rice c dataanalysis

Please download to get full document.

View again

of 5
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Categories
Published
Key Assessment Stage 2 Technology-Based Assessment and Data Analysis Christina Rice Frit 7236 Fall 2017 Section 1 - Students The sample includes 22 students in my first period 9th grade health class in a rural high school in Georgia. The students have a variety of learning abilities and skills. Several have 504 plans and one has an IEP. There are 8 females and 12 m
  Key Assessment Stage 2 Technology-Based Assessment and Data Analysis Christina Rice Frit 7236 Fall 2017 Section 1 - Students The sample includes 22 students in my first period 9th grade health class in a rural high school in Georgia. The students have a variety of learning abilities and skills. Several have 504 plans and one has an IEP. There are 8 females and 12 males. Demographically there is a mixture of are 14 Caucasians, 5 African Americans, and one  Asian American. Socioeconomic statuses range from low to middle incomes and parent involvement is scarce. Section 2 - Course This chapter test was created to assess the s tudents’ comprehension and knowledge of drugs. The assessment was given on a Thursday during their 50 minute class period. Two students who are allowed to receive extra time to take a test did not need it. During this one semester, required high school course, students must demonstrate their knowledge, comprehension, and skills throughout the whole semester and on the final exam. Content and assessments for this course are based on all the Georgia performance standards (GPS). This assessment showed me the strengths and weaknesses of each student with regards to our chapter on drugs. With this data, I can redeliver the information that the students’ struggled with by using a variety of differentiated activities before the final exam takes place.  Georgia Performance Standards included in this assessment are: HE H.S.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance health. HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks Section 3 - Descriptive Analysis Below is a spreadsheet that shows the number of students and questions. The test consisted of multiple choice and short answer questions. The mean score was 8.73 and the median was 9.0. The standard deviation score was 1.11. Questions 2, 6, 13, 18 were ones that were most frequently missed. Two of these questions were short answer and two were multiple choice. All of these questions centered on the same topic of drug classifications. Every student got questions 1 and 15 correct. Both were very basic knowledge questions regarding risk factors for drug abuse.    Spearman-Brown Reliability I used Excel to calculate the Spearman-Brown Reliability. The results showed a .66 reliability score. Scores should show somewhere above .80 and going above .90 is preferred. The Spearman-Brown Reliability formula helps you determine whether a test would be more reliable if the length was increased. Although this 20 question test does cover the required standards, I think if I were to add about 10 questions to it then the Spearman-Brown Reliability score would increase, making it more reliable. Section 4 - Analysis of Students Strengths and Weaknesses While analyzing my students’ scores and separating the questions that many students did not get right, I was able to pinpoint the concepts they were struggling with. This turned out to be about the classifications of the different drugs we were covering. I   Commented [1]: a bit on the low side, but can work  felt that sufficient time was spent on this subject. For three weeks we covered the chapter with various learning activities.  A strength my students demonstrated was b eing able to identify the “street” names and what the drugs look like. I feel as though they excelled more on these particular questions because of their life experiences and the interest they had in them. They are not all that enthusiastic about learning what drug classifications are, but they did show a peaked interest when we studies pictures and the “slang” or “street” terms for the drugs. The four questions that were repeatedly answered wrong represent a problem students are having with remembering what the drug classifications are. This part of the content is not difficult, but I think it is due in part to lack of motivation and interest. When I re-deliver this content, I will use different activities for the students. Hopefully this will help them to be more engaged and willing to learn. Section 5  –  Improvement Plan I feel that the content of my test is appropriate for my students. Having a variety of multiple choice and short answer questions will test not only their content knowledge but their ability to apply the information. The next time this test is given I will add more questions to it. Just by adding 10 more to make the whole test a 30 question assessment should improve the reliability score. Some of these additional questions will focus on Bloom’s Taxonomy’s analyzing. The students’ will be required to use more critical thinking skills to answer those questions. By taking the time to analyze the data from the assessment I think it is safe to say that I need to spend more time on some of
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks