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Step 5.

If we look at our class average of 67% which is in the middle of our max of 100% and

min of 40%, our class as a whole group appears to be doing relatively well. Also, if we look at

the median of 67%, mode of 53% and range of 60%, it appears as if the class as a whole is doing

reasonably well. However, if we consider the individual student averages we begin to see a

completely different picture. By analyzing individual averages we see that only 5 out of 15

students got an A (90-100) or B (80-90) on this test and10 of our students got C or below. From

this analysis, we can safely say that majority of our students did poorly on this test, therefore the

class as a whole, performed poorly.

To have a visual on how well our class as a whole performed we can plot a graph using

the individual average percentages and look at the grade distribution this way. On the bar graph

we can see that there is a clear distinction between students who knew the topic and those who

did not. The graph shows that 7 students got most of answers correct and 8 did not. So, we have

more than half the students in class with Ds, Es and below. By looking at each students

performance, as a teacher I can easily assess my students individual instructional needs.

For instance, I noticed that Juan did extremely well in all three topics, he solved all the

problems in subtraction, addition and division correctly. Juans overall grade is 100%, which

means that I should probably move Juan into fractions since the data shows that Juan has

mastered addition, subtraction and division. Like Juan, Cody did really well in both subtraction

and division. Cody got 100% in both topics and an 80% in addition, which might just have been

a careless mistake since its only one missed problem in addition. Codys overall grade is 93%

which means that I should probably move Cody on to more challenging problems.
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I also noticed that Hugh and Holly did great in addition with a 100% each, Jamal and

Hannah, both did well with a 100% in subtraction. Although, these students performed well in

addition and subtraction they still need more practice in division before moving on to fractions.

Molly and Nathan both struggled with subtraction, they each got 20% on this topic but

did better in the other two topics. Patrick needs help in both subtraction and division, he got 40%

in both, Claire may need help in subtraction, she got 40% in this topic but did better in the other

two topics. Sarah needs help as she struggled in division, she got only 20% correct. Kiara got

40% in division which means she too needs help in this topic. Luke may need extra support in all

3 topics as he managed to score only 40% in all three topics. Luke has the lowest overall class

grade of 40%, as a teacher I would probably talk to Luke to see how we can work together to

improve understanding and ultimately improve these math scores.

After analyzing individual student percentages on each topic I learned that majority of the

students did well in addition, only one person got below 60% and majority did poorly in

subtraction and division. This means that only one student needs extra help in addition and

majority need extra support in both subtraction and division. This data is helpful to me as a

teacher because I can easily see which students are struggling in a particular topic and adjust my

teaching strategy. I would probably employ scaffolding as a teaching strategy for my students

who performed extremely well in different areas and those who performed poorly in specific

areas. From the individual averages data it is clear to see that each student learns and performs

differently.

By closely analyzing the data, I can conclude that the class as a whole did poorly and I

would probably look at why there is such a huge discrepancy between those who did well and

those who did poorly. I would consider looking at the individual questions and individual
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students performance on those questions before I can move the whole class to a new topic. I

would talk with the class and ask them which questions they found difficult or easy, if there were

any confusion with the wording of the questions, I would then compare their responses to the

data. By reviewing this data and talking with students I would adequately decide to either reteach

the topics or change the test questions all together.