Kierra Collins

Key Assessment Stage 2: Data Analysis

FRIT 7236

Section 1- Students
This data is from 4th grade students at Blakeney Elementary students in Waynesboro, Georgia.
This data was taken while the students were participating in asynchronous learning during
COVID. Their ages range from 11-12 years old. There are no students that are diagnosed with
any learning disabilities or special needs. There are 18 boys and 21 girls. This diverse group of
students include 7 Caucasians, 2 mixed race, and 30 African Americans. Academically, in
reading the students range from below average to above average in reading. Twenty-two of the
students are reading below level, eleven are average, and six students are reading above average.
The students have graded assignments after each book that’s been read and after each module in
ELA/ Reading.

Section 2- Course
This data was pulled from a critical vocabulary assessment from the first semester of the
2020-2021 school year. The fourth grade ELA/Reading teachers worked together to create
Google Forms for the books and vocabulary from the HMH Into Reading series. The teachers
track student progress by collecting data in the form of work samples from the Google Forms.
The data provided includes reading skills and memorizing vocabulary words. This assessment
measures the students’ ability to meet the vocabulary objectives. The teachers kept track of
participation and completed work.
The objectives this assessment measures:
● Students will learn new vocabulary words.
● Students will be able to use vocabulary words correctly in a sentence.

Section 3- Descriptive Analysis

This type of assessment is administered once a week. This assessment in particular was given on
a Friday after reviewing the vocabulary words throughout the week. This assessment measures
the students’ ability to use developmentally appropriate oral reading skills, demonstrate
comprehension, understand the vocabulary, and accurately spell the vocabulary words. The first
graph (Single-Test Reliability Analysis) shows the mean and standard deviation of the overall
data, along with the mean and standard deviation for each individual test question. The second
graph shows the questions and the data results. Question 9 shows that the majority of the
students got the question correct. The other questions were asked in the same format. However,
the students got a lot of the vocabulary words confused.

The assessment’s reliability was 0.894 which shows that it is reliable.

Section 4- Analysis of Students’ Strengths and Weaknesses
Overall the students grasped the vocabulary words. 6 out of the 38 students made below 50%. 32
of the students passed the assessment. There were no true weaknesses, the students that failed
and made either a 0% or 10% just clicked random answers to finish the assessment quickly.
Students 11, 18, 19, took less than 4 minutes to complete the assessment. As far as their
strengths, the students definitely showed growth from their first vocabulary assessment to the
current one. There are vocabulary cards in the front of the room that could assist the students
with the answers. All the classes were able to use the vocabulary cards. The students at home
could use any resources available to them, including Google Slides or the Into Reading student
booklet.
Section 5- Improvement Plan
Based on the results, the fourth grade students can always use more remediation strategies. In
order to receive instructional objectives better, I could develop small groups dedicated to
vocabulary words. Within those groups, I would give the students games and activities that will
require them to correct misspelled words and practice spelling words. Websites such as MyLexia
and SpellingCity have word play and phonics activities to help the students learn to spell words
correctly and how to use them in sentences. Within the groups, there will be two teacher stations.
One teacher station will consist of “word work”. Word work is a station dedicated to syllables,
phonemes, and word parts. The other teacher station will have a mock spelling test based on the
vocabulary words. In order to differentiate, The co-teacher can take some students to another
room to read the assessment to them if necessary. For the students that rushed through the
assessment, a co-teacher can work with the students in order to slow them down. Or they can
have a paper copy of the test instead.