Assessment Analysis

Jessica Engstrom
Objective: After five days of instruction on economics vocabulary, students will be able to
identify and match vocabulary words to their correct definitions with 75% accuracy.

Tool: For this assessment, I created a paper test with 10 fill in the blank questions. The students
will fill in the word that matched the definition using the word bank filled with economic
vocabulary words. I am using the assessment to determine students’ growth as we learn new
economic vocabulary and apply it to fourth grade market economy project. The pre-test was
introduced at the beginning of the Social Studies block on the first day of the economics unit.

Pre-Test:

Student Number Student Pre-Test Score

1 JA 8

2 JLA 1

3 JB Absent

4 JoBe 3

5 PB 5

6 MB Absent

7 CB 4

8 JC Absent

9 WC 3

10 CC 5

11 LD 7

12 BD 6

13 DG 4

14 JG 3

15 AH 2
 16 JH 6

17 CH 2

18 EH 0

19 LH 3

20 BK In Resource Room

21 KM In Resource Room

22 IP 7

23 JS 2

24 DS 8

25 RS Absent

26 LT 1

27 JT Resource Room

Range:0-8

Mean: 8+1+3+5+4+3+5+7+6+4+3+2+6+2+0+3+7+2+8+1=83

83/20=4.15

Median:0,1,1,2,2,2,3,3,3,3,4,4,5,5,6,6,7,7,8,8= 3.5

Mode: 3

0- 1

1- 2

2- 3

3- 4

4- 2

5- 2

6- 2

7- 2
8- 2

Question 1:5 /20= 25%

Question 2: 2/20= 10%

Question 3:15/20= 75%

Question 4:4/20= 20%

Question 5: 9/20= 45%

Question 6:15/20= 75%

Question 7:3/20 =15%

Question 8:14/20= 70%

Question 9:5/20= 20%

Question 10:7/20= 35%

PreTest Analysis:

On the Pre-Test, I asked ten questions related to economic vocabulary that we will be covering in
the next five days. The ten questions had students use a word bank to fill in the appropriate word
to match the definition. Overall, it appears that the students were not familiar with most of the
economic terms that were presented on the pre-test. It looks like students were familiar with two
vocabulary words, consumers and producers with 75% of the students selecting the correct
answer. 70% of the students answered the definition of natural resources correctly. This would
suggest that the students were familiar with the concept. Less than half of the students answered
the other 7 questions correctly. This seems to correlate with the fact that students did not have
3rd grade economics due to the pandemic.

Interpretation: The information from this pre-test. I have already planned the next week of
instruction, this information is useful because it shows that I must spend time to explicitly teach
economics vocabulary. Without this vocabulary, students will have difficulty applying the
concepts to a mock market economy. The students will receive flash cards as I introduce the
vocabulary within the lesson. The students will practice their flashcards everyday with a partner
at the beginning of Social Studies. We will then review these cards together. As we go
throughout the lessons, when a vocabulary word is used I will pull an equity stick for the student
to give the definition. They may use their cards for support the first few days. The students will
also spend time each day reading an economic story and apply the definitions to comprehension
questions.

Post-Test Collection/Analysis:
Student Number Student Pre-Test Score

1 JA 8

2 JLA 3

3 JB 4

4 JoBe 7

5 PB 4

6 MB 4

7 CB 7

8 JC 8

9 WC 6

10 CC 8

11 LD 10

12 BD 6

13 DG 6

14 JG 8

15 AH Absent

16 JH 6

17 CH 10

18 EH 8

19 LH 8

20 BK 6

21 KM In Resource Room

22 IP 8

23 JS 6

24 DS 4

25 RS 6
 26 LT 4

27 JT In Resource Room

Range: 3-10

Mean: 4+6+4+6+8+6+8+8+10+6+8+6+6+10+8+6+8+7+4+4+7+4+3+8=155

155/24=6.5

Median: 3,4,4,4,4,4,6,6,6,6,6,6,6, 8,8,8,8,8,8,8,8, 10, 10= 6

Mode:6, 8

0-0

1-0

2-0

3-1

4-5

5-0

6-7

7-2

8-7

9-0

10- 2

Question 1:16 /24= 66.6%

Question 2: 14/24= 58.3%

Question 3:22/24= 91.6%

Question 4:10/24= 41.6%

Question 5: 22/24= 91.6%

Question 6: 22/24= 91.6%

Question 7: 16/24 =66.6%

Question 8: 22/24= 91.6%

Question 9: 4/24= 16.6%

Question 10: 2/24= 8.3%

Post Test Collection/Analysis: My post-test was the exact same format and questions as the pre-
test. The post-test was given on the beginning of the 6th day of instruction in economics. The
students were given 20 minutes to complete the post-test. This was a new test to 4 of the students
who were absent for the pre-test. I used the post-test to assess students’ growth of economic
vocabulary. I used the results to interpret the student's understanding of economic vocabulary.
The results showed that I had a mean score of 6.5, the median score was 6, the mode score was 6
and 8. Students answered 4 questions with over 90% accuracy, 7 questions with over 50%
accuracy and 8 questions with over 40% accuracy.

Interpretation of Post-Test: Overall, there was student growth from the pretest to the post-test.
This is evident when looking at the mean, median, and mode. The class average on the posttest
was 65% compared to the pre-test of 41.5%. The students did exceptional well with the
definitions of producer, consumer, limited resources and natural resources. This is consistent
with the pre-test. The students struggled with the definitions of budget and capital resources. The
definition of budget was the last to be introduced and we did not spend much time reviewing the
concept before the post-test. I think that if we had spent more time on the subject that students
would not have scored so low on the post-test Using this information, I would spend a day
discussing budget and capital resources in more depth. After, I would assess students having the
students create a budget to determine how much more remediation is needed.

Reflection: The creation of a post/pretests was a good lesson for myself to make sure that my
lessons are effective to the objective that I am trying to reach. I have learned that I am not as
thorough in teaching my students the vocabulary that they need to understand. I felt that two of
my questions either led the student to the answer or that the questions was too similar to another
question. This made it hard for students to decipher which vocabulary word to select. After
reviewing the posttest I realized that I need to take sometime to reteach the concept of budgets
and capital resources since most students did not answer the definition correctly. I will use a
more hands on approach to teach these lessons that allows students to apply the concept to
something concrete, such as making a budget.