Lindsay Bertram

Assessment Analysis – Measurement

Part I – The Assessment
 Objective: After two weeks of instruction, fourth grade students will be able
to add and subtract unit fractions and non-unit fractions, add and subtract
mixed numbers, convert improper fractions to/from mixed numbers, model a
fraction, and prove two fractions are equivalent fractions.
 Source: Cadillac Area Public Schools creates the assessments for every math
unit.
 Type: Multiple Choice, fill in the blank, and computation.
 Standards:
o CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with
symbols >, =, or <, and justify the conclusions, e.g., by using a
visual fraction model.
o CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
o CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
o CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each
decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ;
3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
o CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or
by using properties of operations and the relationship between
addition and subtraction.
o CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
o CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of 1/b. For example, use a
visual fraction model to represent 5/4 as the product 5 × (1/4),
recording the conclusion by the equation 5/4 = 5 × (1/4).
o CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a multiple of 1/b, and use this
understanding to multiply a fraction by a whole number. For
example, use a visual fraction model to express 3 × (2/5) as 6 ×
(1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n ×
a)/b.)
o CCSS.MATH.CONTENT.4.NF.B.4.C
Solve word problems involving multiplication of a fraction by a
whole number, e.g., by using visual fraction models and
equations to represent the problem. For example, if each person
at a party will eat 3/8 of a pound of roast beef, and there will be 5
people at the party, how many pounds of roast beef will be
needed? Between what two whole numbers does your answer lie?
 Part II – Pre-test
Score Number of
students who
earned that
score
0/35 2
1/35 1
2/35 0
3/35 1
4/35 1
5/35 0
6/35 1
7/35 1
8/35 0
9/35 1
10/35 0
11/35 0
12/35 1
13/35 0
14/35 0
15/35 0
16/35 1
17/35 0
18/35 1
19/35 1
20/35 3
21/35 2
22/35 0
23/35 3
24/35 1
25/35 0
26/35 0
27/35 0
28/35 0
29/35 0
30/35 1
31/35 0
32/35 0
33/35 0
34/35 0
35/35 0
36/35 0
 Mean:
0+0+1+1+3+4+6+7+9+12+16+18+19+20+20+20+21+21+23+23+23+24+30
= 321/23 = 13.95/35 = 39.87%
 Median:
0,0,1,1,3,4,6,7,9,12,16,18,19,20,20,20,21,21,23,23,23,24,30 = 18/35
 Mode:
0,0,1,1,3,4,6,7,9,12,16,18,19,20,20,20,21,21,23,23,23,24,30 = 20/35 and
23/35
 Range:
0,0,1,1,3,4,6,7,9,12,16,18,19,20,20,20,21,21,23,23,23,24,30 = 0-30

 Question Analysis:

Section of Assessment Number of students who

struggled
Math vocabulary 22/23 = 95.6%
Draw the fraction 14/23 = 60.8%
Subtract and shade 13/23 = 56.5%
Prove equivalent fractions 14/23 = 60.8%
Decomposing fractions into unit 12/23 = 52%
fractions
Subtracting and adding fractions 9/23 = 39%
Adding mixed numbers 10/23 = 43%
Borrowing from a whole number to 22/23 = 95.6%
subtract mixed numbers
Story problem- Correct calculation 12/23 = 52%
Story problem-True Equation 21/23 = 91%
Story problem-Label 18/23 = 78%
Explain how ½ of one fraction is 16/23 = 69.5%
bigger than ½ of another fraction

Out of 23 students, 22 missed one math vocabulary question and also

missed borrowing from a whole number to subtract mixed numbers. We also
had 21 not write an equation or not right a correct equation for the story
problem. Unit 4 was Algebraic Equations, so they should know how to write
and equation when asked. For problem number two, they were asked to
draw a fraction. Many students rewrote the fraction while others didn’t draw
an accurate representation of the fraction 2/3. We had 14 students unable to
prove two fractions were equivalent. The students all seemed to do the best
on the question that had them add fractions by shading circles.

 Interpretation:
 Overall, I think the students did better than expected. Mrs. Mulder
pointed out that this is what makes it difficult. We had a handful of students
that were ready for the next unit and could skip this unit, we had several that
needed to work on only a few things, and we had a good chunk that needed
us to move slowly. This is where intervention block comes in handy.
Students are able to focus on their trouble areas or move on and be
challenged.
After looking at the pretest data, I realize I will have to take some time
to define certain vocabulary, borrowing from a whole number to subtract
mixed numbers, and also work on the parts we require when answering a
story problem. Students worked really hard on equations in the previous
units, however, they are shocked to see if go past the last unit and needing it
to continue to future units.
Part III – Post-test
Score Number of
students who
earned that
score
0/35 0
1/35 0
2/35 0
3/35 0
4/35 0
5/35 0
6/35 0
7/35 0
8/35 0
9/35 0
10/35 0
11/35 0
12/35 0
13/35 0
14/35 0
15/35 0
16/35 0
17/35 0
18/35 0
19/35 1
20/35 0
21/35 1
22/35 0
23/35 1
24/35 2
25/35 1
26/35 0
27/35 0
28/35 4
29/35 0
30/35 0
31/35 3
32/35 2
33/35 1
34/35 1
35/35 3
36/35 2
 Mean:
19,21,23,24,24,25,28,28,28,28,29,31,31,31,32,32,33,34,35,35,35,36,36=
678/23 = 29.47/35 = 84%
 Median:
19,21,23,24,24,25,28,28,28,28,29,31,31,31,32,32,33,34,35,35,35,36,36= 31
 Mode:
19,21,23,24,24,25,28,28,28,28,29,31,31,31,32,32,33,34,35,35,35,36,36= 28
 Range:
19,21,23,24,24,25,28,28,28,28,29,31,31,31,32,32,33,34,35,35,35,36,36
= 19-36

 Question Analysis:

Section of Assessment Number of students who

struggled
Math vocabulary 10/23 = 43%
Draw the fraction 0/23 = 0%
Subtract and shade 0/23 = 0%
Prove equivalent fractions 5/23 = 21.7%
Decomposing fractions into unit 4/23 = 17%
fractions
Subtracting and adding fractions 5/23 = 21.7%
Adding mixed numbers 3/23 = 13%
Borrowing from a whole number to 9/23 = 39%
subtract mixed numbers
Story problem- Correct calculation 2/23 = 8%
Story problem-True Equation 9/23 = 39%
Story problem-Label 9/23 = 39%
Explain how ¼ of one fraction is 7/23 = 30%
bigger than ½ of another fraction

Out of 23 students who took the post-test, everyone but one person
improved from their pretest scores. I spoke to this one student about her
score, because this wasn’t the only assessment she took and regressed on.
We discussed having more manipulatives during our math times. The class
average score improved from a 39.87% to an 84%. That is a huge
improvement!
One trend I noticed with the post-test is that students still had trouble
with the math vocabulary. This is something we will add as part of our
intervention block for our math station. Another trend I noticed is that even
though we are months out of learning we need to have labels when
necessary, students make the mistake of forgetting to include the label. This
 is something that is a constant battle with having students remember. When
we go over the post-test with the class before they begin, we stress that there
is a story problem. This should signify that they need to use a label. My
guess is that they are skipping this easy part of the problem. Another
problem they had issues with was when they were told to add and they
subtracted instead. If students were to slow down, they wouldn’t make that
mistake.

 Interpretation:
I was extremely pleased with the results of the post-assessment. 22
out of 23 students in my class improved their score from the first test.
Additionally, 5/23 students got a 100% or better on the test. As I was picking
up the test from my students, they were all sharing that they felt they did
well, and they thought most of it was easy! This made me happy. It was
obvious that the students learned what they needed to learn to comprehend
fractions.
Overall, I am pleased with the results of the from the pretest to the
post-test. All of my students demonstrated understanding of fractions.

 Comparing the numbers:

Pre- v. Post-Assessment Scores

4.5
4
3.5
Number of students

3
2.5
2
Pre-Test
1.5
Post-test
1
0.5
0

Score out of 35
Part IV – Reflection

 Future Practice:
After completing the final assessment analysis, I feel that I will
continue doing a lot of what I have been doing as well as make sure I put
emphasis on a few things. I was very pleased with the result of the
assessment. As a result, I will continue to have students work in small
groups, use dry erase boards for practice, and continue to encourage critical
thinking. In the future, I will continue to work with small groups during our
intervention time, working on areas of the test that proved difficult.
Our next unit is also working with fractions. We will be able to
practice the things from this unit during that one as well. This will provide
students with a better understanding of the fractions that we have already
used as well as help us better understand the new material.

 Future Assessments:
The current way we administer assessments works well. We have
students spread throughout the room and take a chapter book to read when
they are finished. I do not pick up assessments until I have about 50% of the
students finished. I don’t want them to feel rushed, so I give them plenty of
time.