Unit Plan Assessment Analysis

Andrea Willson
MSED 6237
April 29, 2016

Before I established the objectives that I wanted my students to

achieve, I created the pre-assessment for this unit. This led to an ineffective
tool for analyzing the growth of the students. In order to analyze the data, I
used six of the multiple choice questions in the pre-assessment. I chose to
invert these questions because they fell into six out of seven of the
objectives in the unit. For the pre-assessment, I did not have a question that
asked the students to determine the probability of an offspring. The following
table shows the scores by the objectives for the pre- and post-assessments:

Overall, the students improved on each objective. I believe that this was due
to the fact that they were exposed to the material in a variety of ways. For
three out of seven days of this unit, we focused on using, comparing, and
contrasting the basic content vocabulary for Mendelian genetics. This
explains why the students scored high on this objective. We did not spend a
lot of time on codominance and incomplete dominance. The students got

these two terms confused so it did not surprise me that this was one of the
lowest scoring objectives.
The class average for the pre-assessment was 26.14%. The female
average was 29.08% which was higher than the overall class average for the
pre-assessment. The male average was 22.2% which was lower than the
class average. The male group had one more zero for the pre-assessment
than the female group. This explains why the females scored higher than the
males. The class average for the post-assessment was 79.64%. The female
average was 81.83% which was higher than the class average. The male
average for the post-assessment was 77% which was lower than the class
average. The table below shows the pre-assessment and post-assessment
scores for each student:

Darien and Chris will retest on Mendelian genetics. They have IEPs and
will receive additional instruction and a modified test. The short answer
portion of the test will have more structure so they will have a lower chance
of having test anxiety and a higher chance of attempting the problems. Their
grades will be replaced and the data will be reanalyzed.