Meagan Oakley

ITEC 7236
Key Assessment
Stage 2

Section 1: Students
The data discussed in this report was collected from a math assessment administered to
21 fourth grade students ranging in age from nine to eleven years old. Six boys and fifteen girls
completed this assessment and their scores are displayed in the test data located in the appendix.
The group of test participants is comprised of 10 Caucasian, 8 African-American, 1 Asian, and 2
Mixed-Race students. A variety of ability levels are represented in the student group ranging
from below average to above average. Based upon recent STAR reports, seven of the students
are reading below grade level; however, four of the students receive instruction in a gifted
classroom once per week. The students which make up the data set attend an elementary school
located in Southeast Georgia which is a part of the First District Regional Educational Service
Agency. Out of nine elementary schools in the district, the school ranked second according to
the College and Career Ready Performance Index issued by the Georgia Department of
Education during the previous school year.

Section 2: Course
The data depicted in the appendix of this report was collected from a fourth grade math
assessment designed to assess student understanding of content covered during the first two
semesters of the school year. At the beginning of the third quarter, the assessment was given to

all fourth grade students in the school utilizing an online-based assessment system. Each
question required the students to fill-in a blank by using the number pad on the keyboard. Upon
completion, the assessments were scored and a report was sent to each students teacher. A
variety of math standards were assessed which are identified in the chart located in the appendix.
A description of these standards can be found by clicking the link below.
Fourth Grade Math Standards

Section 3: Descriptive Analysis

Mean

Median

Mode

Standard Deviation

Spearman-Brown Reliability

52.91

54

64

18.37

0.83

Mean, Median, & Mode

The highest score on the assessment was an 80. In addition, the measures of central
tendency were relatively low. These findings indicate that re-teaching would be beneficial. In
order to provide appropriate supplemental instruction, it is helpful to review the individual
student test data displayed in the appendix of this report. I have also summarized the average
scores for each standard in the graph below.

Fifteen items on the assessment had an average score below 70%, and these items make
up 60% of the assessment. I think it would be advantageous for all students to receive additional
instruction in these areas. The following assessment items/standards fall in this category: finding
the missing number in expanded notation, counting (more or less), two-digit division with
regrouping, multiplying fractions and whole numbers, improper fractions as mixed numbers
without a number line, mixed numbers as improper fractions, multiplication/division of fractions
(fraction of a number), multiplication/division of fractions (times as many as), two-digit by twodigit multiplication, four-digit division, prime factorization, measures of capacity, measurement

conversion (U.S. customary), bilateral symmetry, classifying triangles visually, and identifying
parallel and perpendicular lines in figures (see test data in the appendix as another point of
reference for these areas of weakness).

Spearman-Brown Reliability
The Spearman-Brown reliability score (0.83) indicates that the assessment has moderate
reliability. An odd-even split-halves procedure was utilized to determine the reliability of this
assessment. However, some of the standards were not equally represented on each half. For
example, standard 4.OA.4 was only assessed in question 25 and it was answered incorrectly by
all students. In order to improve reliability, I think it would be beneficial to increase the number
of assessment items and then check to ensure that each split half contains parallel content
samples (Nitko and Brookhart, 2014, p.75). In addition, the assessment could be administered
on another occasion and results from both administrations could be compared to increase
reliability. The image below shows the Spearman-Brown reliability calculation.

Section 4 Analysis of Student Strengths & Weaknesses

Overall, students performed well in the following areas: identifying place values to
10,000, writing numbers from expanded notation, making numbers from three digits, adding and
subtracting fractions, and fractions in decimal form. Out of 22 students, only one student
answered incorrectly when asked to identify place values to 10,000. The aforementioned
standards represent areas of strength for the majority of the students assessed, so enrichment of
these objectives should be provided. The few students that did not show mastery in these areas
will receive one-on-one or small group intervention to learn these standards in a new way.
Four of the standards assessed had an average score of 73% indicating that 16 out of 22
students answered correctly on these questions. These standards include: two-digit
multiplication with regrouping, equivalent fractions (expanding fractions), decimals as fractions,
and adding and subtracting fractions. I would not consider these four standards to be either areas
of strength or weakness. Instead, it is necessary to complete further assessment and practice
activities in order to investigate individual student strengths and weaknesses in these areas to
decide which students would benefit from remediation.
There are several areas of weakness regarding the content covered on the assessment.
First, I will discuss areas of weakness among the group as a whole and then individual student
weaknesses will be described. Previously, in the description of the measures of central tendency,
I defined the assessment items/standards on which the majority of students performed poorly.
Sixty percent of the assessment, or 15 items, had an average score less than 70 percent. As
previously mentioned, I believe these areas should be re-taught to all students.
In addition to whole class re-teaching, students should be placed in intervention and
enrichment groups based on individual strengths and weaknesses. The table below outlines

individual performances. The areas of weakness listed below are assessment items that were
answered incorrectly. These areas will be used to form intervention groups. Students will
receive enrichment opportunities for the remaining standards assessed, which are not identified
as areas of weakness in the table below.

Student #
1

8
9

Areas of Weaknesses Intervention and/or Re-teaching Required

Identifying parallel and perpendicular lines in figures, measurement conversion
(U.S. customary), multiplication/division of fractions (fraction of a number & times
as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
bilateral symmetry, measurement conversion (U.S. customary), finding missing
number in expanded notation, & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
bilateral symmetry, measurement conversion (U.S. customary),
multiplication/division of fractions (fraction of a number & times as many as), &
prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), two-digit division
(regrouping), multiplication/division of fractions (times as many as), & prime
factorization
Identifying parallel and perpendicular lines in figures, bilateral symmetry, measures
of capacity, measurement conversion (U.S. customary), two-digit multiplication
(regrouping), multiplication (two-digit by two-digit), multiplying fractions and
whole numbers, & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), two-digit division
(regrouping), four-digit division, multiplying fractions and whole numbers,
multiplication/division of fractions (times as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, bilateral symmetry, measures
of capacity, measurement conversion (U.S. customary), multiplication (two-digit by
two-digit), adding and subtracting fractions, multiplication/division of fractions
(fraction of a number & times as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measurement conversion (U.S. customary), write a number from expanded
notation, counting (more or less), four-digit division, multiplication/division of
fractions (fraction of a number & times as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,

10

11

12

13

14

15

16

measures of capacity, measurement conversion (U.S. customary), two-digit

multiplication (regrouping), four-digit division, improper fractions as mixed
numbers without a number line, adding and subtracting fractions, & prime
factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
bilateral symmetry, measures of capacity, measurement conversion (U.S.
customary), counting (more or less), multiplying fractions and whole numbers,
multiplication/division of fractions (fraction of a number & times as many as), &
prime factorization
Identifying parallel and perpendicular lines in figures, bilateral symmetry, measures
of capacity, measurement conversion (U.S. customary), counting (more or less),
two-digit multiplication (regrouping), two-digit division (regrouping), multiplying
fractions and whole numbers, multiplication/division of fractions (fraction of a
number & times as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), make number
from digits (3 digits), two-digit division (regrouping), four-digit division,
equivalent fractions (expanding fractions), adding and subtracting fractions,
multiplication/division of fractions (fraction of a number & times as many as), &
prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measurement conversion (U.S. customary), find missing number in expanded
notation, multiplication (two-digit by two-digit), improper fractions as mixed
numbers without number line, mixed numbers as improper fractions, multiplying
fractions and whole numbers, multiplication/division of fractions (fraction of a
number & times as many as), decimals as fractions, & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), counting (more
or less), multiplication (two-digit by two-digit), two-digit division (regrouping),
four-digit division, improper fractions as mixed numbers without number line,
mixed numbers as improper fractions, multiplication/division of fractions (fraction
of a number & times as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), counting (more
or less), two-digit division (regrouping), four-digit division, improper fractions as
mixed numbers without number line, mixed numbers as improper fractions,
multiplying fractions and whole numbers, multiplication/division of fractions
(fraction of a number & times as many as), & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
bilateral symmetry, measures of capacity, measurement conversion (U.S.
customary), find missing number in expanded notation, four-digit division,

17

18

19

20

21

equivalent fractions (expanding fractions), multiplying fractions and whole

numbers, multiplication/division of fractions (fraction of a number & times as
many as), decimals as fractions, & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), counting (more
or less), multiplication (two-digit by two-digit), two-digit division (regrouping),
four-digit division, improper fractions as mixed numbers without number line,
mixed numbers as improper fractions, multiplying fractions and whole numbers,
multiplication/division of fractions (fraction of a number & times as many as), &
prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), two-digit
multiplication (regrouping), multiplication (two-digit by two-digit), four-digit
division, equivalent fractions (expanding fractions), improper fractions as mixed
numbers without number line, mixed numbers as improper fractions, multiplying
fractions and whole numbers, multiplication/division of fractions (fraction of a
number & times as many as), decimals as fractions, & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), find missing
number in expanded notation, write a number from expanded notation, counting
(more or less), two-digit multiplication (regrouping), multiplication (two-digit by
two-digit), two-digit division (regrouping), four-digit division, improper fractions
as mixed numbers without number line, mixed numbers as improper fractions,
multiplication/division of fractions (fraction of a number & times as many as), &
prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
measures of capacity, measurement conversion (U.S. customary), find missing
number in expanded notation, counting (more or less), multiplication (two-digit by
two-digit), two-digit division (regrouping), four-digit division, equivalent fractions
(expanding fractions), adding and subtracting fractions, improper fractions as
mixed numbers without number line, mixed numbers as improper fractions, adding
and subtracting fractions, multiplication/division of fractions (fraction of a number
& times as many as), decimals as fractions, & prime factorization
Identifying parallel and perpendicular lines in figures, classifying triangles visually,
bilateral symmetry, measures of capacity, measurement conversion (U.S.
customary), find missing number in expanded notation, multiplication (two-digit by
two-digit), two-digit division (regrouping), four-digit division, equivalent fractions
(expanding fractions), improper fractions as mixed numbers without number line,
mixed numbers as improper fractions, adding and subtracting fractions,
multiplication/division of fractions (fraction of a number & times as many as),
fractions in decimal form, decimals as fractions, & prime factorization

22

All content areas assessed were answered incorrectly re-teaching of each standard
is required

Section 5: Improvement Plan

The findings from this assessment highlight several areas of weakness that require reteaching. Specifically, the following standards had an average score of 0% which means these
assessment items were answered incorrectly by all students: identifying parallel and
perpendicular lines in figures, measurement conversion (U.S. customary), and prime
factorization. Re-teaching of standards receiving an average score of 0-70% will improve
understanding of the content covered in this assessment. In addition to whole group re-teaching
of assessment items/standards with poor performances, students will receive small group reteaching and practice during intervention groups tailored to fit individual weaknesses. Students
will also receive enrichment opportunities for areas in which they exceled. For student 25, the
only student to receive a score of 0%, intense interventions will be implemented and
instructional supports will be put in place to facilitate a deeper understanding of the content.
One-on-one interventions may be necessary. All students will receive differentiated instruction
and practice activities to meet their individual needs.
In order to provide the most appropriate improvements to instruction, intervention, and
enrichment, additional assessments will be created, administered, and scored. This additional
information about student performance will help to form a more complete picture of student
ability and it will be utilized to provide the most beneficial instruction and practice activities to
increase student understanding. The results from these additional assessments will also be used
to improve the reliability of the present assessment.

Appendix
Test Data