Patrick Liner

Key Assessment Stage 2: Data Analysis Commented [1]: Great work!

FRIT 7236

Section 1: Students
This data was collected from a 10th grade AP World History class at Dalton High School. The
students in this class participated in a number of student-focused activities leading up to this
assessment. All of the content in this assessment come from the World History Georgia
Performance Standards. These students are viewed as the top performers in their class. The
student data from this assessment is collected from students that come from multiple
socioeconomic backgrounds. The class used for this data consists of both males and females and
students from four different racial backgrounds.
Section 2: Course
This class is a 10th grade AP World History class. This assessment was based upon World
History Georgia Performance Standard 5. This standard covers post-classical societies and
covers a great amount of information in World History.
SSWH5 The student will trace the origins and expansion of the Islamic World between 600
CE and 1300 CE.
a. Explain the origins of Islam and the growth of the Islamic Empire.
b. Identify the Muslim trade routes to India, China, Europe, and Africa and assess the economic
impact of this trade.
c. Explain the reasons for the split between Sunni and Shia Muslims.
d. Identify the contributions of Islamic scholars in medicine (Ibn Sina) and geography (Ibn
Battuta).
e. Describe the impact of the Crusades on both the Islamic World and Europe.
f. Analyze the relationship between Judaism, Christianity, and Islam
Section 3: Descriptive Analysis
Overall most students performed well on this test. Many students scored in the A to B range on
this assessment. Some students did fail this assessment however, with a number scoring in the C
or lower range. Below is a breakdown of each student by assessment item. (Please zoom in to
see chart)
The chart below contains the Mean, Standard Deviation, Odd Score, Eve, Score, Z Score, RNN,
and REL. (Please zoom in to see individual scores)
The chart above gives us a great amount of information about the assessment. All of this data
was collected by using the Spearman-Brown method of reliability. The reliability score is
0.8392. This score shows that this assessment is reliable. The closer the score is to 1.0, the more
reliable the assessment is considered. The closer the reliability score is to 0.0, the less reliable
the score is considered

The class average for this assessment was an 0.85. The chart above shows the breakdown of
each student and what they scored on the assessment. The highest score was a 100 and the
lowest score was a 0.60. The chart above reflects each student’s score on the assessment. This
data shows that the classroom activities and content aligned with the assessment given to the
students. The students understood the material and performed well on the assessment.
Section 4: Students Strengths and Weaknesses
The chart below reflects the number of correct answers on each assessment item. This chart is
especially helpful when locating which assessment items students performed well on and which
assessment items students did not perform well on. This can also be used to identify student’s
strengths and weaknesses in relation to the content from this assessment. High number of
incorrect responses can also tell us which items we need to re-teach and the need to evaluate the
methods used for teaching those elements on this assessment.
Students performed best on questions 6 and 20. Only one student missed each question.
Assessment items 6 and 20 both included either a reading passage or images that required
analysis by students in order to answer the question correctly. These assessment items depended
on students giving the proper interpretation of the content given to them. Students also scored
very well on assessment items 2, 18, 32, and 33. For each of these questions, only two students
missed these questions. Students performed worst on questions 10 and 25. 8 students answered
question 10 incorrectly and 7 students answered question 25 incorrectly. Question 10 involved
Benjamin of Tudela’s description of Constantinople. This content will need to be re-evaluated
for the method used to teach this material in order to ensure all students understand the content
of the question.
Section 5: Improvement Plan
After reviewing this data, this assessment can be improved by ensuring students understand what
the question is asking of them. This assessment can also be improved by ensuring students
understand all elements of the content before they take the assessment. This assessment covers a
great amount of information. It is very important to make sure I cover all elements of this
assessment in my classroom content in order to get the most reliable data for analysis. It is also
very important to make sure I am checking for understanding throughout the presentation of the
content in the unit. The assessment items can also be improved by possibly rewording
assessment items. Many of the assessment items are very long and include challenging
vocabulary. It is important to make sure the wording of assessment items is easily understood by
students to make sure we are assessing their knowledge and not vocabulary.