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Analyzing Data Assignment

Lauren-Elise Padilla

Department of Teaching & Learning

TLED 430W: PK-12 Instructional Technology

Dr. Kelly Rippard

April 11, 2022

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Analyzing Data Assignment

The mathematics test, a summative assessment, revealed a poor average score of 66.25%.

This score is a 3.75% difference from 70%, which is deemed a C- grade letter on the Chesapeake

Public Schools Grading Scale (WVEC, 2013). Note that the information used in the bar graph

and for the Average test Score Percentage Ranges follows the grading scale proposed exactly in

the second instructional video (Jasinski, 2011). The class maximum scores were the same value

for all questions, which addressed all three question types: addition, subtraction, and division at a

score of 100%. The class averages for each question type differed in scores, which were all

below a 70%; with subtraction questions having the highest average. Class minimums for

addition and subtraction questions were a 40%, which some of the same students scored, while

the lowest score was a 20% on division questions. Before the class minimum for division is

included in the average (58.75%), the average is 61.33%, which is lower than the averages for

both addition and subtraction question categories.

The two questions missed the most addressed subtraction and division with the class

averages for such questions being a 31.25%, and the third question missed most was an addition

question with the class average for this question being a 43.75%, proving that students struggled

with questions in all areas of math being assessed, without one area needing further instruction

than the others since all need improvement. However, all students answered question four

correctly, which was a subtraction question. No two students got the same questions wrong, so I

do not suspect cheating. Possible reasons for the class average equating to below a 70% include

poor construction of test questions, including questions which may have not covered the learning

target or taught material adequately; insufficient teaching of the material being tested upon prior
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to testing; inadequate time being given practicing for the assessment; and a limited amount of

time to complete the assessment.

Some exemplary students who earned A’s include Juan and Cody (WVEC, 2013). Juan

earned a 100%, which suggests that he understood how to solve the questions in the assessment,

and this could have been the result of help outside of teacher instruction, such as by parents,

other caregivers, or tutors. Cody earned a 93.33%, with the only question he missed, number

one, being one of the most missed questions by the class, proving that there needs to be further

instruction on solving addition questions. The next highest scores are 80% by Hugh, Jack, and

Jamal. Hugh and Jamal scored 83.33% in one question type, 66.67% on another, and 50% in the

last, though they were in different categories of question types. Hugh did best addition

questions, while Jamal did best on subtraction questions; both struggled with division questions,

which will need to be the focus of further instruction for them among the question categories.

Jack earned the same score in all three categories at scores of 80%, signifying that he needs an

equal amount of instruction in all categories.

The student with the lowest score was Luke, who earned a 40% on the assessment, and

the second to lowest score was a 46.67% earned by Claire, Nathan, and Patrick. Luke scored

equally as poor on all categories: addition, subtraction, and division, showing that he has some

knowledge of how to approach such questions, possibly knowledge learned from a prior unit or

from the beginning of the unit being assessed upon when it was first taught, depending on the

question. Of the three categories of questions, Claire and Nathan did best in division with a 60%

and equally scored a 40% on addition and subtraction, so she needs more instruction on those

categories and less on division. Similarly, Patrick earned a 60% in addition and a 40% in
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subtraction and division, proving that he needs the most review in subtraction and division, as

well as some review of addition.

A potential suggestion for moving forward is a test correction activity in which students

are assigned groups to work with by question type, with one group for addition, one for

subtraction, and one for division. Students struggling the most will be paired with those who did

well; for example, Luke would be paired with Juan, which also gives an opportunity for students

to learn from each other, and all are involved in the activity. Groups should rotate for students

who need an equal amount of time on questions in each category, though those who need to stay

longer in one group may do so. The teacher should aid groups that need assistance and monitor

both behavior and efficiency of the activity. This activity gives students an opportunity to learn

how to approach the questions that were assessed with the potential for students to earn higher

grades on the assessment, such as if half credit was awarded for proper work and answers that

were documented by each student. This activity should follow further teacher instruction on the

concepts that were assessed so that each student will have a better understanding of how to re-

approach each question formerly answered incorrectly in the initial given assessment.
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References

Jasinski, J. [Jon Jasinski]. (2011, November 11). Data analysis for teachers using excel (part 2)

[Video]. YouTube. https://www.youtube.com/watch?v=kUx6PGiE1nw

WVEC Staff and WVEC.com (WVEC). (2013, October 29). Chesapeake joins Va. Beach, Norfolk

with new grading scale. 13News Now. https://www.13newsnow.com/article/news/chesapeake-

joins-va-beach-norfolk-with-new-grading-scale/291-326532990