FRIT 7236

Technology-Based Assessment and Data Analysis

Key Assessment
By: Jenna Jenkins

Students
This data set was derived from a group of 21 fourth-grade students at an elementary school in
South East Georgia. The school is part of the First District Regional Educational Service
Agency, and SZES is one of nine elementary schools with small county school system. Last year,
the school ranked and scored among these nine elementary schools according to the College and
Career Ready Performance Index issued by the State of Georgia’s Department of Education. The
21 fourth-grade students that are represented in this data set fall within the age range of nine-
years old to eleven-years old. There are six boys and fifteen girls represented in this data set.
This group contains 10 Caucasian, 8 African- American, 1 Asian, and 2 Mixed-Race students.
This group ranges from below average to above average, and four students attend gifted classes
once per week. Currently 7 of the 21 students read below grade level according to recent STAR
reports.

Course (4th Grade Math)

This common assessment was administered to all fourth-grade students at the School at the
beginning of the third-quarter. This test was designed to display students’ understanding of
content that was covered during the first half of the school year. The test was administered using
an online-based assessment system. The students were required to answer each question by
filling in blanks using the number pad on the keyboard. The online-based environment graded
the test and sent a report to each teacher. The standards assessed are outlined below:
(mock data did not have standards G:1, G:2, G:3, OA.4, or MD.1 listed here so I added them)

Standard Question(s)
MCC4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents 1
ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 =
10 by applying concepts of place value and division

MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number 2, 3, 4, 5
names, and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.

MCC4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, 6, 7

and multiply two two-digit numbers, using strategies based on place value and the properties
of operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models

MCC4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends 8, 9

and one-digit divisors, using strategies based on place value, 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.

MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n×a)/(n×b) by using 10

visual fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize and
generate equivalent fractions.

MCC4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 11, 12, 13, 14
a. Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.
b. Decompose a fraction into a sum of fractions with the same denominator in
more than one way, recording each
decomposition by an equation. Justify
decompositions, e.g., by using a visual
fraction model.
 Examples: 3/8= 1/8 +1/8 +1/8; 3/8= 1/8 + 2/8; 2 1/8= 1+ 1+ 1/8= 8/8
+ 8/8 +1/8.
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each
mixed number with an equivalent fraction, and/or by using properties of operations
and the relationship between addition and subtraction.
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.

MCC4.NF.4 Apply and extend previous understandings of multiplication to multiply a 15, 16, 17
fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction
model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the
equation 5/4 = 5 × (1/4).
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to
multiply a fraction by a whole number. For example, use a visual fraction model
15, 16, 17 to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In
general, n × (a/b) = (n × a)/b.)
c. Solve word problems involving multiplication of a fraction by a whole 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?

MCC4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For 18, 19
example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a
number line diagram.

MGSE4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify these in two-dimensional figures.
MGSE4.G.2 Classify two-dimensional figures based on the presence or absence of parallel
or perpendicular lines, or the presence or absence of angles of a specified size. Recognize
right triangles as a category, and identify right triangles.
MGSE4.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.
MGSE4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a
whole number is a multiple of each of its factors. Determine whether a given whole number
in the range 1–100 is a multiple of a given one-digit number. Determine whether a given
whole number in the range 1–100 is prime or composite.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
 a. Understand the relationship between gallons, cups, quarts, and pints.
b. Express larger units in terms of smaller units within the same measurement
system.
c. Record measurement equivalents in a two-column table.

Descriptive Analysis
The mean of student achievement resulted in an average of 53%. The median was 54% and the
standard deviation of the students’ achievement was 18.36%. Since I am using the mock data, I
am only able to see their performance of each standard they were assessed on. Below is a graph
showing the percentage of students that correctly answered each question (standard):

% Correct by Standard
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

As you can see, there are three standards that every student missed: G.1 which focuses on
identifying parallel and perpendicular lines in figures (listed as standard 1), MD.1 which
included measurement conversion in U.S. customary (listed as standard 5), and OA.4 which
focused on prime factorization (listed as standard 25).

Spearman-Brown Reliability
The Spearman-Brown Reliability for this fourth-grade math assessment is 83%. I think this is
pretty reliable since it asks open-ended questions and those tests typically have a reliability range
of 65%-80%. However, I also think the reliability of this test can be improved and other
instruments should be used in addition to this test to determine student success. The teacher
should take the time to review and adjust lessons and assessment tasks as needed to ensure they
are differentiated and match student’s ability level. The teacher should also make sure scoring
criteria is available and well understood by students before starting any assessments. The
following chart shows the z scores that were used to calculate the Spearman-Brown Reliability
score:
Analysis of Student Strengths and Weaknesses
After analyzing student scores and performance of each standard, I noticed that all students
struggled with identifying parallel and perpendicular lines in figures, measurement conversion
for U.S. Customary units, and prime factorization. Many students had additional weaknesses in
classifying triangles and multiplying and dividing fractions. Students were either not given
productive feedback at the right time or they were not assessed on these standards throughout the
unit.

Students showed strengths in many areas such as identifying place value, expanded notation,
multiplication and division, equivalent fractions, adding and subtracting fractions, and
converting fractions to decimals. It is clear that the lessons for these standards were well taught
and provided students enough opportunity to master the skills.

Improvement Plan
Lessons on parallel and perpendicular lines, measurement conversion in U.S. customary, and
prime factorization need to be revised and retaught to all students. In addition to this
remediation, students that scored below 80% will receive additional small group and/or one-on-
one instruction. They will be given individual feedback so they can learn from their mistakes and
they will practice the standards they missed through various activities. As students progress, they
will practice problems at higher DOK levels to ensure mastery. The teacher will also reevaluate
the test to determine if any questions need to be revised to better align with the level of questions
practiced in class. They will then be reassessed on the standards to determine their growth.
Students that scored above 80% will receive enrichment activities that challenge their thinking
and take their knowledge to the next level.