Вы находитесь на странице: 1из 7

# Emily Vonderheide

## P320- Dr. Dallmer

Student Analysis
Student Analysis Report
During my time completing observation hours at Sunman Dearborn
Intermediate School, I had the opportunity to work with the students on Topic
10- Adding and Subtracting Mixed Numbers. Students gained knowledge
problems using fractions. Throughout the unit, there were many focus areas.
Here are the standards that were included:

## 5.AT.2: Solve real-world problems involving addition and subtraction of

fractions referring to the same whole, including cases of unlike
denominators (e.g., by using visual fraction models and equations to
represent the problem). Use benchmark fractions and number sense of
fractions to estimate mentally and assess whether the answer is
reasonable.
5.AT.3: Solve real-world problems involving multiplication of fractions,
including mixed numbers (e.g., by using visual fraction models and
equations to represent the problem).
5.AT.4: Solve real-world problems involving division of unit fractions by
non-zero whole numbers, and division of whole numbers by unit
fractions (e.g., by using visual fraction models and equations to
represent the problem).

When this unit concludes, students will be able to add and subtract mixed
numbers and use them in real-world situations. They will also learn that it
can help them in job situations such as being a cook or a construction
worker. Below, I have created a table that has pre-test scores and post-test
scores from the unit.

Student Name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Class Average

Pre-Test Score

(Out of

23)

of 42)

5
3
20
21
11
6
3
3
14
2
6
11
3
4
1
2
3
13
4
3
16
0
15
3
1
2
29%

27
36
40
35
38
39
19
31
39
38
34
32
30
32
22
28
32
41
25
34
37
16
36
39
30
23
76%

## The pre-test and post-test evaluations graded the students on their

knowledge of the content before it was taught and after it was taught. The
pre-test data shows that the students did very poorly, averaging a 29%.
However, at the end of the lesson, the students were given a post-test. The
results came out at a greater value. The average for the post-test was a
76%, which shows me that overall, most students understood what was
taught to them. I believe the students mastery percentage should have

been 80% as this is a difficult concept at first. Therefore, the students did not
quite make it to that benchmark.

## Vocabulary (Formative Assessment)

Girls Scores

Boys Scores

11
11
8
8
11
9
9
6
7
11
6
11
6
Girls Average- 79%

1
11
9
11
11
6
9
7
6
7
11
11
8
Boys Average- 75%

## The following chart is a formative assessment students completed that

contained their vocabulary. The vocabulary was from the Math textbook. The
words were words the students would need to know before they complete
that task such as the word mixed-numbers. I spilt the students into gender
groups and compared them to each other. The data shows that the girls
outperformed the boys in this particular vocabulary assignment. There were
10 vocabulary terms the students had to match with a definition. The
students proved to me that they do know their vocabulary based on the high
percentages of both the girls and boys.

Data
Pre-Test Scores

Post-test
Post-Test
Scores

20
11
3
3
14
2
11
4
3
13
0
3
2
Girls Pre-test
Average- 24%

40
38
19
31
39
38
32
32
32
41
16
39
23
Girls Post-test
Average- 76%

Pre-test Score
5
3

27
36

21
6
6
3
1

35
39
34
30
22

2
4

28
25

## Boys Pre-test and Post-test

3
16
15

34
37
36

1
Boys Pre-test
Average- 28%

23
Boys Post-test
Average- 74%

The above tables display the sub-groups of boys and girls. The data
shows that the boys outperformed the girls in the pre-test by 4%. On the
other hand, the girls outperformed the boys in the post-test by 2%.
Therefore, the data shows that the girls have gained more knowledge about
the topic than the boys. This also shows that the girls had more growth over
the course of this unit. The girls, on average for the pre-test, had 24% of the
questions correct and on their post-test they got 76% of their answers
correct on their post-tests. On the boys pre-test, they had 28% of their
answers correct on average, and on their post-test, they had 74% of their
answers correct. Overall, the girls outperformed the boys in testing.

Lillian

120%
100%
80%
Series 1

60%

Series 2
Series 3

40%
20%
0%
Pre-test

Vocabulary

Post-Test

Noah
120%
100%
80%
Series 1

60%

Series 2
Series 3

40%
20%
0%
Pre-test

Vocabulary

Post-test

The data above shows the difference between two individual students.
It contains their information from the pre-test, vocabulary review, and posttest. In the first bar graph, it shows Lillians scores. Lillian had the highest

score on the pre-test out of the thirteen girls. She also had a 100% in
vocabulary and she received a 95% on her post-test. Her growth did not
change much from the pre-test to the post-test. However, Noah did much
more poorly on his pre-test. He received a 26% and a 93% on his post-test. I
did find that both of these students are above average students. This data
proves that both students came out with an exceptional understanding about
mixed numbers. The data also shows that students, on average, do poorly on
the pre-test while they succeed on the post-test. This is due to the teachers
strategies implemented to help students obtain the knowledge.
When looking over the data for the formative assessments, I found that
most students improved their scores greatly. I also found that they did meet
their learning goals for this unit. Students post-tests consisted of all the
learning goals and they were assessed on their knowledge of them. Looking
at the data, most students showed improvement from the pre-test to the
vocabulary as well. Fifteen out of the twenty-six students received an 80% or
higher on the vocabulary review. When looking at the sub-group data, the
boys outperformed the girls on the pre-test, however, the girls outperformed
the boys on the post-test. This data shows that all students did have a strong
understanding of what they were taught. I found that between the data
scores there was not much of a big difference. This surprised me because
thought the scores would be higher, knowing that there were high ability
students in that particular class. I think the reason the students may have
lower scores was due to the fact the topics were covered every day.
However, they did have 90 minute classes so I would think there would be
enough time, but maybe that was not enough time for them. While being in
the classroom, I observed that the teacher would review what was learned
the day before, but some students may not have caught on as quickly.
When looking at the data, I found that I should change my instruction.
When I teach this in the future, I will make sure that I use more
differentiation for my students. I could break the students into small groups
and work with the students. I feel this will be the most beneficial because I
will be able to group the students based on the data recorded. I could break
the students into small groups based on their scores. Overall, all the students
gained knowledge from the unit and most did very well on the post-test and
showed a lot of improvement from the pre-test to the post-test.

## Нижнее меню

### Получите наши бесплатные приложения

Авторское право © 2021 Scribd Inc.