Anna M.

Saxon
FRIT 7236
KA Part 2

Section 1 Students

The data represented below is from a fourth grade class at Sallie Zetterower Elementary School
in Statesboro, Georgia. The school is one of nine elementary schools in the Bulloch County
School System and is served by the First District Regional Educational Service Agency. Sallie
Zetterower Elementary had the second highest CCRPI (College and Career Ready Performance
Index) scores among the elementary schools in the Bulloch County school district for the 2013-
2014 school year. These fourth grade students range in age from nine to eleven years old. In the
class, there are six male students and fifteen female students. The demographic information for
this class is as follows: ten Caucasian students, eight African-American students, one Asian
student, and two mixed-race students. Academically, these students range from below average
abilities to above average abilities. Four of the students in this class receive gifted services;
these student spend one day a week outside of the general education classroom and instead with
the gifted education teacher. According to a results from a recent administration of the STAR
Reading assessment on the Renaissance Place Real Time platform, seven of the twenty-one
students are reading below grade level.

Section 2 Course

The iKnow Math Class Benchmark test was given at the beginning of the second semester to all
students served in the Fourth Grade Math general education classroom. The results of this test
will be used to determine the students understanding of content covered during the fall semester.
The benchmark test was given in one of the schools computer labs using an online-based
assessment system. During the administration of the assessment, students answered test items
using the number pad located on the computers keyboard. Upon completion of the benchmark
test, the online based-assessment system (iKnow Math) graded the test and sent each students
results to his/her homeroom teacher. The Fourth Grade Math Common Core Georgia
Performance Standards (CCGPS) assessed on the iKnow Math Class Benchmark test are listed in
the table below.

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
MCC4.G.1 perpendicular and parallel lines. Identify these in two-dimensional
figures.
Classify two-dimensional figures based on the presence or absence of
parallel or perpendicular lines, or the presence or absence of angles of a
MCC4.G.2
specified size. Recognize right triangles as a category, and identify right
triangles.
MCC4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line into
matching parts. Identify line-symmetric figures and draw lines of
 symmetry.
Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in terms
MCC4.MD.1 of a smaller unit. Record measurement equivalents in a two column
table. For example, know that 1 ft is 12 times as long as 1 in. Express the
length of a 4 ft snake as 48 in. Generate a conversion table for feet and
inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. For
MCC4.NBT.1
example, recognize that 700 70 = 10 by applying concepts of place
value and division.
Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers
MCC4.NBT.2
based on meanings of the digits in each place, using >, =, and < symbols
to record the results of comparisons.
Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two two-digit numbers, using strategies based on
MCC4.NBT.5
place value and the properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
Find whole-number quotients and remainders with up to four-digit
dividends and one-digit divisors, using strategies based on place value,
MCC4.NBT6 the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
Explain why a fraction a/b is equivalent to a fraction (n a)/(n b) by
using visual fraction models, with attention to how the number and size
MCC4.NF.1
of the parts differ even though the two fractions themselves are the same
size. Use this principle to recognize and generate equivalent fractions.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
MCC4.NF.3.a a. Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
c. Add and subtract mixed numbers with like denominators, e.g., by
MCC4.NF.3.c replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition and
subtraction.
MCC4.NF.3.d Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
d. Solve word problems involving addition and subtraction of fractions
referring to the same whole and having like denominators, e.g., by using
 visual fraction models and equations to represent the problem.
Apply and extend previous understandings of multiplication to multiply a
MCC4.NF.4
fraction by a whole number.
Apply and extend previous understandings of multiplication to multiply a
fraction by a whole number.
c. Solve word problems involving multiplication of a fraction by a whole
MCC4.NF.4.c number, e.g., by using visual fraction models and equations to represent
the problem. For example, if each person at a party will eat 3/8 of a
pound of roast beef, and there will be 5 people at the party, how many
pounds of roast beef will be needed? Between what two whole numbers
does your answer lie?
Use decimal notation for fractions with denominators 10 or 100. For
MCC4.NF.6 example, rewrite 0.62 as 62/100; describe a length as 0.62 meters;
locate 0.62 on a number line diagram.
Find all factor pairs for a whole number in the range 1100. Recognize
that a whole number is a multiple of each of its factors. Determine
MCC4.OA.4 whether a given whole number in the range 1100 is a multiple of a
given one-digit number. Determine whether a given whole number in the
range 1100 is prime or composite.

Section 3 Descriptive Analysis

The table below shows the results of the iKnow Math Class Benchmark for fourth grade
students. The results of the assessment are color-coded according to the domain assessed on
each test item. The domains included in the Fourth Grade CCGPS are Geometry, Measurement
and Data, Number and Operations Fractions, Number and Operations in Base Ten, and
Operation and Algebraic Thinking.
4 4 4 4 4 4
4 4 4 4 4 4 4 4 4 . . . . . .
4 4 . . . . . . . . . 4 N N N N 4 N N 4 4 4
4 4 4 . . N N N N N N N N N . F F F F . F F . . .
. . . M M B B B B B B B B B N . . . . N . . N N O
G G G D D T T T T T T T T T F 3 3 3 3 F 4 4 F F A
. . . . . . . . . . . . . . . . . . . . . . . . .
1 2 3 1 1 1 2 2 2 2 5 5 6 6 1 a c c d 4 c c 6 6 4
Student
1 80 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0
Student
2 76 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0
Student
3 72 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0
Student
4 72 0 0 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0
Student
5 68 0 1 0 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 0
Student
6 64 0 0 1 0 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 0
Student 64 0 1 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0 1 1 0
7
Student
8 64 0 0 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 0 1 1 0
Student
9 64 0 0 1 0 0 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0
Student
10 60 0 0 0 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 0 1 1 0
Student
11 56 0 1 0 0 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 0 0 0 1 1 0
Student
12 52 0 0 1 0 0 1 1 1 0 1 1 1 0 0 0 1 1 1 0 1 0 0 1 1 0
Student
13 52 0 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 0 0 1 0 0 0 1 0 0
Student
14 48 0 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 0 0 1 1 0 0 1 1 0
Student
15 48 0 0 1 0 0 1 1 1 1 0 1 1 0 0 1 1 0 0 1 0 0 0 1 1 0
Student
16 48 0 0 0 0 0 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 0 0
Student
17 44 0 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 0 0 1 0 0 0 1 1 0
Student
18 40 0 0 1 0 0 1 1 1 1 1 0 0 1 0 0 1 0 0 1 0 0 0 1 0 0
Student
19 36 0 0 1 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 1 1 0 0 1 1 0
Student
20 28 0 0 1 0 0 1 0 1 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0
Student
21 28 0 0 0 0 0 1 0 1 1 1 1 0 0 0 0 1 0 0 0 1 0 0 0 0 0
Student
22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 5 2 9 6 8 9 5 7 5 5 4 7 9 5 5 7 5 2 1 9 7
0 8 9 3 0 5 8 6 1 9 3 5 0 1 3 1 5 9 3 5 3 4 1 3 0

Number and
Measurement and Number and Operations and
Geometry Operations in Base
Data Operations - Fractions Algebraic Thinking
Ten

Overall Mean: 52.9%

Standard Deviation: 18.37
Median: 54

This assessment is given three times per year: beginning of the year, beginning of second
semester, and end of year. The benchmark test is given to track the students progress in
mastering the Fourth Grade CCGPS taught as the year progresses. Prior to the assessment being
administered, students take practice tests to become familiar with the format of the exam as well
as the technology used during the assessment. This particular administration of the assessment
was given in January to determine student progress made during the first semester of the
academic year. Based on the average student score of 52.9, concern should be given as to why
students scored so poorly. The teacher should determine if the low student scores were a result
of students not grasping the content or a result of low reliability/validity of the assessment itself.
The line graph below shows the mean for each student.
 Below are the results of the Spearman-Brown reliability calculations.

Odd Total Even Total z-odd z-even z product Rnn Rel

9 11 -1.07514 -1.55103 1.667568 0.685231 0.813219
8 11 -0.63712 -1.55103 0.988189
8 10 -0.63712 -1.19184 0.759345
9 9 -1.07514 -0.83266 0.895221
8 9 -0.63712 -0.83266 0.530501
9 7 -1.07514 -0.11429 0.122873
7 9 -0.1991 -0.83266 0.165782
9 7 -1.07514 -0.11429 0.122873
7 9 -0.1991 -0.83266 0.165782
8 7 -0.63712 -0.11429 0.072814
6 8 0.238919 -0.47347 -0.11312
5 8 0.676938 -0.47347 -0.32051
7 6 -0.1991 0.244899 -0.04876
7 5 -0.1991 0.604085 -0.12027
7 5 -0.1991 0.604085 -0.12027
6 6 0.238919 0.244899 0.058511
7 4 -0.1991 0.96327 -0.19179
6 4 0.238919 0.96327 0.230144
5 4 0.676938 0.96327 0.652074
4 3 1.114957 1.322456 1.474481
2 5 1.990995 0.604085 1.202729
0 0 2.867032 2.400012 6.880913
Mean 6.545455 6.681818 15.07508
SD 2.283007 2.784077

Based on these calculations, the reliability score for this assessment is 0.813219 which falls into
the normal range of reliability for standardized achievement tests repeated two to three times
during the academic year (Brookhart & Nitko, 2015). The reliability of this assessment could be
improved by increasing the number of items included on the assessment. The number of items
per standard should correlate to the amount the standard was covered during instruction as well
as the importance of the standards content overall. Reliability could also be increased by
assessing these skills in the manner they were practiced and assessed during instruction. While
using an online assessment may be time efficient, it may not be the best representative of student
mastery of the skills covered so far during the fourth grade year. Scores to show student mastery
would be more reliable if multiple methods of assessment (computerized and paper-pencil) were
used.

Section 4 Analysis of Student Strengths and Weaknesses

Overall, students did not perform very well on this assessment. Students demonstrated the
highest level of mastery on MCC4.NBT.1, MCC4.NBT.2, MCC4.NF.3, and MCC4.NF.6. These
standards cover understanding a digits place value in a number, reading and writing multi-digit
whole numbers, adding and subtracting fractions, and using decimal notations for fractions
respectively. On three assessment items, no students answered correctly. MCC4.G.1 refers to
the drawing points, lines, line segments, rays, and angles. MCC4.MD.1 refers to knowing
relative sizes of measurements. (Another test item for MCC4.MD.1 was also included in the
assessment; however, only 23% of students answered the item correctly showing consistency in
students not grasping these skills.) MCC4.OA.4 focuses on finding factor pairs for whole
numbers 1 to 100. The table below shows student mastery for each domain assessed on the
benchmark test.

Number and Number and Operations and

Measurement and
Student Geometry
Data
Operations in Operations - Algebraic
Base Ten Fractions Thinking

Student 1 67 50 100 80 0

Student 2 0 50 89 100 0

Student 3 0 50 100 80 0

Student 4 33 0 89 90 0

Student 5 33 0 78 90 0

Student 6 33 0 78 80 0

Student 7 33 0 89 70 0

Student 8 33 50 67 80 0

Student 9 33 0 78 80 0

Student 10 0 0 89 70 0
 Student 11 33 0 67 70 0

Student 12 33 0 67 60 0

Student 13 33 50 78 40 0

Student 14 33 0 56 60 0

Student 15 33 0 67 50 0

Student 16 0 0 78 50 0

Student 17 33 0 56 50 0

Student 18 33 0 67 30 0

Student 19 33 0 22 60 0

Student 20 33 0 44 20 0

Student 21 0 0 56 20 0

Student 22 0 0 0 0 0

Average
26 11 69 60 0
Mastery Score

From the table, we can see that students performed lowest in the domain of Operations and
Algebraic Thinking. Students performed highest in Numbers and Operations in Base Ten and
Number and Operations Fractions. It should be noted that Operations and Algebraic Thinking
was assessed with only one test item, while Number and Operations in Base Ten with nine items
and Numbers and Operations Fractions with ten items.

In addition to noting which content areas students struggle in the most, we must also look at
individual student performance. Only Students 1, 2, 3, and 4 received a passing score on this
assessment. With only four of twenty-two students passing the assessment, that is very
concerning. When planning remediation in these areas, particular attention should be paid to
Students 21 and 22 who produced a mastery score of 0 in the majority of domains.

Section 5 Improvement Plan

The iKnow Math Class Benchmark test is one of several standardized assessment tools used with
students in addition to classroom assessments created and administered by the classroom teacher.
The results of this benchmark test can be used to improve student learning and assessment in
several ways. The results of the assessment can be used to determine content areas that need to
be included in small group activities for the purpose of remediation. Also, scores can be used to
create student groupings during rotations. The teacher may also want to consider introducing
more methods students can use to demonstrate understanding. With scores being low overall,
perhaps the ways that students displayed understanding during the first semester did not match
the methods used on the benchmark assessment.

Considerations should be given not only to the standards assessed on the benchmark, but also to
standards that will be included on the final benchmark to be administered at the end of the
academic year. The teacher should allow students ample opportunities to practice showing
understanding in ways that will be similar to those used on the benchmark test. Students should
also practice transferring skills as many standards require students to do calculations before
arriving at their final answer. Students who performed especially poorly on this assessment may
need additional monitoring and prompting during testing to ensure they remain engaged during
the benchmark and are taking adequate time to read each question carefully.