Dana Ryal

FRIT 7236

Key Assessment Stage 1 & 2

Section 1- Students:
This data set was created using the data from 22 fourth-grade students at an Elementary
School in South East Georgia. The school used is part of the First District Regional Educational
Service Agency, and SZES is one of nine elementary schools within the small county school
system. According to the College and Career Ready Performance Index, issued by the State of
Georgia’s Department of Education, last year the school was ranked second among the nine
elementary schools. The 22 fourth-grade students that are represented in this data set fall within
the age range of nine-years old to eleven-years old. The data set represents six boys and fifteen
girls. The students represented include 11 Caucasian, 8 African-American, 1 Asian, and 2 Mixed-
Race students. The students in this group range from below average to above average in
achievement. Four of these students attend gifted classes once per week. There are currently 7 of
the 22 students that read below grade level, according to recent STAR reports.

Section 2- Course:
This common assessment was given to all of the fourth-grade students at the school. It
was given at the beginning of the third-quarter. This test was designed to display students’
understanding of content that was covered during the first half of the year. The test was
administered using an online-based assessment system. The students had to fill in the blanks
using the number pad on the keyboard. The online-based assessment system graded the test and
sent a report to the teachers. The standards assessed were: MCC4.NBT.1, MCC4.NBT.2,
MCC4.NBT.5, MCC4.NBT.6, MCC4.NF.1, MCC4.NF.3, MCC4.NF.4, &MCC4.NF.6.

View the chart below

Section 3- Descriptive Analysis:
This assessment is administered once per year at the beginning of the third-quarter. View
the chart below to see everything that the assessment measures. The graph shows the average
score by percentage for the class on each question. It also gives the standard for each question.
The class has strengths in Identifying Place Value to 10,000, Making Numbers from Digits: 3
digits, Adding and Subtracting Fractions: Answer Only, & Fractions in Decimal Form. The lowest
performance tasks were Prime Factorization: Answer Only, Measurement Conversion: U.S.
Customary, & Identifying Parallel and Perpendicular Lines in Figures. The mean for the overall
assessment is 52.9%. The first graph shows the problems missed by each student. The second
graph shows the mean for each performance measure.
On the chart below, students received a 1 if they got the question correct and a 0 if they got the question
wrong or did not know.
Overall Mean: 13.23%
Standard deviation of odd questions: 2.23052
Mean of odd questions: 6.54545
Standard deviation of even questions: 2.7200662
Mean of even questions: 6.6818182

The Spearman-Brown Reliability:

REL=0.8358

Sum of Product of zO and zE

=15.7929

rnn= 0.7179

Mean: 13.23%

Median: 13.5%
When looking at the Spearman-Brown Reliability formula, the assessment given was fairly
reliable. When solving the formula the score for the assessment was 0.8358. This means if the
number of questions were increased, then the reliability of the assessment would increase as
well. I could make the assessment more reliable by re-writing the assessment to include more
questions for each standard and a more equal amount of questions for each standard.

Section 4- Analysis of student strengths and weaknesses:

The class has strengths in Identifying Place Value to 10,000, Making Numbers from Digits: 3
digits, Adding and Subtracting Fractions: Answer Only, & Fractions in Decimal Form. The lowest
performance tasks were Prime Factorization: Answer Only, Measurement Conversion: U.S.
Customary, & Identifying Parallel and Perpendicular Lines in Figures.

The chart below describes individual student strengths and weaknesses. All the students have
many strengths many have areas of improvement.
Section 5- Improvement Plan:
Based on the results, the fourth-grade students need to work on Prime Factorization:
Answer Only, Measurement Conversion: U.S. Customary, & Identifying Parallel and Perpendicular
Lines in Figures. The average score was 0% for all three of these topics on the test. Based on the
results, I will create whole group and small group lessons to help target these skills. I will create
math stations to help with practice of these skills and review the skills for later on. I will have
students work on interactive games that focus on these three main standards so that the
students gain knowledge on these topics. I will work with small groups each day covering these
topics. Working in small groups helps me to work with students closely and see just why they
aren’t understanding so that I can help them fix the problem.