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mean, and mode I quickly found that my previous assumption was false. The
first four questions of my test were true/false questions and the students did
really well with these. Most of the multiple-choice questions went well for the
students, however there was one question that 75% of the students got
wrong. Naturally 25% of students will get any given multiple choice question
right from random guessing so from this statistic I could tell that there was
either something wrong with the question or it was very difficult for the
students. The question that students struggled on was number nine.
Although this isnt a very long word problem, it is a word problem
nonetheless. Some students are discouraged right off the bat. The question
deals with two different unit measures and although we had talked about
how to switch units in class it wasnt something that we covered extensively.
I ultimately decided to throw out the question. Thus, the test was now out of
20 questions. However, because it was a valid question I went over it the
next day in class. We talked about how when you have to reduce a picture in
Microsoft word you have to make sure the width and height are reduced by
the same amount. This same idea applied to this problem. Another problem
that students struggled with was number eighteen. This dealt with the area
ratio. In order to set up the right proportion you have to square the side
lengths. As I was grading the tests I saw many students miss that step.
However, they were able to cross-multiply and do the correct algebra from
that point. So even though twenty students missed points on this problem it
wasnt because they were clueless as to how to do it. We also discussed this
problem the next day in class. I talked to them about 1-dimensional vs. 2dimensional vs. 3-dimensional. Finding the area is 2-dimensional and side
length is 1-dimensional. In order to find the area from the side lengths we
have to square them to set up a ratio. This was a concept that was going to
come up again in chapter 10, so I made a note to re-evaluate that idea. I
made a bar graph of my students scores. This is below:
Students with special needs took the test in a separate place. All
students are allowed to use a theorems and postulates packet so they are
not forced to memorize theorems, equations, and constants. Some of my
students have the quiz read to them. Also, all students are given as much
time as they need to complete the test. Overall, I was very pleased the
average score on this test. On the graph, however, you can see that a
handful of students did not master the concepts on this test. Since 80% of
my students showed mastery level of knowledge in this concept I did not feel
like re-testing was the best idea. After talking with my mentor teacher I gave
the students the option of making corrections to their test for extra points.
They could work with groups, ect. I also allowed students to ask questions
the next day on problems they were stuck on. I emailed all parents to let
them know grades were posted for the last test and to let them know of the
plan I had. Students had done a great job at turning their homework in on
time and I wanted to reward them for this. So I gave my students progress
reports and if they brought it back signed by a parent/guardian they got
extra credit points.
After the last assessment analysis I made a goal for myself to slow
down during the algebra part of solving problems. Since this chapter had a
lot of geometry I was able to slow down and really allow the students to
practice their algebra skills. I picked worksheets and problems that allowed
my students a lot of practice with solving algebriac expressions. My goal
from this assessment was to better analyze my students homework with
them, making sure they are on the right path with the content. Also, to still
be encouraging to my students, telling them when they are doing a good job
and working hard.
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