RU El Ed Work Sample Unit Checkpoint 3 2015

Checkpoint 3 - Pre-Assessment Data Analysis

DATA ANALYSIS
Pre-Assessment Test
Frequency chart
Large group
16 students

Questions

1. The atoms in a ___ are

spread out and move
freely.
2. The atoms in a ___ are
close together and slide
around.
3. The atoms in a ___ are
packed closely together
and do not change shape.
4.___ is anything that
takes space, has mass and
volume.
5. Helium and oxygen are
examples of this state of
matter ___.
6. Draw the molecules in
a solid.
7. Draw the molecules in
a gas.
8. Draw the molecules in a
liquid.
9. A physical property is?
10. A chemical property
is?
11. True or false- cutting a
piece of paper is an
example of a physical
change.

Pre-Assessment
Results
Correct
Incorrect
Response Responses
s
10
6

12

10

15

16

16

16

11
4

5
12

RU El Ed Work Sample Unit Checkpoint 3 2015

12. True or false- burning a

piece of wood is an
example of a chemical
change.

11

13. When a popsicle drips on

a hot day ____.
14. When you put water in a
freezer and it turns to ice ___.
15. Puddles dry up when the
sun comes out ___.
16. A glass of lemonade
forms water drops on the
outside of the glass ___.
17. What is matter?
18. Annie wrote a note to her
friend and folded the paper
into small pieces. What did
Annie change about the
piece of paper?
19. Give an example of a
liquid.
20. Give three characteristics
of a chocolate chip cookie.

13

14

10

6
7

10
9

16

15

Pre-Assessment Test
Frequency Chart
Sub group: 4 students

Questions

1. The atoms in a ___ are

spread out and move
freely.
2. The atoms in a ___ are
close together and slide
around.
3. The atoms in a ___ are
packed closely together
and do not change shape.
4.___ is anything that
takes space, has mass and
volume.
5. Helium and oxygen are
examples of this state of

Pre-Assessment
Results
Correct
Incorrect
Response Responses
s
1
3

RU El Ed Work Sample Unit Checkpoint 3 2015

matter ___.
6. Draw the molecules in
a solid.
7. Draw the molecules in
a gas.
8. Draw the molecules in a
liquid.
9. A physical property is?
10. A chemical property
is?
11. True or false- cutting a
piece of paper is an
example of a physical
change.
12. True or false- burning a
piece of wood is an
example of a chemical
change.
13. When a popsicle drips
on a hot day ____.
14. When you put water in
a freezer and it turns to ice
___.
15. Puddles dry up when
the sun comes out ___.
16. A glass of lemonade
forms water drops on the
outside of the glass ___.
17. What is matter?
18. Annie wrote a note to
her friend and folded the
paper into small pieces.
What did Annie change
about the piece of paper?
19. Give an example of a
liquid.
20. Give three
characteristics of a
chocolate chip cookie.

2
0

2
4

1
2

3
2

RU El Ed Work Sample Unit Checkpoint 3 2015

RU El Ed Work Sample Unit Checkpoint 3 2015

Analysis of Pre-Assessment for Large and Sub- Groups

RU El Ed Work Sample Unit Checkpoint 3 2015

My pre-assessment for the unit on matter was given on October 5, 2016 to Mrs. Castles 3rd grade
class. There were 20 students that took this 20-item assessment. This test was given in a whole
group setting in the classroom. There was one student absent, who made it up on October 6, 2016 in
an individual setting in the classroom. There were two students who took the test with the whole
group and then took the test individually with me reading the assessment to them in the classroom.
This is because the two students are on a first grade reading level, and I am assessing their
knowledge on science not reading. By reading the test aloud to the students, I was able to get a better
gauge on what they knew. There was one student whose test was read aloud to him by the special
education teacher because he has accommodations through the school where his tests are all read
aloud.
The pre-assessment data revealed a 26-point gap in achievement between the large group and
sub-group. The mean score for the large group was 59.31%. The scores ranged from 30%-80%. The
mean score for the sub- group class was 33.25%. The scores ranged from 20%-40%.
Prior to administering this assessment, I expected students to have a strong understanding of
what solids, liquids, and gases were. I thought they would know solids, liquids and gases it is an
SOL in second and first grade. After administering the assessment, I found that students had an
understanding of examples of solids, liquids, and gases, but did not have a concept of the molecules,
and space of atoms between solids, liquids, and gases. The students in the large group could give an
example of a liquid (16/16 correct) and the students in the sub group could give an example of a
liquid (4/4 correct). The students in the large group answered the question about examples of a gas
with a 15/16 correct and the students in the subgroup answered the question about examples of a gas
with 3/4 correct. The students in both the large group and sub group got all of the questions (3
questions) about drawing the molecules of each state of matter incorrect (0/16 large group, 0/4
subgroup).
6

RU El Ed Work Sample Unit Checkpoint 3 2015

I also expected the students to have an understanding of the concepts: melting, freezing,
evaporation and condensation. I expected the students to have an understanding of these concepts
because they are also taught in first and second grade. My results indicated that the students had a
split understanding of these concepts. In the whole group, 13 out of 16 students got the question
about melting correct, and 14 out of 16 students got the question about freezing correct. For the
question about evaporation, 9 of the 16 students got it incorrect. For the question about evaporation,
10 students of the 16 students got it incorrect. In the sub group, 3/4 students got the question about
melting correct, and 3/4 students got the question about freezing correct. For the question about
evaporation, 2 out of the 4 students got the answer correct, and for the question about condensation
only 1 out of the 4 students answered correctly.
Prior to administering this assessment, I expected students to not have any prior knowledge of
physical properties, physical changes, and chemical changes. I thought they would not know
physical properties, physical changes, or chemical changes because they are new concepts with new
vocabulary words that students are unfamiliar with. After administering the assessment, I found that
students were split with knowing the concepts. Students in both the sub and large groups had some
sort of knowledge about physical properties and physical changes, but most did not have an
understanding of chemical properties and changes. The subgroup did not get any questions correct
with chemical properties and changes. For physical properties, 11 out of 16 of the large group got
the question correct and 2 out of 4 got the question correct in the subgroup. For the chemical
property question 4/16 got the question correct in the large group and 0/4 got the questions correct in
the sub group. For the other question about physical properties, 1 out of 16 students got the question
correct and none of the students in the sub group got it correct. I will definitely keep this question in
mind when doing the post-assessment to see any growth. With the example of physical changes, 8
out of 16 got the question correct in the large group and 2/4 got the question correct in the sub group.
7

RU El Ed Work Sample Unit Checkpoint 3 2015

For the question about chemical changes, 4/16 in the large group got this correct and 0/4 got the
question correct in the subgroup.

Focus of Instruction
Upon careful review and analysis of the data as I plan my unit, I will focus my instruction on the
three states of matter, chemical properties and changes, and I will emphasize on the molecules and
spacing of the atoms for the three states of matter because the data indicate that the students did not
know these concepts. I will also have to emphasize the difference between chemical and physical
properties and chemical and physical changes. In addition to these concepts, I will also need to focus my
instruction on condensation and evaporation.
In order to help students understand the states of matter, melting and condensation, physical and
chemical changes and properties, I will provide many different environments for learning. I will offer
multiple means of representation such as: notes, activities that involve group work, individual work,
getting up and moving, reading books, creating booklets, completing experiments, observations, and
showing real life examples.
For the students who are more accelerated, I will offer more critical thinking questions to
activate their knowledge. For the students who struggle with reading, I will offer questions with less
words and read their activities individually. I will also support them more by being more available to
answer questions they may have. I will revise and add more details as my instruction plans unfold.

RU El Ed Work Sample Unit Checkpoint 3 2015

Checkpoint 3 - Pre-Assessment Data Analysis

NAME:_________________________________________

Submission Date: _____________________________________

Unsatisfactory
(0 points)
Charts
No evidence OR
& Graphs
Does not use technology
Technology effectively to represent
Application data in chart or graph

Emerging
Satisfactory
Proficient
(1 point)
(2 points)
(3 points)
Uses technology effectively to Uses technology effectively to ANDcharts and graphs are labeled
represent data in chart and
create both charts and graphs correctly, and easy to read
graph; does not choose the
that represent the data in the
appropriate graphical
correct format; charts and
ACEI 2.4
representation for the data;
graphs contain all needed data,
ISTE 1a,
parts of graph not labeled
appropriately
3c,d
Discussion of assessment Discusses assessment results
Thorough analysis of
ANDReferred to background information on
results is poor. There is
but it could be more fully
assessment results. Candidate students in Checkpoint 1: Points of Challenge
developed. There is a reference effectively uses data to pin point and Classroom Profile.
Data Analysis little discussion of data.
ACEI 3.3, 4 Large group and subgroup to data but discussion has gaps. specific strengths and
discussion of strengths and
weaknesses for both the whole
weaknesses lacks depth.
group and subgroup.

ACEI 3.3, 4

Large group and subgroup

strengths and weaknesses are
mentioned but the discussion
could be more fully developed.

Does not identify learning

goals that will be emphasized
in the unit and/or does not
ACEI 3.3, 4 utilize student performance
data to justify instructional
decisions.

Describes learning goals that

will be emphasized and/or
deemphasized but does not
base rationale for instructional
decisions on data.

Group
Comparison

Limited or no comparison of
large and subgroup data

Focus on
Instruction

Demonstrates a minimally
acceptable level of
competence in use of
English language arts,
specifically in mechanics.
Frequent spelling and
grammatical errors are present.

Mechanics
ACEI 2.1

Overall Score

Unsatisfactory
(0 points)

Few or no APA formatting

requirements are met
Emerging
( 1-7 Total Points)

Effectively uses data to compare AND theanalysisoftheassessmentdatashows

and contrast assessment results anunderstandingofthepatternsandgapsin
of the large group and substudentknowledge
group. Identifies common
strengths and weaknesses for
both groups.
Identifies learning goals that will AND provides a compelling argument for
be emphasized in the unit and instructional decisions based on student
possible instructional strategies performance data.
to address these goals
Demonstrates awareness of
acceptable norms consistent
with competence in use of
English language arts,
specifically in mechanics. Neat,
organized, minor spelling &
grammatical errors. APA format
is utilized; however, there are
some errors in formatting
Satisfactory
(8-13 Total Points

Demonstrates a high level of competence

in use of English language arts,
specifically in mechanics. Neat, organized,
and free from spelling and grammatical
errors.
APA format is used correctly and consistently.

Proficient
(14-15 Total Points)

RU El Ed Work Sample Unit Checkpoint 3 2015

Total: __________ of 15 points

Comments:

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