Lee McFatridge KA Part 2 FRIT 7236

Key Assessment 2: Data Analysis and Assessment Improvement

Lee McFatridge
FRIT 7236 Technology-Based Assessment and Data Analysis
Dr. Lee

Data Analysis
Lee McFatridge KA Part 2 FRIT 7236

Section 1 Student Description:

This 5th grade classroom is an inclusion group. Within this group are 6 SPED identified students,
2 students with 504 accommodations (i.e. extended time on tests, tests read to them, etc.), and 4
Tier II RTI students. The remainder of the group are identified as not being high achievers in
math. The school itself is made up of a lower socioeconomic community and designated Title I
with 70-75% free and reduced lunch. The ethnicity of the group is 28% African American, .04%
Latin American, and the majority is 68% Caucasian. The ages of these students are between 10-
12 years old, there are at least 2 that have been held back prior to 5th grade since the regular age
for 5th grade is 10-11. Out of these 25 students, there are 14 female students and 11 male
students. These students need a major amount of prompting to stay on task even when working
in small groups. They tend to give up very easy and do not have stamina or perseverance when it
comes to problem solving.

Section 2 Course:
The assessment was a post-unit assessment given to the students after 4 weeks of instruction on
the following 5th grade standards:
NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it represents in the place to
its left.
NBT.2 Explain patterns in the number of zeros of the product when multiplying a number
by powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to
denote powers of 10.
NBT.3a Read, write, and compare decimals to thousandths.
Read and write decimals to thousandths using base-ten numerals, number names, and
expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) + 2
(1/1000).
NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm (or
other strategies demonstrating understanding of multiplication) up to a 3 digit by 2 digit
factor.
NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction; relate the strategy to a written method
and explain the reasoning used.
OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
During this unit of instruction students were taught in whole group instruction first then worked
in both independent and teacher led small groups to practice on these standard concepts.
Learning objectives were developed for each standard in the form of procedural learning targets
Lee McFatridge KA Part 2 FRIT 7236

developed by the county. These learning targets were presented in the form of I can
statements.

Section 3 Descriptive Analysis:

This post-assessment was given at the end of the unit and addressed the 6 main standards of the
unit. Although this unit had 6 standards to cover there were two overarching standards, NBT.5
and NBT.7 since these made up 79% of the assessment. Only 36% (9 students) performed with a
passing grade. The mean was right at 60% which shows that for the most part the students need
to be remediated and then given another opportunity to show mastery of the standards. The
standard deviation being as high as 20% also shows there is a large diversity in the different
areas the students need work on. With the fact that 79% of the assessment was over only 2
standards, there are items within those questions that need to be addressed since they are based
on the same standard but worded differently.
Mean 59.76
Median 63
Mode 79
Standard
Deviation 20.49
The attached spreadsheet shows the number of items each student got correct as well as the
percentage of the class that got the item correct. In the spreadsheet, 0 represents a wrong
response and 1 represents a correct response. The charts below show student scores per student
and performance per question number. Since it was determined that it wasnt necessarily the
standard but perhaps the question structure that students had issues with; the students need to be
exposed to that type of questioning during remediation.

Student Score
100
90
80
70
60
50
Student Score 40
30
20
10
0

Student Number
Lee McFatridge KA Part 2 FRIT 7236

Student Performance per Question

120%

100%

80%

60%
Percent of Stuents
40%

20%

0%

Question Number

Section 4 Analysis of Student Strengths and Weaknesses:

The following chart demonstrates the result of the Spearman-Brown reliability calculation:

The reliability score of 0.88 represents that the assessment was reliable being very close to 1.00.
Since there is a large variance in the number of students who got some of the NBT.5 and NBT.7
questions right and then had a large percentage that didnt get a particular problem right, there
seems to either be issues with the questions or perhaps students were not exposed to the right
type of questioning in class. Teachers should never teach to the test; however, students must be
exposed to certain vocabulary or problem structure to show mastery.

Although there are many students that did not pass with advanced or mastery of the standards,
there were pockets of correct responses throughout the two overarching standards NBT.5 and
NBT.7. Students for the most part want to show mastery of the concept. There area of weakness
Lee McFatridge KA Part 2 FRIT 7236

is the urgency to do more precise work and stay on task. By breaking down the questions in a
spreadsheet will allow me to go back and determine if it had to do with how the questions were
asked and how to better prepare the students for either higher DOK level or vocabulary within
the problems.

Section 5 Improvement Plan:

Based on the data, it is evident that almost all the students will need remediation and then
another chance to show mastery. There were 4 students that showed proficient status by
receiving an 80% or higher score. These students will be put into an extension group so they can
extend their knowledge beyond the content that was taught but remain on the same standards.
The rest of the group will be subdivided into groups based not only on the level of grade they
received but also based on the question type they missed. These students can then receive further
instruction and ways to practice. If there are questions that have high percentage of incorrect
responses, it may first be given again as whole group instruction and then small groups can be
put together to differentiate based on a few less formal formative assessments. The small group
intervention is the best way to gauge at what stage in the reading of problems or computation the
students are having any misconceptions. Students who begin to show mastery during
remediation will be put into more independent work that will extend their knowledge but still
based on the standards being taught since the higher-grade levels will continue building on these
standards.