Section 1: Students

The assessment is given to a group of high school students in the Douglas County
School System. Out of the five high schools in the county, Lithia Springs High School is
considered Title One for the 2014-2015 school year. The students tested are 17 to 18
years old. They are all seniors in high school. The majority of the students come from an
economically disadvantage household as well as receive free and reduced lunch. There
are 7 males and 13 females included in the testing group. The group is a diverse bunch
with 8 African American students, 4 Hispanic students, 6 Caucasian students and 2 multiracial students. Out of the 20 students tested, 4 of them have minor disabilities and have
optional testing accommodations that can be made for them.
Section 2: Course
The test is a common district assessment for Douglas County School System. It is
a Macroeconomics unit test created by multiple economics teachers around the county.
All economics students are required to take the common district assessments created for
the class and report data out to their supervising administrators. The test is based off of
the Georgia Performance Standards for the required Economics course. Specifically, the
test is based off of the three Macroeconomics standards as well as the 11 elements that go
along with them.
SSEMA1 The student will illustrate the means by which economic activity is
measured.
a. Explain that overall levels of income, employment, and prices are determined
by the spending and production decisions of households, businesses, government,
and net exports.
b. Define Gross Domestic Product (GDP), economic growth, unemployment,
Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and
aggregate demand.
c. Explain how economic growth, inflation, and unemployment are calculated.
d. Identify structural, cyclical, and frictional unemployment.
e. Define the stages of the business cycle; include peak, contraction, trough,
recovery, expansion as well as recession and depression.
f. Describe the difference between the national debt and government deficits.
SSEMA2 The student will explain the role and functions of the Federal
Reserve System.
a. Describe the organization of the Federal Reserve System.
b. Define monetary policy.
c. Describe how the Federal Reserve uses the tools of monetary policy to promote
price stability, full employment, and economic growth.
SSEMA3 The student will explain how the government uses fiscal policy to
promote price stability, full employment, and economic growth.
a. Define fiscal policy.
b. Explain the governments taxing and spending decisions.

Objective
SSEMA1 The student will
illustrate the means by which
economic activity is measured.

Questions
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,
24,26,35,36,38,39,40

SSEMA2 The student will explain

the role and functions of the
Federal Reserve System.

20,21,22,23,25,27,28,37

SSEMA3 The student will explain

how the government uses fiscal
policy to promote price stability,
full employment, and economic
growth.

29,30,31,32,33,34

Section 3: Descriptive Analysis

By using Excel descriptive statistics the calculated mean for this
assessment is 70.625. The average score being right at the proficiency
point shows that we have to pin-point which standards were most
missed and remediate. The chart below shows which questions were
most missed and the overall average that got the question correct. Red
and grey mark incorrect questions while green is a correct answer.

Based on above
charts, the following
questions require
more attention as a
whole:

1. Question 2
2. Question 16

14.
15.

3. Question 18
4. Question 19
5. Question 20
6. Question 23
7. Question 27
8. Question 28
9. Question 30
10.
Question
31
11.
Question
32
12.
Question
33
13.
Question
34
Question 37
Question 39

16.
16.
16.
16.
16.
16.
17.
18.
19.
20.
21.
22.
23. The SpearmanBrown reliability formula
had a score of .56. This
shows that the test may
not be reliable as it would
have been ideal to have a
higher score. This could
show that the content
taught might not have been taught in a way that we aligned well
with the standards or that the test itself didnt align completely
with the standards.
24.
25.
26.
27.
28.
29.
Section 4: Student Strengths & Weaknesses
30.
31.
32.
Strengths/Weaknesses
Stud
en
t
33.
34.
Weaknesses were scattered amongst the objectives for
MB
the test. Most were found in identifying actions done by the
Federal Reserve and Government under monetary and fiscal
policy. Others were minor vocabulary weaknesses. For the
most part this student has an understanding of the basic
Macroeconomic vocabulary.
35.
36.
Weaknesses surrounded concept application of
JB
monetary and fiscal policy. This student is very strong in
macroeconomic vocabulary listed in the objectives for this
unit.
37.
38.
This student struggled with monetary policy
VB
application and the tools of the Federal Reserve System. He

39.
JF
41.
BF
43.
JG
45.
GG
47.
DH
49.
HH
51.
WJ
53.
DJ
55.
57.
JJ
59.
AM
61.
LM
63.
JM

was strong in macroeconomic vocabulary as well as Fiscal

policy application and tools.
40.
Weaknesses were scattered amongst the objectives for
this unit test. Basic vocabulary and application of Fiscal and
Monetary Policy need to be remediated for this student.
42.
This student struggled with application of monetary
and fiscal policy across the board. He has some strength in
the macroeconomic vocabulary that is listed in the first
objective.
44.
Weaknesses surrounded concept application of
monetary and fiscal policy. This student is very strong in
macroeconomic vocabulary listed in the objectives for this
unit.
46.
This student showed weaknesses in Government and
applying Fiscal Policy. Strengths for this student are definitely
in objective one vocabulary.
48.
This student struggled with monetary policy
application and the tools of the Federal Reserve System. He
was strong in macroeconomic vocabulary as well as Fiscal
policy application and tools.
50.
Overall this student showed strengths across the board
in the Macroeconomics unit. There were some scattered
weaknesses grouped around Fiscal policy but not many.
52.
This student struggled with the Federal Reserve and
the understanding of what they do. They showed strength in
applying monetary policy and fiscal policy as well as the
macroeconomic vocabulary in objective one.
54.
This student struggled with monetary policy
application and the tools of the Federal Reserve System. He
was strong in macroeconomic vocabulary as well as Fiscal
policy application and tools.
56.
58.
Overall this student showed strengths across the board
in the Macroeconomics unit. There were some scattered
weaknesses grouped around monetary policy but not many.
60.
Weaknesses were scattered amongst the objectives for
this unit test. Basic vocabulary and application of Fiscal and
Monetary Policy need to be remediated for this student.
62.
A lot of the weaknesses for this student revolved
around basic vocabulary of the macroeconomic unit. They
showed strengths in the application of fiscal and monetary
policy.
64.
This student struggled with application of monetary
and fiscal policy across the board. He has some strength in
the macroeconomic vocabulary that is listed in the first

objective.
65.
JN
67.
AN
69.
MO
71.
LR
73.
AS

66.
Weaknesses were scattered amongst the objectives for
this unit test. Basic vocabulary, specifically GDP and
Business Cycle, and application of Fiscal and Monetary Policy
need to be remediated for this student.
68.
Weaknesses were scattered amongst the objectives for
this unit test. Basic vocabulary and application of Fiscal and
Monetary Policy need to be remediated for this student.
70.
Weaknesses were scattered amongst the objectives for
this unit test. Basic vocabulary and application of Fiscal and
Monetary Policy need to be remediated for this student.
72.
Weaknesses were scattered amongst the objectives for
this unit test. Basic vocabulary, specifically the Business
Cycle, and application of Fiscal and Monetary Policy need to
be remediated for this student.
74.
This student struggled with application of monetary
and fiscal policy across the board. They have some strength
in the macroeconomic vocabulary that is listed in the first
objective.

75.
76.
77.
78.
79.
80.
Section 5: Improving Plan
81.
82.
After looking at individual Unit strengths and
weaknesses it is obvious to me what needs to be done
differently. The instructional objectives can not be changed or
adjusted as they are state mandated however the instructional
strategies needs to be adjusted. Overall, the students showed
strength in the Macroeconomic vocabulary. Objective one is just
know basic vocabulary for the unit. Objective 2 and 3 expect a
little more application of the vocabulary. They are the higher
order objectives. The instructional strategies need to be adjusted
to better prepare students to apply the concepts. They need
more practice doing just that.
83.
This class needs to be grouped into smaller groups.
This is already a small class, however putting them in smaller
groups to practice he concepts will help with higher learning.
84.
Looking at the questions most missed does not
surprise me. After teaching this unit, I know I need to include
stagflation, debt and deficit in my initial economic indicator
lessons. These vocabulary terms were left off and only briefly

discussed during the review portion of instruction. In the future

an individual lesson will be included for the vocabulary terms.
85.
The reliability for this test was very low. In order to
improve the reliability for this test a revision will have to be
made. There needs to be multiple questions per standard. The
amount of questions per standard needs to be relevant to the
level of instructional time given in the classroom. It is hopeful
that making the necessary assessment revisions will increase the
reliability. We will know that the reliability has improved if we see
similar results for each question per standard.