Tamara Ballard

FRIT 7236
Key Assessment 2 Data Analysis
Section 1- Students:

This group consisted of 17 students 1st grade students. Within the group were 8 females and 9
males. The students currently attend a Title 1 school located in Southwest Atlanta, GA. There
are 4 students from this group that’s a Tier 2 student and currently receive additional support 2
days for 20 minutes. Students age ranges from 6 to 7 years old. The students race is 1%
Hispanic and 99% African American.

Math: Response to Intervention (RTI)

Gender Receives Services Do Not Receive Services
Male 2 7

Female 2 6

Section 2- Course:

The standard the formative assessment addressed came First Grade Georgia Standards of
Excellence ​MGSE1.NBT.7 ​Identify dimes, and understand that ten pennies can be thought of as
a dime. (Use dimes as manipulatives in multiple mathematical contexts). The objective for
MGSE1.NBT.7​ is students will be able to recognize and count dimes and pennies, in order to
demonstrate an ability to count by tens and ones using money. There were a total of 6 multiple
choice questions. The formative assessment was given after a two week lesson. The first grade
teachers created the assessment to prepare students for the district’s benchmark assessment.
Teachers are allowed to read the questions and answer choices to all students in 1st grade.
Section 3- Descriptive Analysis:

Below is a description of the data analysis.

Data Analysis Results

Mean 64.71

Median 67

Standard Deviation 27.37

I believe that my multiple-choice items are reliable because they align with both the standard and
the objectives. I would say that questions 3 and 6 are the most reliable questions because
question 3 wanted the student to compare the value of a set of coins to other coins with the same
value in a multiple choice question response. Question 6 was similar. Students did not have to
compare coins, but the amount of base ten blocks shown. The group of students had to count the
blocks and then select from 3 answer choice responses of a set of coins that equal the same
amount. That group of students learned about ​MGSE1.NBT.1​-​Count to 120, starting at any
number less than 120. ​MGSE1.NBT.1 ​was a previous standard that appeared once on the
assessment. Most students performed very well on the formative assessment a few weeks prior.
In this range, read and write numerals and represent a number of objects with a written
numeral.​ The “Percentage of Correct Responses” shows how well they performed on the two
questions. Questions 1 and 2 was challenging for them because they both wanted students to
find another way to show the same amount. The difference between questions 3 and 6 is that the
answer choices used numbers and words, while questions 3 and 6 answer choices used a picture
of coins. Question 4 students had to count the coins and select the correct value amount. Finally
question 5 compared two sets of coins and they had to determine which child had the set of coins
with the most value. This was challenging because the answer choice was in complete
sentences.
 Spearman-Brown Reliability Calculations

Section 4- Analysis of Student Strengths and Weaknesses:

The group of students did not perform at their best for a few questions. The charts below show
the student weaknesses from their responses to questions 1, 2, and 5. Question 1 Student
Response chart shows that 58.8% selected the C-the correct answer, while 23.5% selected A and
17.6% selected B. Question 2 Student Response chart shows that 52.9% selected A-the correct
answer, while 29.4% selected B and 17.6% selected C. Question 5 Student Response chart
shows that 47.1% selected the C-the correct answer, while 29.4% selected B and 23.5% selected
A.
 Student Weaknesses

The group of students performed very well on 2 out of 6 questions. The charts below show the
student weaknesses from their responses to questions3 and 6. Question 3 Student Response chart
shows that 82.4% selected A-the correct answer, while 17.6% selected B and 0% selected C.
Question 6 Student Response chart shows that 82.4% selected B-the correct answer, while 11.8%
selected C and 5.9% selected A.

Student Strengths
Student Total Score Strengths
1 67 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.
2 100 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. This student can compare two
sets of coins and determine which set has
more. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.
3 100 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. This student can compare two
sets of coins and determine which set has
more. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.
4 33 This student can compare two sets of
coins and determine which set has more.
The student understands how to skip count
using base ten blocks to find the value,
then count sets of coins and select the
same amount.
Weaknesses
This student is not able to compare
coins a struggle with following along
with the teacher as she reads. This
student is easily distracted and
sometimes rush and picks any answers.
This student can be rated
‘Proficient’ and have mastered the
standard MSE1.NBT.7 (dimes and
pennies). Enrichment activities can be
provided for the student to explore
rigorous skills dealing with these
concepts.
This student can be rated
‘Proficient’ and have mastered the
standard MSE1.NBT.7 (dimes and
pennies). Enrichment activities can be
provided for the student to explore
rigorous skills dealing with these
concepts.
This student is a Tier 2 student that
struggles to focus and concentrate on
any assignment. The student is
dependent and most of the time need
the teacher for help and guidance.
Students struggle with comparing the
value of coins shown to other sets of
coins.
5 50 The student can compare the value of
coins shown to other sets of coins. They
are able to count coins and select the
correct value of that amount. The
student understands how to skip count
using base ten blocks to find the value,
then count sets of coins and select the
same amount.
6 67 The student can compare the value of
coins shown to other sets of coins. They
are able to count coins and select the
correct value of that amount. The
student understands how to skip count
using base ten blocks to find the value,
then count sets of coins and select the
same amount.
7 83 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.
8 50 The student can compare the value of
coins shown to other sets of coins. They
are able to count coins and select the
correct value of that amount.This student
can compare two sets of coins and
determine which set has more.
9 100 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. This student can compare two
sets of coins and determine which set has
more. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
This student never shows any work,
rushes and most of the time will select
‘A’ as the answer choice. This student
does not ask questions when they do
not know what is going on in the
classroom. Students struggle with
comparing the value of coins shown to
other sets of coins.
This student at times is indecisive and
will change the selected answer about
two times and ends up selecting the
wrong answer after showing how to
solve the problem correctly. This
student lacks confidence and seeks
assurance even during an assessment.
This student overlooks the correct
answer after showing their work.
Student needs to take their time before
selecting the correct answer, and
eliminate the wrong answers. This
student can’t compare two sets of coins
and determine which set has more.
The student is independent and at times
need the teacher for help and guidance.
Students struggle with comparing the
value of coins shown to other sets of
coins.
This student can be rated ‘Proficient’
and have mastered the standard
MSE1.NBT.7 (dimes and pennies).
Enrichment activities can be provided
for the student to explore rigorous skills
dealing with these concepts.
 select the same amount.
10 33 This student can compare two sets of
coins and determine which set has more.
The student understands how to skip count
using base ten blocks to find the value,
then count sets of coins and select the
same amount.
11 50 This student was able to find ways to
show the same amount. They are able to
count coins and select the correct value of
that amount. The student understands
how to skip count using base ten blocks to
find the value, then count sets of coins and
select the same amount.
12 67 This student was able to find ways to
show the same amount. The student
understands how to skip count using base
ten blocks to find the value, then count
sets of coins and select the same amount.
13 100 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. This student can compare two
sets of coins and determine which set has
more. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.
14 0 This student is that they can use their
reading finger and follow along while the
teacher reads the questions and multiple
choice answers. The student is a good
This student just transferred to the
school 1 week before this assessment
was given. Student does try, but is not
familiar with answering multiple choice
questions. The student struggles to be
consistent with comparing the value of
coins shown to other sets of coins.
Before comparing two sets of coins and
determine which set has more, the
student needs to be coached and
reminded to use skills to write the value
above the coin.
The student is dependent and most of
the time need the teacher for help and
guidance. This student is very sensitive
and if they get an answer wrong then
this student will shut down and will not
be able to complete an assignment.
This student will overlook the correct
answer after eliminating and showing
work. Student is known for cheating on
assessments.
This student can be rated
‘Proficient’ and have mastered the
standard MSE1.NBT.7 (dimes and
pennies). Enrichment activities can be
provided for the student to explore
rigorous skills dealing with these
concepts.
This student is only able to identify
numbers 0-10. This student is a Tier 2
student and will be a Tier 3 student in a
few weeks. The student is dependent
 listener and does not let others distract her. and will always need the teacher for
help and guidance.

15 50 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount.
The student is dependent and most of
the time need the teacher for help and
guidance with reading the questions and
word problems. This student can’t
compare two sets of coins and
determine which set has more. The
student did not master MGSE1.NBT.1
counting base ten blocks and skip
counting by tens.

16 83 This student was able to find ways to
show the same amount. The student can
compare the value of coins shown to other
sets of coins. They are able to count coins
and select the correct value of that
amount. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.
This student is not able to compare two
sets of coins and determine which set
has more. This student is known for
starring off and not paying attention.
The student is not able to count coins
and select the correct value of that
amount.

17 67 This student was able to find ways to Student struggles to keep her attention
show the same amount. The student can on her work and anyone who is
compare the value of coins shown to other speaking. She is easily distracted and
sets of coins. This student can compare will get off taks by doodling.
two sets of coins and determine which set
has more. The student understands how to
skip count using base ten blocks to find
the value, then count sets of coins and
select the same amount.

Section 5- Improvement Plan:

I do not see myself changing the assessment to make any improvements after looking at the data.
I would improve how we practice for the formative assessment. I would create differentiated
centers based on the data from questions 1, 2, and 5. Students would need to be able to use coin
manipulative(s) to compare the value of coins, participate in Kahoot as an alternative way to
practice by listening to answers in complete sentences, and jeopardy with the opportunity to be
exposed to rigorous questions. While students are working in centers, I would pull a group to
reteach standard 1.NBT.7 (dimes and pennies) using a variety of strategies that they would feel
comfortable using. Some strategies would be to place pennies on a ten frame, and if they place
ten pennies on them then they will exchange them for one dime. Another strategy would be for
students to write the value of each coin on paper, and circle ten pennies to show that it equals one
dime. Students would receive an exit ticket to show understanding of the standard and skill.