Assessment Analysis

Geometry Math Assessment

Objective: Students will analyze the properties of proportions and ratios.
They will prove similar triangles and develop relationships using proportions.
This content covered in this test is covered in the second half of
geometry. As a class we spent eight days covering the material that would be
on this summative assessment. The first day we talked about the first section
of the chapter which discussed ratios, proportions, and how to cross multiply.
My students quickly picked this up. They had used cross multiplication in
algebra, which is the math class students take prior to geometry. The next
day we covered the second section where we used cross multiplication to
solve for side lengths in polygons. The third day we took a quiz and the
students did absolutely great on the quiz. We kept going from there covering
all sections. I usually give direct instruction on the new lesson for about 1520 minutes. From there I give students a few questions to try on their own,
we go over those questions as a class. Then I allow my students the rest of
the time to work at their own pace on homework; they are also allowed to
work with others. Towards the end of the content I gave my students a
review packet. The whole review packet is short answer. I give the students a
class period to work on the review packet. I make it short answer so the
students have to show work and answer the questions. However, the test is
not set up in an all short answer format. My students know this as well. The
next day I give answers to the review packet and we work on going over
questions that they struggled with.
When creating this test I used multiple choice, short answer, and true/
false questions. Once I had the format I wanted I created multiple versions of
the test. When passing out the test I let the students know there are multiple
versions.
My test was 21 questions long, however I ended up scoring it out of twenty. I
will talk more about this decision later I found the following results:
Mean=16.93, 84.67%
Median=17, 85%
Mode=20, 100%
Leading up to the test I thought my students would struggle the most
with the short answer part of the test. However, after finding the median,

mean, and mode I quickly found that my previous assumption was false. The
first four questions of my test were true/false questions and the students did
really well with these. Most of the multiple-choice questions went well for the
students, however there was one question that 75% of the students got
wrong. Naturally 25% of students will get any given multiple choice question
right from random guessing so from this statistic I could tell that there was
either something wrong with the question or it was very difficult for the
students. The question that students struggled on was number nine.
Although this isnt a very long word problem, it is a word problem
nonetheless. Some students are discouraged right off the bat. The question
deals with two different unit measures and although we had talked about
how to switch units in class it wasnt something that we covered extensively.
I ultimately decided to throw out the question. Thus, the test was now out of
20 questions. However, because it was a valid question I went over it the
next day in class. We talked about how when you have to reduce a picture in
Microsoft word you have to make sure the width and height are reduced by
the same amount. This same idea applied to this problem. Another problem
that students struggled with was number eighteen. This dealt with the area
ratio. In order to set up the right proportion you have to square the side
lengths. As I was grading the tests I saw many students miss that step.
However, they were able to cross-multiply and do the correct algebra from
that point. So even though twenty students missed points on this problem it
wasnt because they were clueless as to how to do it. We also discussed this
problem the next day in class. I talked to them about 1-dimensional vs. 2dimensional vs. 3-dimensional. Finding the area is 2-dimensional and side
length is 1-dimensional. In order to find the area from the side lengths we
have to square them to set up a ratio. This was a concept that was going to
come up again in chapter 10, so I made a note to re-evaluate that idea. I
made a bar graph of my students scores. This is below:

Students with special needs took the test in a separate place. All
students are allowed to use a theorems and postulates packet so they are
not forced to memorize theorems, equations, and constants. Some of my
students have the quiz read to them. Also, all students are given as much
time as they need to complete the test. Overall, I was very pleased the
average score on this test. On the graph, however, you can see that a
handful of students did not master the concepts on this test. Since 80% of
my students showed mastery level of knowledge in this concept I did not feel
like re-testing was the best idea. After talking with my mentor teacher I gave
the students the option of making corrections to their test for extra points.
They could work with groups, ect. I also allowed students to ask questions
the next day on problems they were stuck on. I emailed all parents to let
them know grades were posted for the last test and to let them know of the
plan I had. Students had done a great job at turning their homework in on
time and I wanted to reward them for this. So I gave my students progress
reports and if they brought it back signed by a parent/guardian they got
extra credit points.
After the last assessment analysis I made a goal for myself to slow
down during the algebra part of solving problems. Since this chapter had a
lot of geometry I was able to slow down and really allow the students to
practice their algebra skills. I picked worksheets and problems that allowed
my students a lot of practice with solving algebriac expressions. My goal
from this assessment was to better analyze my students homework with
them, making sure they are on the right path with the content. Also, to still
be encouraging to my students, telling them when they are doing a good job
and working hard.

Stude
nt

Percenta Score out of Stude

ge
20
nt

Percenta Score out of

ge
20

100

20

39

85

17

100

20

40

85

17

100

20

41

85

17

100

20

42

85

17

100

20

43

85

17

100

20

44

85

17

100

20

45

85

17

100

20

46

85

17

100

20

47

85

17

10

100

20

48

85

17

11

100

20

49

80

16

12

100

20

50

80

16

13

100

20

51

80

16

14

100

20

52

80

16

15

100

20

53

80

16

16

100

20

54

80

16

17

95

19

55

80

16

18

95

19

56

80

16

19

95

19

57

80

16

20

95

19

58

80

16

21

95

19

59

80

16

22

95

19

60

80

16

23

95

19

61

75

15

24

95

19

62

75

15

25

95

19

63

75

15

26

90

18

64

70

14

27

90

18

65

70

14

28

90

18

66

70

14

29

90

18

67

70

14

30

90

18

68

65

13

31

90

18

69

65

13

32

90

18

70

65

13

33

90

18

71

55

11

34

90

18

72

50

10

35

90

18

73

50

10

36

85

17

74

45

37

85

17

75

30

38

85

17