Student Data Analysis

Alison Friend

Targeted standards

Earth and Space Science S1E1.

b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as
either solid (ice) or liquid (water).
c. Plan and carry out investigations on current weather conditions by observing, measuring with
simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data
(temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a
calendar, and graphically.
d. Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could
include temperature, rainfall/snowfall, and changes to the environment.)

Pretest Student Analysis

Students in a first grade class at Tritt Elementary School were assessed on Georgia Standards of
Excellence S1E1.b.c. and d. The class is made up of twenty-three first graders in which 15 are boys and
eight are girls. Ten of the students qualify for the state Early Intervention Program (EIP) in the areas of
math, reading, language arts, and writing. Six students qualify for ESOL services and are served in the
area of writing.

They were given a six question test for a total of ten possible answers. The test had eight short
answer sections and one multiple choice question. The pretest average was 25%. Three EIP students
scored 11% answering only one question correctly related to seasonal precipitation. Eleven students
answered two questions correctly scoring 22%. Seven of those 11 students receive EIP and/or ESOL
services. This group of students correctly answered the question about seasonal precipitation and
describing a weather picture as rainy. Nine students scored 33%, answering three questions correctly.
This group consists of four EIP students. They correctly answered the question about seasonal
precipitation and describing a weather picture as rainy. They also were able to identify the correct
picture of the weather tool used to measure rainfall, a rain gauge.

Overall students were able to identify seasonal precipitation and describe a weather picture as
rainy. Students were not able to identify and name the four types of precipitation. They were not able to
name a type of precipitation that is a liquid or a type of precipitation that is a solid. Three students
demonstrated some knowledge of liquid and solid by writing ice and water.

After analyzing this data, I have come to the conclusion that my instructional planning and
lessons need to primarily focus on the four types of precipitation and of those which are liquid and
which are solid. I plan to use real items, picture models, songs, videos, digital research sites, books,
games, and iPad apps as tools to enhance learning and knowledge. I will spend more time with the EIP
and ESOL students on science vocabulary related to this unit. My goal is for all students to score a
passing grade on this assessment.
Posttest Student Analysis

The same assessment was given after four lessons and one review day. Twenty-two students
were present and one student was absent. They were given a six question test for a total of ten possible
answers. The test had eight short answer sections and one multiple choice question. The posttest
average was 93% with a 68% increase from the pretest average. One EIP/ESOL student went from a
pretest score of 11% to a final score of 44%. She continued to have difficulty with vocabulary specifically
the types of precipitation, liquid, and solid. Two students scored 78%. Of the two students, one is ESOL.
Both students failed to identify which type of precipitation was a solid and which one was a liquid. They
actually confused the two states of matter. Four students scored 89%. Two of those students receive EIP
services. They were not able to identify the rain gauge or identify which season it would snow. The
remaining 15 students scored 100%.

After analyzing the final data, the question missed the most was which type of precipitation was
a liquid and identifying the weather tool that measures rain. I observed that students were experiencing
some difficulty with identifying which type of precipitation was a liquid and which type was a solid. I
spent more time on this standard using videos, books, and hands on experiments. Some students stated
that snow was a liquid when it melted. I spend some time explaining the misconception. During the
assessment, I observed the several of my students were missing the question regarding the weather
tool. I then discovered that the question was confusing due to poor image representation of the rain
gauge. Students were confusing the thermometer for the rain gauge. At that time, I pulled out a real
thermometer and rain gauge to show the students which one corresponded to each picture answer
choice. After clarifying, five students corrected their answer and three did not.

As I continue to teach the remainder of our weather unit, I will reteach the few students that
demonstrated difficulty with vocabulary. I believe with a little extra, they will master these standards,
too. Based on the data and posttest average of 93%, this four lesson unit on precipitation was a success.
STUDENT DATA PRETEST POSTTEST % OF GROWTH
Adriana (EIP) 33 100 +67
Akshay 33 100 +67
Andrew (ESOL) 33 100 +67
Beckham 22 100 +78
Bella 22 78 +56
Braxton (EIP) 33 100 +67
Charlie (EIP) 33 89 +56
Chase 22 89 +67
Dylan (ESOL) 22 78 +56
Grant 33 100 +67
Gregory 22 100 +78
Henry (EIP) 11 100 +89
Ian 33 100 +67
Isiah 33 100 +67
Janet (ESOL) 22 100 +78
John 33 100 +67
Leah (EIP/ESOL) 22 89 +67
Lyndon (EIP) 11 89 +78
Matilda (EIP) 33 100 +67
Olivia 33 100 +67
Sarah (EIP/ESOL) 11 44 +33
Sean (EIP/ESOL) 22 n/a n/a
Summer (EIP) 33 100 +67