Key Assessment Stage 1&2

Frit:7236

Cody Ryal

Section 1- Students:
This data set was derived from a group of 22 fourth-grade students at an Elementary School in
South East Georgia. The School is a part of the First District Regional Educational Agency, and
SZES is one of nine elementary schools within a small county school system. Last year, The
school ranked second among these nine elementary schools according to the College and Career
Ready Performance Index issued by the State of Georgia’s Department of Education. 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. There are six boys and sixteen girls represented in the data set. This
group contains 11 Caucasian, 8 African-American, 1 Asian, and 2 Mixed-Race students. This
group ranges from below average to above average, and four students attend gifted classes once
per week. Currently 7 of the 22 students read below grade level according to recent STAR
reports.

Section 2- Course: (4th Grade Math)

This common assessment was administered to all of the fourth-grade students at the School 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 were required to answer each question by filling
in blanks using the number pad on the keyboard. The online-based environment graded the test
and sent a report to each teacher. The standards assessed are outlined below:
Section 3- Descriptive Analysis:
 This assessment is administered once per year. This assessment is administered at the
beginning of the third quarter. This assessment measures the math standards that were covered
in the first half of the school year. The graph below shows the students and what the got right
and wrong. The chart below also shows the class average as well. Strengths are in identify place
values to 10000, making numbers from digits: 3 digits, adding and subtracting fractions: answer
only, and fractions in decimal form. These 4 areas are where the class averaged in the 90’s. There
3 areas of struggle where the class average was a zero. Prime factorization: answer only,
measurement conversion: U.S. customary, and identifying parallel and perpendicular lines in
figures.
Overall Mean: 52.636
Standard deviation of odd questions: 9.1633
Mean of odd questions: 26.182
Standard deviation of even questions: 10.982
Mean of even questions: 26.485
Spearman-Brown Adjustment: 0.81261
 Sum of Product of zO and zE = 15.166

rnn= 0.6893

Mean: 52.6%

Median: 56%
After finding the Spearman-Brown Adjustment calculation is somewhat reliable. The Spearman-Brown
Adjustment score was 0.81261. Thus showing if you have more questions on the test that means the test will
be more reliable.

Section 4- Analysis of student strengths and weaknesses:

The chart below also shows the class average as well. Strengths are in identify place values to
10000, making numbers from digits: 3 digits, adding and subtracting fractions: answer only,
and fractions in decimal form. These 4 areas are where the class averaged in the 90’s. There 3
areas of struggle where the class average was a zero. Prime factorization: answer only,
measurement conversion: U.S. customary, and identifying parallel and perpendicular lines in
figures.
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, and identifying parallel and
perpendicular lines in figures. The class average was a zero for all three of these standards. With
this data I will create lessons to help reteach these skills. I will also have these standards in math
stations so that students can have more practice. I will also use this data to form small groups to
better assist my students.