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Jessica Shuff

FRIT 7236
Technology Based Assessment and Data Analysis
Key Assessment 2

Student Data

https://docs.google.com/spreadsheets/d/1wiu13hHUdi_bDNujjFYAVdEEXqCqTu7ZlM
gpZyKLKTc/edit?usp=sharing

Section 1: Student Description

22 fourth grade students from an elementary school in southeast Georgia were


administered this mathematics common assessment. This elementary school is a part of
the First District Regional Educational Service Agency. The school is one of nine
elementary schools within the district and ranked second in the district as measured by
the College and Career Readiness Performance Index. There are fifteen girls and seven
boys ranging from 9-11 years old represented in this data set. 10 students are caucasian,
8 students are African American, 2 students are Asian, and 2 students are mixed-race.
The student’s abilities range from below to above average. 4 students receive gifted
services 1x a week. According to the most recent STAR report, 7 students read below
grade level.

Section 2: Course Description

The mathematics common assessment was administered to all fourth grade students
during the beginning of the third-quarter. This test covered topics taught over the first
semester. The students took this 25 question assessment using an online-based testing
system. The testing software graded the assessment and sent a report to the teacher. The
standards covered on the test are found below & correspond to the Georgia Standards of
Excellence:

MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place


represents ten times what it represents in the place to its right. For example, recognize
that 700 ÷ 70 = 10 by applying concepts of place value and division.

MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers based on
meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.
MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number,
and multiply two two-digit numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.

MCC4.NBT.6 Find whole-number quotients and remainders with up to four-digit


dividends and one-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.

MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n×a)/(n×b) by using


visual fraction models, with attention to how the number and size of the parts differ
even though the two fractions themselves are the same size. Use this principle to
recognize and generate equivalent fractions.

MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts


referring to the same whole. 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.

b. 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.

c. Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.

MCC4.NF.4 Apply and extend previous understandings of multiplication to multiply a


fraction by a whole number.

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).

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.)

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?

MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For
example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a
number line diagram.

Section 3: Description of Analysis

The mean of this set of data is 53% while the median is 54%. The standard deviation is
18.7. The most missed questions were questions 1 and 25. 21 students answered
question 1 incorrectly and one student indicated he/she didn't know the answer. 15
students answered question 25 incorrectly while 7 students didn’t know the answer.
Question 25 assessed prime factorization. The question related to identifying parallel
and perpendicular lines in a figure. 16 students answered question 5 incorrectly and 5
indicated he/she didn't know the answer. This question dealt with measurement
conversions. Only 14% of students answered questions 22 correctly. Question 22
assessed multiplication and division of fractions. Other areas of weakness include
questions 2, 4 and 21 where only 18%, 23%, and 23% of the class answered correctly
(respectively). Below is a summary of the questions, standards assessed, and percentage
correct for each test item.

Question(s) Standards Percentage Correct

1 Identifying perpendicular 0%
and parallel lines in
figures.

2 Classifying triangles 18%


visually

3 Bilateral Symmetry 59%

4, 5 Measurement 23%, 0%
conversion/measures of
capacity
6 Identifying place value to 95%
10000

7, 8, 9, 10 Find the missing number 68%, 86%, 91%, 59%


in expanded notation.

11, 12 Two digit multiplication 73%, 55%


(regrouping)

13, 14 Two digit division 50%, 41%

15 Equivalent fractions 73%

16 Adding & subtracting 91%


fractions

17, 18 Mixed numbers as 55%, 59%


improper fractions

19 Application: Adding and 73%


subtracting fractions

20 Multiplying Fractions as 55%


whole numbers

21, 22 Applications: Fractions- 23%, 14%


multiplying and dividing
fractions: fractions of a
number & times as many
as

23, 24 Fractions in decimal form 91%, 73%


& decimals as fractions

25 Prime factorization 0%
Section 4: Spearman-Brown Reliability

Below is a link to the calculations for the Spearman-Brown reliability test. Reliability of
this assessment is .81. This calculation was created by comparing each student’s scores
on even and odd questions. The scores are fairly consistent since the reliability is .81. I
believe reliability could be increased if there were more test questions.
https://docs.google.com/spreadsheets/d/1wiu13hHUdi_bDNujjFYAVdEEXqCqTu7ZlM
gpZyKLKTc/edit?usp=sharing
Section 5: Student Strengths and Weaknesses

Students scored well in the following areas: identifying place value to 10000, finding
missing numbers in expanded notation, making 3 digit numbers, counting more or less,
finding equivalent fractions, adding and subtracting fractions, and decimals as fractions.
Students scored poorly in the following areas: parallel and perpendicular lines,
classifying triangles visually, measurement conversion, measures of capacity, prime
factorization, and multiplying and dividing fractions. Based on this information, it is
evident the students have an understanding of place value and comparing numbers.
They are understanding fractions and how decimals and fractions are related. They can
recognize an equivalent fraction and follow the formula for adding and subtracting
fractions. However, the students need additional instruction on multiplying and
dividing fractions, measurement, and geometry. Again, this test included a wide range of
topics since it was a benchmark test covering standards taught in the first semester.

Section 6: Improvement Plan

This test was administered after the holiday break so students may have forgot some of
the material from the previous semester. The scores ranged from 80%-0% on this
assessment. Therefore, all students could benefit from additional instruction. The
students scored poorly on questions relating to geometry, measurement, and dividing
and multiplying fractions. Since most students scored poorly on these topics, I would
reteach these concepts to the entire class while utilizing hands-on methods. After
instruction, I would conduct a ticket out the door to informally assess students after
each class. This data will then serve as the basis for the next lesson. Students who scored
poorly on the ticket out the door will receive extra teacher remediation that next day.
The small groups will be flexible based on the informal assessment. After the topics have
been re-taught, I would administer a teacher-made test with geometry, measurement,
and fraction questions.

For students who scored poorly on items such as finding the missing number in
expanded notation or two digit multiplication and division, I would provide small group
remediation once the items above have been retaught. I would provide tutoring hours to
help these students catch up on this material. For students such as student 22 who
answered all questions incorrectly, the RTI process may be the next step.

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