Post Assessment

Sarah Booth 1st grade Math: Data, Charts, & Graphs

WVCSOs:
M.1.MD.4: Organize, represent, interpret data with up to three categories, ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another.

Objectives:
Each student will work independently to complete a post assessment with a score of 75% or higher.

Overview:
Prior to teaching, the students completed a pre assessment in order for the teacher to see what the students already know. The pre assessment focused more on the understanding of a graph, charts, and putting the data into a graph. Students were asked a few questions that ask students to analyze the data to find the category with the most, least, in all, and the number of votes for each color. The students were not tested on analyzing the given dated and answering questions such as: How many more blue votes than green? The idea of the pre assessment was to see what students already knew about charts, graphs and data. Based on what students already knew would depend on the teachers lessons as well as how quickly the class could be introduced to analyzing the data in a more concrete matter. After teaching a number of lessons, reviewing the students work, practicing with different methods, and focusing on how to analyze a set of data that is given, the students were given a post assessment. On the post assessment, the students were ask questions that relate to the pre assessment but were not based on the same set of data. Though, students were also expected to answer more tangible questions based on being able to analyze data and write subtraction equations to show his/her work. Students will complete the post assessment on his/her own and not be seated near others like they were for the pre assessment.

Modifications:
The teacher will read the questions to class if necessary and explain to students what they should do one each question. The teacher will be walking around the room to answer any questions that do not relate to giving students the answers to the test. The teacher will assist students as needed and to the extent that is available in order to still have students doing the work to answer each question on the test.

Graphing Pre Assessment vs Post Assessment

120% 100% 80% 60% 40% 20% 0% Adam Amayah Ananda Ben Chase Cole Cyrus Ella Elliot Emily Griffin Hannah Isaiah Jackie Jeffrey Jesse Lauren Lexee Lilli Matthew Max Michael Saniya Pre-Assessment Post Assessment

% Grade

Students

Pretest (out of 21 points)

Points Percentages
68% 71% 71% 67%

Mean Median Mode Range

14.29 15 15 14

Posttest (out of 34 points)

Points Percentages
81% 82% 94% 58%

Mean Median Mode Range

27.6 28 32 20

Topic: Data, Charts, Graphs, and Analyzing Grade: 1st Class: Mrs. Coopers

Pre vs Post Assessment Individual Students Scores with Reflections

Pre vs Post
120% 100% 80% 60% 40% 20% 0% Pre-Assessment Post Assessment Max 100% 100%

As the graph shows, Max scored a 100% on both the pre and post assessment. I chose to show Maxs two scores because he is a very strong student in both math and reading. Max is in extended studies and often times he has already had the materials/content that is introduced in the classroom. Even at times if the materials being taught are unknown, Max catches on quickly and completes his work very carefully and generally has only a few mistakes if any at all.

Pre vs Post
100% 80% 60% 40% 20% 0% Pre-Assessment Post Assessment 40% 82%

Jeffrey

Pre vs Post
80% 60% 40% 20% 0% Pre-Assessment Post Assessment 33% Adam 76%

Pre vs Post
120% 100% 80% 60% 40% 20% 0% Pre-Assessment Post Assessment 48% Ben 100%

On the previous page, I have provided a graph for the pre and post assessment scores for Jeffrey, Adam and Ben. I chose to show the progress made for these three students because they had the most progress between the two assessments. I believe that Jeffreys post assessment could have been higher, but he lost 4 points on the picture graph because he colored it in rather than drawing the pictures. Throughout the week, Jeffrey often responded to questions relating to a picture graph verse a bar graph. During some of the graphing lessons, students worked with both picture and bar graphs. I felt that Jeffrey showed a strong knowledge for the two throughout the week and I am unsure why he mistaken the two graphs on the post test. On the other hand, Adam made great progress from the pre to post assessment. I believe more progress would have been shown for Adam if the pre assessment was more accurate. The students were still positioned in groups during the pre assessment and I feel that some things may have been seen from his/her neighbors paper. Though, during the post assessment, students were positioned in a separate seating arrangement so that students couldnt see his/her neighbors. Ben, however, made more than 50% progress from his pre to post assessment. Ben missed the day of the post assessment and made it up the following day. When he was taking the post assessment, he was not told to make an equation for each of the questions that were asked on numbers 6-10 like the other students were. I feel that Ben may have had difficulty if he would have been told to provide an equation with his answers. I reflect on what I seen throughout the week and Ben often would know the answer but had a more difficult time providing an equation of how he got the answer.

Pre vs Post
80% 60% 40% 20% 0% Pre-Assessment Post Assessment 71% 59%

Matthew

I chose to reflect on Matthews pre and post assessment because I noticed that Matthew was one of the students that did not make progress and actually had a lower post assessment score. When I looked at his assessments, I saw that Matthew does well with making a graph based on data and coloring in a circle graph. Though, I noticed that most of Matthews points were lost on the post assessment on questions that require students to analyze data from a graph. The students were to answer the questions based on more than and fewer than by writing a subtraction equation.

Pre vs Post
80% 60% 41% 40% 20% 0% Pre-Assessment Post Assessment Ananda 71%

Ananda was one of the 7 students that did not make progress. Her test score from the pre to pose assessment dropped 30%. As I mentioned in the overview of my post assessment, the students were only pre assessed on the basics of a graph and not concrete questions that expected students to analyze the graph in more detail. Throughout the lessons, I noticed that she struggled with making a subtraction equation and often wanted to make an addition equation. Prior to the test, she worked with the cooperating teacher with a more one on one instruction and was doing better, but still wanted to go back to adding. On her test, I noticed that she was still adding several of her questions when it should have been a subtraction equation. Also, as I remember the pre assessment, students were still in their original seating arrangement which is in groups, therefore, students can see his/her neighbors papers at times even when a cover sheet is being used. I often feel the pre assessment may not be 100% accurate in all cases.

Post Assessment Analysis

Whole Group: As I began grading the post assessments, I noticed that the students test scores were improving vastly. Though, as most students were improving his/her test scores, I noticed that four students had not improved with his/her test scores. In order to further analyze and compare the results that were found between the pre and post assessment, I graphed each students test scores. By looking at the graph, I quickly realized that not all students met the goal for the post assessment score of 75%. On a graph of the whole class, I noticed that only 3 of the 23 students in the class received a 100% on the post assessment. There 5 of the 23 students that scores a 94%. After seeing my two sets of the highest scores on the post assessment, I had the understanding that 5 of the 23 students had scored between an 80-88%. With only half of the class scoring above an 80%, there were 3 students that scored a 76%. After reviewing the students scores, I recognized that 16 of the 23 students had met the goal of having a 75% or higher on the post assessment. I had hoped to see that all students met the goal of having a 75% or higher on the test. With this being said, there were 7 students that did not meet the goal. Though, while analyzing the students test scores, I found that the average points earned was 27.6 out of 34 which left the average test score of an 81%. Among the class as a whole, there was a range of 20 points between the students points earned, and the median score was an 82%. The mode score was a 94% because there were 5 students that earned that score. Though the average scores was an 81%, I would have liked to have seen more students above 80% on his/her test which would have left a much higher average test score for the class.

Individual Student After seeing that 7 students scored below a 75%, I looked at the students tests more closely. As I began focusing on individual scores and problems that were missed, I came to the conclusion that students were struggling most with answering questions based on a given graph of data. The students were asked to write his/her equation that was used to get their answer. It was important that students learned to create a subtraction equation based on the numbers given on the graph in order to find the answer to how many more or how many fewer votes between two different categories. At times, I noticed that students were confusing the subtraction equation and using the number that should be his/her answer in the equation itself. I believe that students were confusing the method of a subtraction equation with the idea of looking at a graph and being able to count the number of spaces that the two categories had different. The majority of the points lost were lost on the questions 6-10 or 12-13 and these questions is where students were required to write an equation in order to answer the question. After seeing the results, I feel that I should have planned to have students answer the questions with or without an equation. Though, it is important that students can make a subtraction equation to find his/her answer because as students move forward and analyze graphs, the numbers will be much larger and using just the graph to count the difference between two categories would not be possible. Along with students not meeting the set goal, there were a couple students that had the greatest progress made based on the pre and post test scores. As later shown in graphs, Adam, Jeffrey and Ben made tremendous amount of progress between the two tests. Although, Ben improved his score more than 50% and I noticed in comparison of the pre assessment, he did improve a lot during the time of instruction. Though, Ben had to do the post assessment on a make-up day because he was absent. When

he was given the test, he was not instructed to use a subtraction equation on questions 6-10, and 12-13. Based on what was seen throughout the week of instruction, I believe that Ben had a firm grasp on analyzing the data without an equation but often confuses the idea of writing an equation. In contrast of students making progress, there were 5 students that did not make progress and his/her test scores actually dropped. After comparing the results and looking at the questions missed, I noticed that students were having a difficult time with writing the correct subtraction equations to go along with the questions 6-10 and 12-13 as well. It appears that students are confusing the two methods of finding the answer and then mixing up what numbers should be used to write the subtraction equation. Based on the results that were found, I believe it is important to go back at a later time to review data, charts, and graphs with students and focus solely on one method of solving for an answer based on more than and less than questions. On the opposite end of results, there were 5 students with a 94% and then 3 students with a 100% on the post assessment. These students made great progress from the pre to post assessment, although, one students had the same score for both the pre and post assessments. The students that did well on the post assessment did well throughout the week of instruction and didnt seem to have any confusion between the two different ways for finding an answer. Overall, I was pleased to see the progress that was made by the majority of the students. Though, I would like to have seen more students with a higher score on his/her post assessment. After seeing some of the test scores and finding the type of questions that were frequently missed, I feel that a reteaching and reviewing graphing will be important to do at some point before the end of the year. It appears that students have a firm grasp on the graphs and charts in general but need additional practice with analyzing data and setting up a subtraction equation to do so.

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