# Assessment Data Analysis

Anonymous
timer Asked: May 4th, 2013

Question description

ou are a new 3rd Grade Teacher at Kelsey Elementary School teaching a Math Unit on measurement.  The AZ Content Standards (including Common Core Standards) that apply to this unit are as follows:

3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Connections: 3.NF.2; 3.SL.2; ET03-S1C4-01

3.MP.1. Make sense of problems and persevere in solving them.

3.MP.4. Model with mathematics.

3.MP.6. Attend to precision.  Students in second grade measured length in whole units using both metric and U.S. customary systems. It’s important to review with students how to read and use a standard ruler including details about halves and quarter marks on the ruler. Students should connect their understanding of fractions to measuring to one-half and one-quarter inch. Third graders need many opportunities measuring the length of various objects in their environment. (Arizona Department of Education, 2012)

You began the measurement unit by giving students a 20 question pre-assessment test in which students had to measure objects with a ruler and circle the correct answer.  Throughout the unit, you administered various formative assessments that involved practice problems using measurement where students wrote the measurement in the blank.  Visit the Kelsey Elementary School site by clicking on the Virtual School Portal link in the Materials tab of the course, then accessing the “Education” virtual organizations.  Student Pre and Post project standard test scores for math can be accessed from the Home page of the Kelsey Elementary School site under “Student Data” (KEPreST.exe. and KEPostST.ext).  Consider the differences between the pre and post math test scores.

1) Graph the class average of the pre and post assessment results on the math test.

2) What conclusions can be drawn about learning and the quality of instruction from these results?

3) Looking at all 23 student profiles, create a subgroup according to either race or sex and then graph the pre and post- assessment results for that group.

4) Analyze the performance difference between this subgroup and the class as a whole. -bigbaby373

5) What conclusions can be drawn about the sub-group’s learning and the quality of instruction, based on this data?

6) Finally, look at the performance of 4 individual students: Li, Carmen, Robert, and Tawayna. Review these 3rd grade student profiles which can be found in the Student Info tab of the Kelsey site. Graph the pre and post math test scores for these 4 students.

7) Analyze the performance differences between

8) Analyze the performance differences between these four students and the class as a whole.

9) What are the next instructional steps for the whole class, the sub-group, and the four focus students? -bigbaby373

Present your responses to 1-9 in the format of your choice – Word document, multimedia presentation, etc.

RUBRIC

50 – All 9 items are addressed with detailed, thoughtful, accurate analysis. Conclusions are logical.  Presentation of findings is clear and professionally formatted.  Overall analysis and presentation show exceptional insight and consideration of multiple instructional steps.

40-49 – All 9 items are addressed with detailed, mostly accurate analysis.  Conclusions are mostly logical.  Presentation of findings is clear and professionally formatted.

30-39 – 7-8 items are addressed with mostly accurate analysis.  Conclusions are mostly logical.  Presentation of findings is mostly clear.  OR all 9 items are addressed, but analysis lacks detail or has significant inaccuracies.

20-29 – Fewer than 7 items are addressed

Need the ones that are in bold done with bigbaby373 by them it's a team assignment and I have to do 4 & 9 .

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