Students received and tested on the same assessment consisting of a 16 multiple choice

test for both the Pre-assessment and Post-assessment. With a minor difference of changing up
the correct answers of all questions, and mixing up the number of questions so they arent not
the same on both test. Each question was assigned one point, so as to keep my math simple
(math is hard). The format of the test remained the same, straight multiple choice. Why multiple
choice? Well I choose the somewhat dreaded multiple choice test for a variety of reasons. 1; they
are comfortable with this format alleviating any confusion that could possibly affect their testing
ability, 2; for my juniors it allowed them to practice test taking strategies they would use on any
standardized test/college tests they will take in the near future, 3; by removing any short answer
or essay it allows no possible grading discrepancies Late night, tired, grading session and
instead is a highly efficient way to gauge and assess student learning and knowledge.
Table 1: Random Sampling of Students from my sections of Modern America
Stude
nt

Post Test
Correct
Answers

Gain
(Point
Value)

Gain
(Percent
age in
%)

Gend
er

Students
with
Accommodat
ions (Y/N)

1
2
3
4
5
6
7
8
9
10
11
12
13

Pre
Test
Correct
Answer
s
5
4
4
7
9
4
6
6
6
6
5
5
4

14
10
14
16
15
13
13
12
15
11
11
15
9

9
6
10
9
6
9
7
6
9
5
6
10
5

80
150
250
128.57
66.67
225
116.67
100
150
83.33
120
200
125

F
M
F
F
M
F
M
M
M
M
F
F
M

n
y
n
n
n
n
n
n
y
n
n
n
y

14
15
16
17
18
19
20
21
22
23
24
25
26

5
5
3
5
7
6
3
12
4
5
10
4
0

14
15
8
16
16
10
14
16
14
13
16
10
7

9
10
5
11
9
4
11
4
10
8
4
6
7

180
200
166.67
220
128.57
66.67
366.67
33.33
250
160
60
150
700

F
M
M
M
M
M
M
F
M
M
F
M
F

n
n
n
n
n
n
n
n
n
n
n
n
y

Pattern Analysis
84 students were assessed using the Pre- and Post-assessment. The average score for the
pre-assessment for all students was 6.456 points out of 16 for individual students. Meanwhile
after the unit had completed, their score on the post assessment was on average 13.578 points
out of 16.

The date provided above in the chart, as well as the data provided with my mass calculations
demonstrates positive learning occurring quite frequently on a large-scale basis. Throughout this
unit one can see that the students achieved significant positive growth. However with every big
piece of data, certain anomalies can be found. For example, in my mass sample, I had 7 students
shows negative growth. After checking in with them after the grades their post-test, I had
discovered a variety of differencing circumstance, negatively affecting their performance.
However, due to the variety of small minor assessments as well as our other big project that we
completed during their unit, I was satisfied with their learning throughout the unit. Granted a
vast majority of the students showed positive growth, I am still disappointed with myself that not
every single student showed such positive growth; however this does not severely damper my
happiness at seeing students learn at a quantitative process. Which fills me with happiness!
Of my 84 students, roughly 40% of them are female. Their average growth for my female
students was 157%, compared to 142% growth for my male students for a total difference of
35%. This difference confounds me, for I cannot really place my finger on what could contribute
to this possible difference between the two groups. Both groups contain extremely smart,
hardworking, gifted students who take pride in their education, and at the same time i also have
students who do not possess the same work ethic. Granted they have made signs of
improvement but its still a noticeable gap between the groups. I allow students to sit in any seat
they would like too, as long as it doesnt cause a problem for them or anyone around them. By
giving them the choice of picking their seats, they are given ownership of their learning and for
the most part they chose good seats, surrounded usually by both genders. One possible
explanation for the differing growth between the two groups could exist that in the female group,
90% are on track to graduate, and show an ownership in their learning and took a lot of pride in
their work. Therefore in group work which makes up a majority of my lessons, when the boys
would get distracted and might miss facts and or ideas, the girls would be paying attention. A
more plausible factor lies in a simple skill most of the girls possessed compared with the boys,
and that skill was organization. The girls had all of their notes, and other work handy when
studying, while in some instances the boys couldnt find their notes or were so poorly written
they didnt help.
Summary of the Assessment
The data and all the other findings do in fact show that in this unit, my sections of Modern
America did actually experience learning. With only 7 of the 84 students not showing positive
growth from their pre-test and for these seven, there were personal issues occurring and a test
was the last thing on their mind. In my perfect world, all students would only show positive
learning. But even with a small group not showing positive growth, does not make this unit a
disappointment for my young fledging career. I can proudly say that I facilitated learning, and the
data does in fact show that learning happened in my sections of Modern America. In future units,
I would make some different choice in regards to assessing student knowledge. For example test
anxiety is a growing epidemic, and it affects kids no matter the circumstances; also testing
sometimes doesnt test their content knowledge but their test taking ability so learning could be
flawed. Therefore, I would try to figure out a way to assess knowledge using a project based
learning experience which still allows me to assess and use quantitative data. However, while the
testing may be flawed, my unit contained multiple assessments both formal and informal that
allowed all students of differing learning styles to demonstrate their complete comprehension
and eventual mastery of the content. So in conclusion, I believe that the assessment that I
provided proved to be efficient and manageable way to monitor and assess my Modern America
students.