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# Tiffany Reynolds

Fall 2015
FRIT 7236
Technology-Based Assessment and Data Analysis
Key Assessment
Part 1: Multiple Choice Questions
Topic: Data Displays
Objective 1: When given a list of questions, students can distinguish between a statistical
question and non-statistical questions. (6th Grade Accelerated Math)
1. Which question is a statistical question?
A. How tall is the maple tree?
B. How much did the tree grow in six months?
C. What are the heights of the pine trees in the schoolyard?
D. What is the difference in height between the maple tree and the pine tree?
Level and Type: Student will apply conceptual knowledge.
Objective 2: Students can identify the measure of central tendency.
2. All of the following are measure of central tendency EXCEPT?
A. Mean
B. Median
C. Mode
D. Range
Level and Type: Students will apply factual knowledge.
Objective 3: Students identify the appropriate measure of central tendency.
3. Tessa test scores for science included the following grades: 75, 82, 50, 100, 95, 87, 95, and 80.
Which measure of center would be best to use as her science grade?
A. Mean
B. Median
C. Mode
Level and Type: Application of procedural knowledge.
Assessment Plan:
Improving Item Reliability
Reliability is the degree to which students results remain consistent over replications of an
assessment procedure (Nitko & Brookhart 2014). In order to improve assessment reliability I will
include more questions to cover each of the objectives. In addition, students will see the question

or similar questions on their pre-assessment, mid-chapter quiz, assessment, and end of the year
summative assessment.
Improving Item Validity:
Validity is the determination of whether or not an assessment truly assesses what it purports to
assess (Bookhart & Nitko, 2015). To ensure that the assessment is valid, I will reference South
Carolina Mathematics Standards in addition to my districts curriculum map. I will use these
results to ensure that the students are learning and that my teaching methods are effective.
Differentiation:
It is important to differentiate instruction because all student learn in different ways. In addition,
students do not all have the same cognitive abilities. In recent days, we discovered that 104 of
the 186 6th grades that we have are not on grade level. Therefore, in order for the students to learn
it is important that they are met at their level. This will be done by giving different versions of
the test. The test questions will having varying depths of knowledge depending on the students
needs.
Improving Student Learning:
Improving student learning goes hand and hand with differentiation. I will improve student
learning by pre-testing my students to prior to the unit in order to plan my instruction. I will then
differentiate based upon student needs, re-teaching when necessary.
Improving Future Assessments:
In the future, I will improve assessments by ensuring validity and reliability. I will also include a
variety question types in my assessment. This will act as a form of differentiation because all
student are not comfortable with certain types of questions.
Part 2: Short Answer and Essay
Topic: Data Display
Objective

Level

## SWBAT calculate the center of

a set of statistical data in terms
of the mean, median, and the
mode.
SWBAT define different types
of graphs.

Apply
Procedural
Knowledge

78, 80,10

Understand
Conceptual
Knowledge

## A diagram that is constructed using the median,

quartiles, and extreme values is called a (n)
____________________.

a data/

Objective

Apply
Procedural
Knowledge

75, 78, 80,10

Level

## Essay Question Use the data below to

500, 950 , 1,480, 699, 780, 2,450, 2,800,
565, 820, 1,299, 1,325

## SWBAT describe how a measure

of variation's value's varies.

Understand
Conceptual

## SWBAT find measures of

variability (interquartile range,
mean absolute deviation) using a
number line an organize data.
SWBAT differentiate between
statistical and non-statistical
questions.

Metacognitive
Conceptual

## Create a box plot for the data. What is the

interquartile range of the data? Justify your

Analyzing
Conceptual

## Explain the difference between a statistical

and non-statistical question.

Assessment Plan
These assessment questions are intended to be given at the end of the unit in conjunction with
other question types. The students will have participated in activities that required similar
problem solving mechanisms. The questions will provide a greater depiction of students
conceptual abilities.
Improving item reliability:
According to Nitko and Brookhart (2014), reliability is the degree to which students results
remain consistent over replications of an assessment procedure. In order to improve reliability
the students would have been previously exposed to similar questions and given opportunities to
receive feedback from the teacher. Students will also be made aware of the rubric and the
components that satisfy the requirements. This will help to make students grade more reliable
because everyone will be grades by the same standards and the measures are explicitly stated.
Improving item validity:
As stated in the text (Brookhart & Nitko, 2014), validity means that the assessment items
measure what they are intended to measure. The questions were developed through the use of
South Carolina Performance Standards and Beaufort County Curriculum Map. The questions are
appropriate for sixth grades and derived from the lesson objectives during the unit.
Differentiation of Instruction:

Students with IEPs and ESOL needs will have the questions read to them. In addition, students
will be required to only answer two of the three questions given. Additional modification will be
made if needed according to the students individual learning needs.
Improving Student Learning:
Students will receive feedback from the teacher in regards to their responses. The teacher will reteach any common misconceptions with the group as a whole. Students will be given the
opportunity to correct their mistakes and improve their grade.
Improving Future Assessments:
The teacher will use the results from this assessment to determine students ability to justify their
reasoning. The teacher will also use this results to improve students writing abilities. To improve
further assessments, the teacher will build lessons around the weaknesses of the class and have
small group instruction to help with the individual weaknesses.
Part 3: Higher Order Thinking
Topic: Expressions
H.O.T Questions
Objective #1: I can find the value of expressions using the order of operations.
H.O.T Question #1: Tammy and Keith each have a calculator. Keith starts at 200 and subtract
3 each time. Tammy starts at zero and adds seven each time. If they press the keys at the same
time, will their displays ever show the same number? Explain how this is possible.
Objective #2:I can write verbal phrases as simple algebraic expressions.
H.O.T Question #2: Tiffany is writing an algebraic expression for three less than a number. She
writes it as 3-n. Is she correct? Explain why or why not.
Objective #3: I can use properties to simplify expressions,
H.O.T Questions #3: Write two equivalent expressions that illustrate the Associative Property
Assessment Plan
Reliability
Reliability is the degree to which students results remain consistent over replications of an
assessment procedure (Nitko & Brookhart 2014).
To improve reliability for these questions, I need to make sure that all of the students are given
the same information regardless of what block they have me. I will also make sure that students
have an opportunity to prepare themselves to answer questions of that caliber. Students will also
be given the opportunity to correct their answers for more points on the assessment. Prior to
assigning the assessment, the students will be given a rubric for the scoring of the responses to
the higher order thinking questions. This will allow for students to have adequate time to prepare
themselves for the expectations for answering. The rubric will help to ensure consistency in
grading for me as well as the students.

Validity
Validity is the soundness of your interpretations and uses of students assessment results (Nitko
& Brookhart 2014).
To improve validity I will provide a rubric with example problems. We will discuss the proper
way to answer H.O.T. questions according to the rubric and the students will have an opportunity
Differentiation
Differentiated instruction refers to instructional practices that are altered to meet the needs,
abilities, interests, and motivations of students (Nitko & Brookhart 2014).
For differentiation, I will give student different options of H.O.T questions covering the same
concept and they can choose three that they would like to answer. For students with IEPs I will
differentiate by only requiring that they answer one H.O.T question.
Improving Student Learning
To improve student learning, I will provide student with feedback regarding their strengths and
weaknesses in a timely manner. I will also provide students an opportunity to improve their grade
by having an opportunity to try similar problems related to the same concept.
Improving Future Assessments
To improve future assessments, I will use the results to improve my teaching and strategies. In
addition, I will also use the results to identify my students weaknesses as a whole so we can
focus on those areas and have better results in future assessments. I will include different types of
questions, so all students will feel a sense of success.
Topic: Rational Numbers
#1 Objective: I can multiply and divide decimals
Questions Task 1: Tonya, Tammy and Christy are shopping for outfits for Tiffanys
birthday. They decided to go to Tiffanys favorite store to buy matching outfits for them to
wear. One shirt cost \$17.95 and the price for one skirt was \$24.95.
If there is a six percent sales tax applied to the item, how much will Tonya, Tammy and
Christys total be after checkout?
Suppose Tonya, Tammy and Christy decides to buy Tiffany an outfit as well. If they split
the bill equally among the three of them how much will they each have to pay?
#2 Objective: I can divide fractions
Yanessa wants to use her aunts recipe for peanut butter cookies.
Ingredients
12 cup butter

## 12 cup peanut butter

12 cup sugar
12 cup brown sugar
1 egg
12 teaspoon vanilla
1 14 cups sifted flour
34 teaspoon baking soda
14 teaspoon salt
Yanessa has a problem. Her aunts original recipe makes 24-36 servings. Yanessa only
wants to make half that amount of cookies. What are the measurements of the new recipe?
#3 Objective: I can perform decimal operations (add, subtract, divide, and multiply).
You are having a party, but there is no food in the house. You must create your shopping
list then go shopping with a budget of \$100.
Directions: Create a grocery list, then shop at www.walmart.com . You must include the
items price, appropriate tax, adding, subtracting, multiplying and dividing when necessary.
Assessment Plan:
Improving Item Reliability
Reliability is the degree to which students results remain consistent over replications of an
assessment procedure (Nitko & Brookhart 2014). In order to improve assessment reliability I will
include more task options to cover each of the objectives. In addition, students will see the
question or similar questions on their pre-assessment, mid-chapter quiz, assessment, and end of
the year summative assessment. Students will familiarize themselves with the rubric prior.
Students will be graded using rubric to ensure that all requirements are met and that the grading
is consistent.
Improving Item Validity:
Validity is the determination of whether or not an assessment truly assesses what it purports to
assess (Bookhart & Nitko, 2015). To ensure that the assessment is valid, I will reference South
Carolina Mathematics Standards in addition to my districts curriculum map. I will use these
results to ensure that the students are learning and that my teaching methods are effective.
Differentiation:
It is important to differentiate instruction because all student learn in different ways. In addition,
students do not all have the same cognitive abilities. In recent days, we discovered that 104 of
the 186 6th grades that we have are not on grade level. Therefore, in order for the students to learn
it is important that they are met at their level. This will be done by giving different versions of
the test. The test questions will having varying depths of knowledge depending on the students
needs. Some students will be allowed to use calculators and visual diagrams to help assist them
in completing the task. Students who have problems reading will have the directions and