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Data Analysis

Helena Wallace
FRIT 7236, Fall 2017

Students
This data is an assessment report of a class of 30 students enrolled in a 9th-grade Spanish class in
a Title-1 school in Habersham County, Georgia. All students are between the ages of 14 and 15,
and this is the first year they have a foreign language class. None of the students has previous
knowledge of the language that they are studying and the academic level of this particular group
ranges from low to above average. This group of students includes 2 African-Americans, 2
Asians, and 26 Caucasians. Among these students, 6 have been diagnosed with a learning
disability and 3 with special needs. There are 12 girls, and 18 boys and 4 of them have 1 parent
whose primary language is not English.

Course
This assessment is given at the end of Unit 3. To make accommodations for students that needed
extra time, the exam was divided into two parts and given to the students in a small group setting
with the assistance of a Paraprofessional. This assessment is based upon the GPS Georgia
Performance Standards for Modern Languages Level I.

Objective Standards Questions

To understand cultural MLI.CU1.B - The students develop an awareness of 1, 2, 3, 5


perspectives on meals
 perspectives, practices, and products of the cultures
where the target language is spoken and will identify
commonly held viewpoints of the cultures, such as those
relating to time, traditions, and meals.

To talk about foods and MLI.CU1.B - The students develop an awareness of 4, 6, 14, 16,
beverages for breakfast perspectives, practices, and products of the cultures 21, 22, 24
and lunch where the target language is spoken and will identify
commonly held viewpoints of the cultures, such as those
relating to time, traditions, and meals.

To talk about likes and MLI.IP1.B. - The students exchange simple spoken and 11, 18, 19,
dislikes
 written information in the target language, utilizing 23, 12,
cultural references where appropriate and express likes,
dislikes, emotions, agreement and disagreement.
To learn to use -er MLI.CCC3. A. -The students compare basic elements of 35, 36, 37,
verbs
 the target language to the English language. 38, 39

To understand cultural MLI.CCC2. B. - The students demonstrate an 13, 25, 26,


perspectives on meals understanding of the significance of culture through 27
comparisons between the culture(s) studied and the
students’ own culture and demonstrate an awareness of
elements of the students’ own culture.

To discuss food/ health MLI.CU1.B - The students develop an awareness of 29, 30, 15,
and exercise choices perspectives, practices, and products of the cultures 17, 20,
where the target language is spoken and will identify
commonly held viewpoints of the cultures, such as those
relating to time, traditions, and meals.

To talk about foods and MLI.CU1.B - The students develop an awareness of 7, 8, 28, 33,
beverages for dinner perspectives, practices, and products of the cultures 34
where the target language is spoken and will identify
commonly held viewpoints of the cultures, such as those
relating to time, traditions, and meals.

To discuss foods and MLI.CU1.B - The students develop an awareness of 9, 10, 31,
meals perspectives, practices, and products of the cultures 32, 40, 41,
where the target language is spoken and will identify 42, 43
commonly held viewpoints of the cultures, such as those
relating to time, traditions, and meals.

Descriptive Analysis:

This assessment measures students' ability to use Spanish vocabulary knowledge to discern
between true and false statements, identify the correct translation, and match words to their
indirect definitions. It also focuses on knowledge of subject-verb agreement rules and its
application within sentences.

Chart 1 shows student performance on all items of the test and Chart 2 give the number
of questions each student got correct. From these charts, we know that 1 students
scored less than 25 correct questions, 24 students averaged 26-39 correct questions,
and 5 students averaged 40-43 correct questions.

Table 1 shows the averages, mean, standard deviation, and Spearman-Brown’s


reliability for the data.
Chart 3 shows the number of students that got each question right and allows the teacher to
check for the difficulty level of each question.

Chart 1
correct answer – 1 point

wrong answer – 0 points

Items on the test


Studen 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4
ts 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3

1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 1 1 1 0

2 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 1 1 1 0

3 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

4 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 0 0 1 0 0 0

5 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 0 0 0 0 0 1 0 1 1 1 0

6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 0 1 0 0 1 1 0 1 1 0 0

7 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0

8 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

9 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1

10 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

11 1 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 0 1 0 1 0 1 0 1 1 0 0

12 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1

13 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1

14 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 0 1 1 0 1 1 1 0 1 1 0 0

15 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1

16 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1

17 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0

18 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 0 1 0 0 0 0 1 1 1 0 1

19 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0

20 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1
21 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 0 1 1 0 0 0 0 0 0 0 1 0

22 0 0 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 0 0 0 1 1 0 1 1 1 1 0 0 0 0 1 0 0 1 1 0 0 0 0 0 1

23 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 0 0 0 0 1 1 0

24 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 0 0 1 1 1 1 1 1 1 1 0

25 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0

26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0

27 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1

28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1

29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 1 0 1 0 1 0 1 0 1 1 0 1

30 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 1 1 1 0 0 0 0 1 1 1 1

Average of 1 2 1 2 2 2 2 3 2 3 2 3 2 2 3 2 2 2 2 2 2 2 3 1 2 2 2 2 2 1 2 2 2 2 1 2 1 2 1 2 2 2 1
correct 0 7 5 5 8 9 9 0 9 0 9 0 8 9 0 9 9 9 9 9 9 8 0 5 6 7 8 1 8 9 9 0 0 2 7 5 4 1 3 6 7 3 5

Chart 2

Table 1
odd items even items Z odd z even z product RNN REL

16 16 0.73 0.75 0.54 0.61 0.76

16 16 0.73 0.75 0.54

20 21 -0.95 -1.33 1.26


17 17 0.31 0.33 0.10

15 16 1.15 0.75 0.86

17 17 0.31 0.33 0.10

17 20 0.31 -0.91 -0.28

21 21 -1.37 -1.33 1.82

18 20 -0.11 -0.91 0.10

21 18 -1.37 -0.08 0.11

16 15 0.73 1.16 0.85

19 20 -0.53 -0.91 0.49

17 18 0.31 -0.08 -0.03

17 17 0.31 0.33 0.10

18 19 -0.11 -0.50 0.06

21 19 -1.37 -0.50 0.68

16 20 0.73 -0.91 -0.66

17 15 0.31 1.16 0.36

18 20 -0.11 -0.91 0.10

19 20 -0.53 -0.91 0.49

13 16 1.99 0.75 1.49

11 12 2.83 2.40 6.81

17 15 0.31 1.16 0.36

20 15 -0.95 1.16 -1.11

19 20 -0.53 -0.91 0.49

20 19 -0.95 -0.50 0.47

22 20 -1.79 -0.91 1.64

19 21 -0.53 -1.33 0.71

17 17 0.31 0.33 0.10

18 14 -0.11 1.58 -0.18

18.38

Mean 17.73 17.80

SD 2.38 2.41

Mean of odd questions: 17.73


Standard deviation of even questions: 2.38
Mean of even questions: 18.80
Standard deviation of odd questions: 2.41
RNN: 0.61
Spearman Brown Reliability Estimate: 0.76

Chart 3

True - false question (1-10)


Multiple - choice questions (11-34)
Verb applications - write in space (35 – 39)
Matching items (40 - 43)

Spearman-Brown reliability
According to Nitko & Brookhart (2015), reliability is the consistent measurement that
determines confidence in the accuracy of the results.

The Spearman-Brown reliability is 0.76, which is around 80% reliable. I would like a better
reliability on my test. For a 43-question test in a foreign language, it is a little low, but within
acceptable parameters.

Analysis of student strengths and weaknesses


The average grade for this test was 83%, 2 students failed the test (below 70%), 11 students had
a C (70% - 79%), 7 students had a B (80% - 89%), 7 students had an A (90% - 95%), and 3 a
high A (95% - 100%).

Students have a solid understanding of how to express food likes and dislikes in Spanish and the
vocabulary and its application for breakfast and lunch food items. Most of the weaknesses were
found in the verb applications and on the vocabulary for the last part of the unit’s vocabulary
(questions 25–43).

Improvement Plan:
Questions # 1, 3, 24, 20, 35, 37, 39, 43 showed an item probably below 0.6-0.8, which tells me
that these questions might be difficult or students did not understand the material. To improve on
these items, I will review the wording of the questions to see if there is any confusion with the
information. If that is not an issue, I need to review the material covered by these questions.

Students are being assessed on the second part of the unit, starting with question 25, and because
that shows a larger number of low scores, I will have to assume that the material was not well
practiced. To improve that, I will review the vocabulary verbs for this part and give students a
performance assessment that will show application of the knowledge for that part of the unit.
Offering the same test will influence the grading, but having students show that they understood
the material by applying it to new situations will make sure that mastery of this part of the unit is
achieved.

Also, I will attach a performance assessment to all unit assessments to make sure that students
who do not do well on the test have the opportunity to demonstrate understanding of the unit's
material in a different way.