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- finalized lesson plan

Taryn Geroche

Ms. Alyssa Barnes

EDUC 485B

Teacher Work Sample

13 May 2016

**Assessment Data and Analysis
**

In order to determine how well the students learned the content of this unit, they were

asked to take a pre-test and post-test about the topics that we covered. The pre-test was given at

the beginning of the unit, and the post-test was given at the end, so the tests show the range of

the students’ growth within that three week period. Both tests contained the same questions,

each addressing a distinct component of the lesson as described in the Assessment Tools section.

To see the pre-test and post-test questions, see Appendix B. To see the correct answers for each

question and how the questions were scored, see Appendix C. In all, students received scores for

seventeen questions.

The best part about this pre-test and post-test was that the students could take them

online, using a Google Form. I simply listed a link on the class Schoology page, and when it was

time to take the tests, I asked the students to all get out their iPads to complete it. The results

from Google Forms are immediately translated into a Google Sheet, so I had live results as the

students answered the questions, all laid out in one place. Since many of the questions were free

response, I had to grade the results by hand, but this was probably the most difficult part of the

whole process!

The first method I used to interpret the data was looking at how many students got each

question correct, on both the pre-test and the post-test, and comparing the two.

Geroche 2

Pre-Test Results

The graph below shows the number of students who answered each question correctly (in

blue) and incorrectly (in red) on the pre-test, out of the total of 28 students who were evaluated.

The results are also listed in the table below. The results of the pre-test were as follows:

Pre-Test Results

30

Correct Answer

Incorrect Answer

Number of Students

25

20

15

10

5

0

1

2

3

4

5

6

7

8

9

10 11

Question Number

12

13

14

15

16

17

Pre-Test

Question #

Correct Answer

Incorrect Answer

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

8 23 16 18 18 26 27 21 11 13 9 0 3 15 6 14 21

20 5 12 10 10 2 1 7 17 15 19 28 25 13 22 14 7

**In order to make sense of these results, I think we have to look at the data based on the
**

content of each question. For instance, Question #1 was about statistical questions, which we

had briefly mentioned in the last unit, but not in any detail. Questions #2 and #3 were about data

displays which we had talked about before, but they had been rushed, so the students clearly

needed some more time with them if everyone was going to get those questions correct.

Question #12 was about a topic which the students had never seen before, so its results make

sense. An interesting trend to notice is that some of the questions about samples and populations

(Questions #14, #16, and #17) had pretty good results, considering we had not yet covered that

Geroche 3

topic. That goes to show that some of this is not as hard as you might think – common sense got

these sixth graders a long way, and hopefully they would only do better on the post-test.

Post-Test Results

After completing the project, the students were asked to take a post-test. The goal of the

post-test was to show that the students had mastered the concepts at the heart of the unit, as listed

in the Topic and Rationale section. Since these two tests were taken on different days, we had a

slightly different number of students take the post-test than the pre-test. However, the results are

still comparable. The graph below shows the number of students who answered each question

correctly (in blue) and incorrectly (in red), out of the total of 33 students who were evaluated on

the post-test. The results are also listed in the table below. The results of the post-test were as

follows:

Post-Test Results

35

Correct Answer

Incorrect Answer

Number of Students

30

25

20

15

10

5

0

1

2

3

4

5

6

7

8

9

10 11

Question Number

12

13

14

15

16

17

Post-Test

Question #

Correct Answer

Incorrect Answer

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

14 24 19 26 25 32 31 28 21 22 17 14 9 17 11 11 31

19 9 14 7 8 1 2 5 12 11 16 19 24 16 22 22 2

Geroche 4

These results show that some good learning happened. Where Question #12 previously

had no correct answers, now there were several students who got the answer correct. When

looking at the students’ actual answers for Question #12, on the pre-test most students wrote “I

don’t know”, but on the post-test most students attempted to solve the problem, even if they did

not get the correct answer. On the pre-test many students struggles with Questions #9, #10, and

#11, which addressed finding quartiles and interquartile range. On the post-test, more students

got these questions right than got it wrong, so that shows an improvement. However, there were

actually a few questions that more students got wrong on the post-test than on the pre-test, which

is puzzling.

Another way to compare the pre-test and post-test results is by looking at individual

students’ scores on both tests. To create the following pie charts, each student’s percentage out

of 100% was calculated, for the pre-test and the post-test. Then the data was split into

categories: students scoring between 0% - 25% (darkest color), 25% - 50%, 50% - 75%, and

75% - 100% (lightest color). The pie charts below shows how many students scored in each

category:

Pre-Test

Post-Test

0% - 25%

0% - 25%

25% - 50%

25% - 50%

50% - 75%

50% - 75%

75% - 100%

75% - 100%

Geroche 5

These pie charts show that overall, there was a significant sway of the grades from the

pre-test to the post-test. While only half of the students scored above 50% on the pre-test, over

three-quarters of the students scored above 50% on the post-test. While the most common score

on the pre-test was between 25% - 50%, the most common score on the post-test was between

50% - 75%. This is an obvious way to show that there was growth in the scores. This shift is

definitely in the right direction, but I would have liked to have seen many more students scoring

in the 75% - 100% category on the post-test.

Subgroups

In order to evaluate the effectiveness of this lesson further, and to better understand my

students, it was useful to investigate the learning that took place within specific subgroups of

students. The most obvious choice of subgroups was boys vs. girls. It is possible for a lesson to

be more suited to a certain gender of students based on their general prior knowledge, the

societal norms, or the format of the lesson, so I wanted to explore this possibility.

The graphs below show what percentage of girls/boys got each question right, and what

percentage got each wrong. Correct answers are represented by the darker color, while incorrect

answers are represented by the lighter color. The results for each subgroup were as follows:

Incorrect Answer

Percentage of Girls

Post-Test Results: Girls

Correct Answer

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

1

2

3

4

5

6

7

8

9 10 11

Question Number

12

13

14

15

16

17

Geroche 6

Incorrect Answer

Percentage of Boys

Post-Test Results: Boys

Correct Answer

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

1

2

3

4

5

6

7

8

9 10 11

Question Number

12

13

14

15

16

17

**Post-Test: Girls vs. Boys
**

Question #

1

2

3

4

5

6

7

8

9

10 11 12 13 14 15 16 17

Girls

Correct

Incorrect

8

7

11

4

9

6

13 11 15 15 13 11 12

2 4 0 0 2 4 3

Boys

Correct

Incorrect

6 13 10 13 14 17 16 15 10 10 10 4 5 7 7 5 16

12 5 8 5 4 1 2 3 8 8 8 14 13 11 11 13 2

7

8

10 4 10 4

5 11 5 11

6

9

**The only incredibly noticeable difference in results between girls and boys is on Question
**

#12, the question about mean absolute deviation. This was a topic we learned in a specific

lesson, at the beginning of the unit, so I think many students forgot about it by the time we took

the post-test. However, the method taught for how to find the mean absolute deviation for a set

of data was very much a step-by-step process. If students could remember the steps, even though

they were a little tedious, then they would know exactly how to find the mean absolute deviation.

The fact that many more girls were able to get the correct answer for this question on the posttest than boys indicates to me that the girls in this class are more step-by-step, procedural

thinkers. It may be that eleven and twelve year old boys are just not yet as developmentally

capable of completing such a task.

15

0

Geroche 7

Overall, the rest of the questions, while having a bit of variation, seem to follow most of

the same trends for boys and girls. I take this as a good sign – it means both genders of students

in this class, though they may be at different levels of maturity, are capable of taking

responsibility and completing a project like this one. I am glad that my lesson was balanced for

these subgroups.

Conclusion

Overall, this data does not show nearly as much growth as I would like to have seen.

Looking at both the results listed by question in the bar graphs and the results listed by scores in

the pie charts, it is clear that there were still a lot of students giving the wrong answers on a lot of

questions. More specifically, the questions that were getting a lot of incorrect answers were the

questions that were about the more in-depth topics that we covered in this unit: students could

complete basic tasks like finding mean, median, mode, etc., but they struggled with identifying

statistical questions and determining appropriate representative samples.

These are the results I discovered by studying the students’ work and formative

assessments from throughout the unit, as well. They completed the Data Collection sheets and

Data Analysis sheets fairly well, but not as proficiently as I would have hoped. Most students

were able to determine appropriate representative samples to use for their project, but we

struggled somewhat with statistical questions and creating the appropriate charts and graphs. On

a positive note, though, all of the students completed their presentations very well. Even if they

had not determined the best statistical questions or representative samples, students were

confident in using the appropriate vocabulary and concepts to talk about the results of their

projects.

This data analysis tells me that the unit may have been too free-form. The purpose for

completing the unit through a project was to give the students creative liberty and responsibility

Geroche 8

for their own learning, but that freedom may have been gained only at the sacrifice of their

learning, at least to the full extent of their ability. I believe they probably needed more guidance,

more teaching, before being released to work on their own. I think the pre-test and post-test

went well, but if I teach this unit again I will probably make all of the ‘checkpoints’ into teacher

checkpoints, because that will provide much more accountability than the peer checkpoints and

self-checkpoints did. That way I can be more aware of how students’ learning is progressing

throughout the unit, rather than finding out at the end that it was not as successful as I would

have hoped.

Geroche 9

Appendix B

**‘CBMS Theme Song’ Project Pre-Test and Post-Test Questions
**

1. a.) Which of the following are statistical questions?

o What is the most popular middle school mascot?

o How tall are you to the nearest inch?

o How many times a week do CBMS students order school lunch?

o How many students carry a backpack?

o How tall is the average sixth grader to the nearest inch?

b.) Choose one question from above and explain why it is a statistical question. (Free

Response)

2. What does each part of the box plot below represent?

**o 1) outlier, 2) quartile, 3) median, 4) quartile, 5) outlier
**

o 1) lower extreme, 2) lower quartile, 3) mean, 4) upper quartile, 5) upper

extreme

o 1) lower extreme, 2) lower median, 3) median, 4) upper median, 5) upper

extreme

o 1) lower extreme, 2) lower quartile, 3) median, 4) upper quartile, 5) upper

extreme

3. How is data displayed in a histogram? (Free Response)

4. a.) Students asked their classmates, “How many hours do you watch TV per week?” They

received the following answers (in hours): 2, 6, 21, 12, 9, 6, 4, 7, 14. Find the mean,

median, mode, range, outliers, quartiles, interquartile range, and mean absolute deviation

of the data set:

Mean ________

Median ________

Mode ________

Range ________

Outliers ________

Lower Quartile ________

Upper Quartile ________

Interquartile Range ________

**Mean Absolute Deviation ________
**

b.) Which of the above measurements would you use to summarize the data, and why?

(Free Response)

Geroche 10

5. All of the girls in Miss Clark's first period class were polled to see what their favorite

sport is. The majority of the girls chose basketball as their favorite sport. Based on these

results, determine the following:

a.) Could we infer that the majority of students (girls and boys) in Miss Clark's first

period class would choose basketball as their favorite sport?

o Yes

o No

Why or why not? (Free Response)

b.) Could we infer that the majority of sixth grade girls would choose basketball as their

favorite sport?

o Yes

o No

Why or why not? (Free Response)

c.) Could we infer that the majority of girls in the whole school (6th, 7th, and 8th grade)

would choose basketball as their favorite sport?

o Yes

o No

Why or why not? (Free Response)

6. In Mr. Popp's first period class, the majority of girls chose swimming as their favorite

sport. Based on these two sets of data, we could infer that...

o The majority of 6th grade girls would choose basketball as their

favorite sport

o The majority of 6th grade girls would choose swimming as their

favorite sport

o Not enough information

Geroche 11

Appendix C

**‘CBMS Theme Song’ Project Pre-Test and Post-Test Questions
**

Correct answers are in red text and are explained below each problem. The questions are

numbered slightly differently than in Appendix B to show each individual question that was

graded - seventeen in all.

1. a.) Which of the following are statistical questions?

o What is the most popular middle school mascot?

o How tall are you to the nearest inch?

o How many times a week do CBMS students order school lunch?

o How many students carry a backpack?

o How tall is the average sixth grader to the nearest inch?

b.) Choose one question from above and explain why it is a statistical question. (Free

Response)

Since this was a question with multiple correct answers, students were considered correct if they

chose at least one of the correct questions. For the free response, if the students’ answer

included something about how the question has a variety of possible answers, or that the question

specifies a variety of people who are being asked, then it was considered correct. Overall,

students received credit for this question only if they got correct answers for both part a) and part

b).

2. What does each part of the box plot below represent?

**o 1) outlier, 2) quartile, 3) median, 4) quartile, 5) outlier
**

o 1) lower extreme, 2) lower quartile, 3) mean, 4) upper quartile, 5) upper

extreme

o 1) lower extreme, 2) lower median, 3) median, 4) upper median, 5) upper

extreme

o 1) lower extreme, 2) lower quartile, 3) median, 4) upper quartile, 5) upper

extreme

This question only had one possible correct response, so students received credit if they chose

this answer.

Geroche 12

3. How is data displayed in a histogram? (Free Response)

Students’ answers were considered correct if they mentioned something about the data being in

intervals, the histogram looking like a bar graph, the bars touching, or the y-axis measuring

frequency, because these are all key characteristics of histograms.

Students asked their classmates, “How many hours do you watch TV per week?” They received

the following answers (in hours): 2, 6, 21, 12, 9, 6, 4, 7, 14. Find the mean, median, mode,

range, outliers, quartiles, interquartile range, and mean absolute deviation of the data set:

4. Mean ____9____

5. Median ___7_____

6. Mode ____6____

7. Range ____19____

8. Outliers ____21____

9. Lower Quartile ____5____

10. Upper Quartile ____13____

11. Interquartile Range ____8____

12. Mean Absolute Deviation ____4.444444____

13. Which of the above measurements would you use to summarize the data, and why? (Free

Response)

The correct answer is median, and their reasoning should include something about the data’s

distribution, the data being skewed, or the presence of outliers.

All of the girls in Miss Clark's first period class were polled to see what their favorite sport is.

The majority of the girls chose basketball as their favorite sport. Based on these results,

determine the following:

14. Could we infer that the majority of students (girls and boys) in Miss Clark's first period

class would choose basketball as their favorite sport?

o Yes

o No

Why or why not? (Free Response)

Answer should include something about the fact that the sample did not include boys, so it

cannot represent a population that includes boys. Students received credit for this question if

they answered ‘no’ and gave a reasonable explanation.

15. Could we infer that the majority of sixth grade girls would choose basketball as their

favorite sport?

o Yes

o No

Why or why not? (Free Response)

Answer should include something about the fact that a random sample of sixth grade girls can be

used to make inferences about the whole population. Students received credit for this question if

they answered ‘yes’ and gave a reasonable explanation.

Geroche 13

16. Could we infer that the majority of girls in the whole school (6th, 7th, and 8th grade)

would choose basketball as their favorite sport?

o Yes

o No

Why or why not? (Free Response)

Answer should include something about the fact that the sample did not include 7th or 8th grade

girls, so it cannot represent a population that includes 7th and 8th graders. Students received

credit for this question if they answered ‘no’ and gave a reasonable explanation.

17. In Mr. Popp's first period class, the majority of girls chose swimming as their favorite

sport. Based on these two sets of data, we could infer that...

o The majority of 6th grade girls would choose basketball as their

favorite sport

o The majority of 6th grade girls would choose swimming as their

favorite sport

o Not enough information

This question only had one possible correct response, so students received credit if they chose

this answer.

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