Ashley Funes

ISTC 301.001

Dr. Capels

Survey Analysis

The survey I created was all taken between the dates of Tuesday, November 12th through

Thursday, November 14th. Overall my

questions were concreated in the 4th-6th-grade

levels of math. There were ten questions; the

first one was a question asking the confidence

level on necessary math skills. As the survey

continued, there was a bit more critical thinking

needed. There was a bit more thought required on what the questions are asking and what numbers

were redundant a not required to solve the problem. An overall look, at the scores from the 18

individuals who took the test, we see that the lowest score is 44%, and the highest score was 89%.

Survey monkey was able to organize the difficulty of the questions based on which questions had

the least right.

As we look at each question, we can see how much critical thinking and the close

assessment each question needs. It is essential to read the question and asses what they are asking

carefully. Question one is an opinion-based

question that assesses the individual’s

confidence in their mathematical skills. I

think it is essential that I asked that question

because the more confident an individual feel about a subject, the better the outcomes will be.
 Survey monkey ranked each question by difficulty depending on the percentage of those

who got it correct. I think this is significant, especially when analyzing your survey. When looking

at this chart, you can see that

questions 1, 2, and 6 were the ones

who were answered correctly or

answered in general by everyone.

Those questions were on the level of

4th and 5th grade. They were in the

categories of adding two double-

digit numbers, and the other one was

the simplest form of a remotely small fraction. You can see that question 7 was only answered

incorrectly by one individual. Question 7 is a question of converting a decimal to a fraction. In

questions 4,5,8 and 9, we can see that the numbers are descending. These questions involved higher

levels of fractions and knowing how to solve the order of operations. The very drastic drop is due

to questions that require higher levels of critical thinking. Questions 3 and 10 require close reading

and a good interpretation of what the question is saying. In this level, there is a play on words to

see if students can grasp on different concepts. Once there is a deciphering of the words, the

question tends to be a reasonably simple solution.

I think this is an excellent method to use in a classroom when a teacher is wanting to assess

the class progress but not necessarily quiz the students. It’s a unique method to use as a checkpoint

and letting students know this; so that they understand, and they also have that relief of pressure

that it’s not a graded quiz. Once I see the results, I can make any changes to lesson plans for the

rest of the class or classes to come. If I see that there is a certain topic or question that the majority
of the class struggled with, I can use that to my advantage and go over that material. I would start

by reassessing the teaching method I used at first and try to incorporate different ones so that

students have more opportunities to grasp on the material. The overall goal is to educate students

and teach them as much as you possibly can, and this is an excellent resource to help you achieve

that.