Rosemary Ehlers EDUC 450 Dr.

Carr 20 November 2013

Assessment & Data Collection SMART Goal: 80% (8/10) of the students will be able to complete the 10 question assessment with at least 70% accuracy by the conclusion of the unit.

Summary of Results: My assessment was based on History and Social Science SOLs 2.7, 2.8, and 2.9. A total of 10 individuals took my assessment. Five were male and five were female. Of these ten participants, one was Asian, two Hispanic, and seven White. Three of the individuals were under the age of 13, while the rest were college students, aged 20 and above. The majors of the individuals varied from psychology, communication, business, international studies, and biology. I wanted 80% of the individuals who took this assessment to score at least a 70%. The individuals met my SMART Goal. Nine of the individuals (or 90%) who took this assessment score above a 70%. Five individuals received a 100%, three individuals received a 90%, one individual received an 80%, and one individual received a 60%. Based on my analysis, the average score for female testers was a 92%, while the average score for males was a 90%. I do not believe that the gender, race, or major of the individuals affected their score. I think that the age of the individuals is what affected the outcomes the most. Of the three individuals under the age of 13, one received a 100%, one received a 60%, and one received an 80%.

Economics Assessment Grade Percentages

100% 90% 80% 60%
The assessment I designed had five matching questions and five multiple-choice questions. Due to the setup of my assessment, there were no half points given for answers, only full points. The matching aspect of the assessment was the most challenging part for me to create. The matching questions consisted of vocabulary words based on economics. It was tricky for me to place the information in this section in a way to avoid lining up the word and definition right across from each other. The matching section included the three different types of resources (natural, human, capital). I thought this would make the matching section somewhat challenging, because if the test taker got one of these definitions confused, they automatically missed two. Surprisingly, only one person missed questions from the matching section. This person missed the definition for capital resource, human resource, and money. Aside from this one individual, every other person got all of the matching questions correct. I thought that the multiple-choice questions of my assessment were pretty straightforward. I was interested to discover that the students who missed questions missed multiple-choice questions. Out of the five multiple-choice questions, only two of them were missed by assessment takers. One of these questions was about producers, and the other question was about limited resources. I purposely made the producer question confusing, but as

3 individuals were taking my assessment I realized that there were actually two correct answers. The question described a boy who ran a lemonade stand with his friends, and asked test takers to describe the role the boy and his friends played. The correct answer was producer, but I also listed salesman as a choice. Therefore, the question was tricky and not necessarily fair, causing five people to miss this problem. I predicted that test takers would have difficulty with the question on limited resources. The question asked for another word for limited. The answer was scarcity, but this word is not very popular, therefore I was not surprised to see that two people missed it.

Question Breakdown of Economics Assessment

Question (1-10)
#9 #7 #5 #3 #1 0 5 10 15

Number of Students Who Got the Question Correct

4 I was happy to have the opportunity to create a SMART goal. I was satisfied with the way that my assessment went. I believe that this assessment would be effective to give to real second grade students. I believe that I could have my assessment a bit more straightforward. For instance, questions should never have more than one correct answer. This assignment made me realize that creating tests is not an easy process, and the way tests are worded can make a significant difference. I was pleased that I met my SMART goal, but I would like to create better assessment questions in the future.