Ashley Quinn

Assessment Analysis: Time Management Unit

Objective(s):

I can define time management and procrastination.

I can evaluate my own use of time management.
I can describe how time management skills are useful to me as a
student.
I can rate my time management skills.

Pre-Test Results:

Mean:
Student Pre-Test Results (12 points
possible)
Katie 11
Briana 10
Cynthia 10
Mike 9
Collin 9
Parker 8
Olivia 8
Will 7
Alex 7
Maddie 7
Hannah 6
Michael 3
Jason 0
Cole 0
(0+0+3+6+7+7+7+8+8+9+9+10+10+11)/ 14= 6.8

6.8/12 = 56.7%

Median:
0, 0, 3, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10, 11 = 7.5

7.5/12 = 62.5%

Mode:
0, 0, 3, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10, 11 = 7

7/12 = 58.3%
Pre-Test Analysis:

The class that was used for this analysis is called CORE English.
This class is 70% a study hall and 30% instruction in life skills and
Basic English skills. Therefore, the lesson being taught related to time
management skills. My intention going into this unit was to help the
students grow their time management skills through instruction on
what time management skills are and activities that encourage or grow
time management skills.
The results of the pre-test showed me that either the students
knew the topic already or that they had no prior knowledge of the topic
at all. My intent when giving the pre-test was to determine if the
students had prior knowledge or not. I also wanted to know specifically
what kind prior knowledge they possessed. I also wanted to know how
the students related to the topic personally. Questions two, four, five,
and six were all intended to gain knowledge about the students
personal connection to the topic. These questions also may have
skewed my data. A student could still receive a fifty percent or higher
on this pre-test without knowing how to define time management
and/or procrastination. All of the students missed one point on
question one. This showed me that they didnt know how to define
time management, but their prior knowledge set them up to be able to
understand the topic.
With these results, I knew that I needed to spend instructional
time developing an understanding of the basic definitions involved in
time management. The students could successfully relate the topic to
their own lives, but they didnt understand what time management
was or how they could improve upon their own time management
skills.

Time Management Pre-Test

1. What is time management?

2. How do you use your time?

3. What is procrastination?

4. What do you procrastinate?

5. How can gaining skills in time management help you?

6. Rate you time management skills on a scale from 1 10.

1 2 3 4 5 6 7 8 9 10
No Skills Great at Time

Management

Pre-Test Key:

7. What is time management?

What you do and how you do it.
8. How do you use your time?
Answers will vary (students received points if they
attempted to answer, and their answer made sense for the
question).
9. What is procrastination?
Waiting to do things you need to do.
10. What do you procrastinate?
Answers will vary (students received points if they
attempted to answer, and their answer made sense for the
question).
11. How can gaining skills in time management help you?
Answers will vary (students received points if they
attempted to answer, and their answer made sense for the
question).
12. Rate you time management skills on a scale from 1 10.
1 2 3 4 5 6 7 8 9 10
No Skills Great at Time

Management

Students received points if they rated their skills.

Post-Test Results:

Student Post-Test Results (16 points

possible)
Katie 16
Briana 16
Parker 16
Cynthia 16
Hannah 16
Cole 16
Will 15
Olivia 15
Maddie 15
Jason 15
Mike 14
Michael 14
Collin 10
Alex 9

Mean:
(9+10+14+14+15+15+15+15+16+16+16+16+16+16)/14 = 14.5

14.5/16 = 90.6%

Median:
9, 10, 14, 14, 15, 15, 15, 15, 16, 16, 16, 16, 16, 16 = 15

15/16 = 93.8%

Mode:
9, 10, 14, 14, 15, 15, 15, 15, 16, 16, 16, 16, 16, 16 = 16

16/16 = 100%

The difference between the pre-test and the post-test was

significant. The mean score went from a 56.7% to a 90.6% and the
median went from a 62.5% to a 93.8%. I did add some new questions
to the post-test to accommodate for some information that I added to
the unit, after giving the pre-test. On the pre-test there were two
students who received zero points, but on the post-test everyone
received a score higher than a fifty percent. Ten out of the fourteen
students taking the post-test received a 93.8% or better on the post-
test. I think the scores on the post-test show that for the most part the
unit was successful, but some students still needed more help. It is
hard to tell why the students who received a fifty-six percent and a
sixty-two percent scored so low compared to their classmates. It would
be easy to say that my lessons were ineffective.
Both Alex and Collin did better on the pre-test than they did on
the post-test. What is particularly interesting is the fact that they both
missed question three on the post-test. I think their lack of
understanding might be an attention issue. The lessons were created
to be engaging, but these students still have a hard time paying
attention.
If I were to teach this unit again, I would change a lot about the
unit. I would have the students take notes during the group
discussions. During our group discussions, students were asked
questions. I would call on students to answer the questions, and then
ask if the other students agreed or disagreed. I also had students write
answers on the whiteboard during discussions. I think it would have
been more beneficial to have the students either taking their own
notes or giving them a worksheet to go along with the discussion.
Students made mistakes on the post-test related to topics that we only
discussed as a group. The students need to do more with the
information to retain that information.
Another change I would make is to spend more time on each
topic. I spent roughly 10-15 minutes each day on the topic. This was
not enough time to present the material, practice the material, and
check for understanding. With the time restraint, I never had time to
thoroughly check for understanding. I believe that if I would have
checked for understanding more often I could have spotted student
weak spots before the post-test.
I didnt create much differentiation in the lessons for this unit. I
think it is clear the some students need differentiation. The lowest
students were missing some aspect of the instruction and if I would
have spotted this early on I could have differentiated for their needs.

Time Management Post-Test

1. What is time management?

2. What is procrastination?

3. What do you procrastinate?

 4. How can you avoid procrastination?

5. What are some of your personal distractions?

6. How can you avoid being distracted?

7. How can gaining skills in time management help you?

8. Rate you time management skills on a scale from 1 10.

1 2 3 4 5 6 7 8 9 10
No Skills Great Skills
Post-Test Key

1. What is time management?

What you do and how you do it.

2. What is procrastination?
Waiting to do things you need to do.

3. What do you procrastinate?

Answers will vary (students received points if they
attempted to answer, and their answer made sense for
the question).

4. How can you avoid procrastination?

Answers will vary (students received points if they
attempted to answer, and their answer made sense for
the question).

5. What are some of your personal distractions?

Answers will vary (students received points if they
attempted to answer, and their answer made sense for
the question).

6. How can you avoid being distracted?

Answers will vary (students received points if they
attempted to answer, and their answer made sense for
the question).

7. How can gaining skills in time management help you?

Answers will vary, but students needed to talk about
better grades (students received points if they attempted
 to answer, and their answer made sense for the
question).

8. Rate you time management skills on a scale from 1 10.

1 2 3 4 5 6 7 8 9 10
No Skills Great at Time
Management

Students received points if they rated their skills.