April Davis

FRIT 7236 - Fall 2020

Key Assessment Stage 2: Data Analysis

Section 1 – Students:
The group of learners for this data analysis are 6th grade students at Willie J Williams Middle
School in Moultrie, Georgia. There are two classes of 34 students total ranging in age from 11 to
12 years old. The demographics for the two classes are 17 Caucasians, 12 Hispanics and 5
African Americans. There are 25 boys and 9 girls where their ability ranges from below average
to above average. There was only one student who was receiving services through an IEP.
Section 2 – Course:
Students took this assessment during whole-group math. This is a regular education classroom
following the Common Core Standards of Excellence for 6th grade math. This assessment is a
retake of the Unit 1 assessment and was administered after remediation of the unit assessment.
The purpose of the retake was to give students another chance to show mastery of the standards
and determine if the remediation strategies improved their learning. The standards that this
assessment included are:

MGSE6.NS.1 Interpret and compute quotients of fractions and solve Questions:

word problems involving division of fractions by 5, 6, 7, 8
fractions, including reasoning strategies such as using
visual fraction models and equations to represent the
problem.

MGSE6.NS.2 Fluently divide multi-digit numbers using the standard Questions:

algorithm. 1, 2, 3, 4
MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi-digit Questions:
decimals using the standard algorithm for each 9, 10, 11, 12,
operation. 13, 14, 15
MGSE6.NS.4 Find the common multiples of two whole numbers less Questions:
than or equal to 12 and the common factors of two 18
whole numbers less than or equal to 100.

MGSE6.NS.4a Find the greatest common factor of 2 whole numbers Questions:

and use the distributive property to express a sum of two 16, 17
whole numbers 1-100 with a common factor as a
multiple of a sum of two whole numbers with no
common factors. (GCF) Example: 36 + 8 = 4(9 + 2)

MGSE6.NS.4b Apply the least common multiple of two whole numbers Questions:
less than or equal to 12 to solve real-world problems. 19, 20
Section 3 – Descriptive Analysis:
The table below shows the mean of this unit retake assessment that was taken by the two 6th
grade classes as 75.7. The lowest score on the test was 25 and the highest score was 100. There
were 10 students that scored below the test average and 24 students who scored at or above the
test average.
Student Test Score
1 100
2 95
3 95
4 95
5 95
6 95
7 90
8 90
9 90
10 90
11 90
12 90
13 85
14 85
15 85
16 85
17 80
18 80
19 80
20 80
21 80
22 75
23 75
24 75
25 70
26 70
27 65
28 55
29 55
30 45
31 45
32 35
33 30
34 25
MEAN 75.7
MEDIAN 80.0
 STD DEV 19.82
There were three questions 91% of students answered correctly and four questions that fell below
the 70% mark. This data shows that students scored best on problems that involved whole
numbers or decimals using the four basic operations of addition, subtraction, multiplication, and
division. Students scored poorly on problems that involved fractions, factors, and multiples.
The one question where students scored 35% was a concept that students struggle with because
they cannot remember the difference between a factor or multiple.
Question # Standard Score
1 MGSE6.NS.2 91%
3 MGSE6.NS.2 91%
10 MGSE6.NS.3 91%
8 MGSE6.NS.1 59%
11 MGSE6.NS.3 68%
18 MGSE6.NS.4 35%
19 MGSE6.NS.4b 65%

Spearman-Brown Reliability
Odd Even z
Total Total z-odd z-even product Rnn Rel
- - 1.24803 0.64735 0.7859
10 10 1.12342 1.11092 5 1 3
- - 0.76029
10 9 1.12342 0.67677 7
- - 0.76029
10 9 1.12342 0.67677 7
- - 0.71090
9 10 0.63993 1.11092 6
- - 0.76029
10 9 1.12342 0.67677 7
- - 0.76029
10 9 1.12342 0.67677 7
- - 0.43308
9 9 0.63993 0.67677 1
- - 0.27255
10 8 1.12342 0.24261 9
- - 0.17377
8 10 0.15643 1.11092 7
- - 0.43308
9 9 0.63993 0.67677 1
- - 0.27255
10 8 1.12342 0.24261 9
- - 0.43308
9 9 0.63993 0.67677 1
- - 0.10586
8 9 0.15643 0.67677 4
- - 0.10586
8 9 0.15643 0.67677 4
 - - 0.10586
8 9 0.15643 0.67677 4
- - 0.10586
8 9 0.15643 0.67677 4
- - 0.03795
8 8 0.15643 0.24261 1
- 0.19153 -
9 7 0.63993 8 0.12257
- - 0.03795
8 8 0.15643 0.24261 1
0.32707 - -
7 9 3 0.67677 0.22135
0.32707 - -
7 9 3 0.67677 0.22135
- 0.19153 -
8 7 0.15643 8 0.02996
0.32707 0.19153 0.06264
7 7 3 8 7
- 0.19153 -
8 7 0.15643 8 0.02996
- 1.05984 -
9 5 0.63993 3 0.67822
- 0.62569 -
8 6 0.15643 1 0.09787
1.77757 -
4 9 1 0.67677 -1.203
1.77757 0.19153 0.34047
4 7 1 8 2
0.32707 1.49399 0.48864
7 4 3 6 6
1.29407 1.49399 1.93333
5 4 1 6 7
1.29407 1.49399 1.93333
5 4 1 6 7
1.77757 1.92814
4 3 1 8 3.42742
1.29407 2.79645 3.61881
5 1 1 4 1
2.74456 1.92814 5.29193
2 3 9 8 7
7.67647 7.44117 22.0099
Mean 1 6 4
2.06825 2.30333
SD 6 7

The reliability of this assessment was 0.78593 as calculated with the Spearman-Brown
Reliability formula using Excel. The test was reliable but could be improved especially in the
way it is presented so it does not confuse students as in number 11.
Section 4 – Analysis of Student Strengths and Weaknesses:
This assessment was a retake of Unit 1. The students’ strengths were with the items that
included basic operation computation with whole numbers and decimals. 91% of students could
divide a multi-digit whole number using the standard algorithm. Also, 91% of the students could
add, multiply, subtract, and divide multi-digit decimals numbers using the standard algorithm.
Number 11 was a decimal division problem using the standard algorithm and only 68% of the
classes answered correctly. This was due to the setup and typing of the test because students
responded that they thought the divisor was just one digit and not two. The weaknesses of the
assessment the data showed were items that included dividing fractions, factors, and multiples.
The item that the students missed most was number 18 that was a DOK level 3 strategic thinking
problem that involved finding the LCM and students are having difficulties with knowing the
difference between a factor and a multiple.
Section 5 – Improvement Plan:
Although the reliability obtained from the Spearman-Brown reliability formula was 0.78593
there is room for improvement. The closer the reliability to 1 the more reliable the test. The
mean score was 75.7 but does not indicate mastery of the standards. Increasing the number of
questions does increase reliability but we have found that a test of this length requires students
more than one class period for most to complete so giving them additional time is not a factor.
The main standards that students did so poorly on involved dividing fractions, greatest common
factor and least common multiple. I think since this was a retest, students are going to require
differentiated instruction to best address their needs. Students could be placed in small groups to
target those areas where they are struggling.