Shuff Ka2
Shuff Ka2
Shuff Ka2
FRIT 7236
Technology Based Assessment and Data Analysis
Key Assessment 2
Student Data
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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.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.
• 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.
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).
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.
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.
1 Identifying perpendicular 0%
and parallel lines in
figures.
4, 5 Measurement 23%, 0%
conversion/measures of
capacity
6 Identifying place value to 95%
10000
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.
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.