating that students were possibly more engaged with the material and the assignment itself.

Period 3:
Period 3 saw the second highest rate of achievement as 65% of students achieved at grade
level or above on the final assessment; their percentage of growth nearly doubled from the preassessment. Based on the graphical data for this period, these students had the second highest
non-submission totals but also the second greatest amount of student achievement. For those
students who did submit, they show a significant amount of growth and demonstrate their
abilities with primary and secondary source documents. I also have strong confidence these
students also have the basic document source skills necessary. However, this period also
showed the higher non-submission totals indicating increased need for assessment importance.

Period 4:
While this period only saw 55% of students at grade level or above, their overall improvement
was significant when compared to the pre-assessment. Based on this periods data, this class
showed the lowest amount of student achievement. However, while looking at the data for their
pre-assessments, these students still showed significant growth for this subgroup. Their
achievement is on par in relation to other periods, however this demonstrates that this unit might
have to implement new strategies to help the overall class achievement. I am also still confident
that most students from this period also have the basic primary and secondary source skills
necessary for 8th grade. Overall engagement might have been low and a necessary element for
change for this unit to help increase student achievement.

Based on the in class discussions and formative assessments, all of these subgroups
demonstrate adequate grade level achievement for unit objectives. Understanding the
assessments that consistently occurred throughout this unit, growth was evident among all
levels. However, the significant amount of students who never submitted their work could not be
represented in the achievement data pools, suggesting that overall class period achievement
could have increased. Those who did not submit their work were mostly present in class and
participated in formative assessment in those class periods, indicating that a majority of
students were experiencing growth - despite their final marks were never recorded.