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Krisann Johnson

KA 2
FRIT 7236
Georgia Southern University
Fall 2014

Report:

Section 1
Students:
The H.E. McCracken Middle School is in Beaufort County and is a part of the Bluffton
and Okatie community where the median income is below or at the poverty level. Of
the class, these are the percentages of students that receive free, reduce or full pay
lunch: 45% free lunch, 7% reduce lunch, 48% pay full lunch price. The learners in
this 8th grade class are between ages of 13-14. The majority of the learners are
African-American and all of them speak English, including the ESOL (English for
Speakers of Other Languages) students. There are 6% of the students who do not
come to class prepared with necessary supplies. This information was gathered from
Powerschool, observations and surveys from the teacher.
The students 2014 Pass Scores (South Carolina state exam) were obtained through
the South Carolina State Department of Education website. For the writing section
the students scores were: 21% Not Met, 40% Met, and 39% Exemplary. For the
English Language Arts section, the students scores were: 30% Not Met, 31%
Met, and 39% Exemplary. For the Math section, the students scores were: 26%
Not Met, 44% Met, and 30% Exemplary.
The learners have demonstrated and expressed their preference for kinesthetic
(hands-on) activities. Through a learning style inventory created by J.A. Beatrice, the
students styles are as followed: 7% auditory learners, 35% kinesthetic learners, and
58% visual learners. This information was gathered from surveys and interviews.
Section 2
Objectives:

Using the developmental guidelines, students will identify the five areas of
development.
By using the content information, students will conclude major
developmental milestones in child development.

Course:
8th grade Introduction to Family and Consumer Science is a comprehensive course
designed to provide students with the core knowledge and skills needed to manage
their lives. Instructions provide students with opportunities to utilize higher order
thinking, communication and leadership skills. Also, the curriculum provides an
opportunity for students to explore positive approaches to child development. The
test items were given during the child development unit. The test was given as a
pre and post unit test. The data collected concerning the test items was for the post
test. The general objectives for this unit are: Using the developmental guidelines,
students will identify the five areas of development. By using the content

information, students will conclude major developmental milestones in child


development.
Section 3

Student Data:
Items on Test
P
u
p
il
s

B
r
i
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t
a
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y
A
a
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h
a
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a
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a
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a
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T
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9

t
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w
M
a
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K
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P
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s
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G
a
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ll

1
0

1
0

a
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a
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H
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1
0

1
0

1
0

1
0

D
e
r
r
i
c
k
P
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e
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t
a
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o
f
C
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c
t
Mean
Std Dev
Median
Reliability
Key
1:
Correct
2:
Incorrect

8.5
1.5434
87
9
0.33

Reliability is the degree to which students results remain consistent over


replications of an assessment procedure. (Nitko & Brookhart, 2015) When
calculating the Spearman-Brown reliability, it showed lower on the reliability. It
showed a score of 0.33. Overall, the test questions did not show high reliability.
There were 10 questions total in the assessment. The mean score was 8.6 and the

median was 9. The difference of mean scores between the evens and odds
questions is 0.055556. Students seemed to score higher on the even number
questions. The test items were given to the students in multiple choice questions.
The purpose of the test was to seek the knowledge of the students understanding
and mastery gained during the Child Development unit.
Section 4
Analysis of Student Strengths and Weaknesses:
According to the data, students seemed to do better on the second test than the
first. Students seemed to show more content knowledge second test because of
instructional time spent before administrating the test. On the second test, several
students answered 3, 4, 5, & 7 questions incorrectly. All students answered the
second correctly. This means that students did better on questions concerning the
objective, Using the developmental guidelines, students will identify the five areas
of development. There is evidence of weakness concerning the objective, By using
the content information, students will conclude major developmental milestones in
child development. Reason for weakness, students find discernment of
developmental milestones confusing.
Section 5
Improvement Plan:
To improve future assessments, I would need to evaluate my own teaching by
reviewing the knowledge of the students. As the teacher, I would need to review
these aspects and improve questions and directions for future assessment. As for
the failure questions, I would need to re-create a new questions that best fits the
students. To re-create questions that best fit the students skills, I will design a
performance based assessment. I will need to make sure all questions meet the
objectives and instructional goals. Also, I would need to review all questions and
make sure all items of the assessment display reliability and validity. Questions will
need to be reconstructed if they are not reliable or valid. To improve the validity, I
may compare my assessment and statistics to a similar course. It might be best to
have another teacher review the assessment questions. As for improvement of
reliability, I will give the test questions in a smaller time span. This is my reasoning
for low reliability. Also, I would add more test items with greater variety of
evaluation methods. I would add test items that include higher Blooms Taxonomy
and allow the students to explore their understanding.