Data Analysis Assignment

1. Data Summary
Frequency Distribution Graph

Name

Jasmyne Hazelwanter

Frequency
10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10

Mean

Mode

Median

Range

Standard Deviation

7.15

7.5

9-5=4

1.276

2. Item Analysis

Question

Item # A B C* D

Upper 0 0 2 8

Lower 1 0 1 8

Difference

Discrimination

Total

Difficulty

0.1

0.15

Difficulty (15%) hard: This question appears difficult to students because of the distractor. Item Analysis Discrimination (0.1) okay: One more, stronger than weak student answered this question correctly. Distractors: More students in the higher and lower level categories both picked D instead of the correct answer. This is a problem with the options; D is too hard a distractor.

Possible Adjustments

I would eliminate the answer D and use a different option in this question. There should only be one correct answer and D is distracting because its also correct, it may not be the best but it is a way to view the sun and protect our eyes.

Question

Item # A* B C D

Upper 10 0 0 0

Lower 8 0 2 0

Difference 2

Discrimination 0.2

Total 18

Difficulty 0.9

Difficulty (90%) Easy: This question is good if it is meant to be easy. Item Analysis Discrimination (0.2) good: A higher amount of stronger students compared to weaker students got the correct answer. For those who chose C, you know its not due to an error in wording the question. Distractors:

Possible Adjustments

I wouldnt adjust anything to this question. The majority of students got it correct so it seems to be a good question and bolding of the directing word not is good too.

Question

Item # A B C D*

Upper Lower Difference Discrimination Total 0 2 0 0 1 1 10 6 4 0.4 16 Difficulty (80%) easy: This question is easy because its distractors are too easy.

Difficulty

0.8

Item Analysis

Discrimination (0.4) good: A larger amount of higher students answered the correct response, which, is good. Distractors: Answer B is a terrible distractor because its easily eliminated. You know thats not the answer. For question five the answer is opaque and that can help eliminate A in this question. The only two that are left are C and D and most people know its D because its an easy question but for the others they are left to guess between C and D. I would eliminate A and B as options for this question and choose other options. This is because, B is clearly not a correct answer and, knowing the answer to number 5 can eliminate A. If it doesnt and the children pick A it will make them lose two marks when they get this wrong and think the other does not mean opaque. It doesnt set them up for success.

Possible Adjustments

Question

Item # A B* C D

Upper 1 8 0 0

Lower 3 4 2 2

Difference 4

Discrimination 0.4

Total 12

Difficulty 0.6

Difficulty (60%) easier: This question is good if its meant to be easier. There is only one correct answer and test childrens knowledge of reflection of light. Item Analysis Discrimination (0.4) good: More high-level students got this question than the lower level students. This tells us that there isnt an issue with the wording of the question. Distractors: There are no issues with these distractors.

Possible Adjustments

I wouldnt adjust anything with this question. The question bolds reflects so theres no confusion about what its asking for and there is only one correct answer.

Question

Item # A* B C D

Upper 10 0 0 0

Lower 4 2 4 0

Difference 6

Discrimination 0.6

Total 14

Difficulty 0.7

Difficulty (0.7): Easy question. This question is good if its meant to be easy. Item Analysis Discrimination (0.6): This discrimination is good because it means more of the stronger students got it than the weaker students. Distractors: Of the weaker students, the same amount picked the correct answer and C. This could indicate guessing or that the understanding of the words if unclear.

Possible Adjustments

There are no word problems with this question and stronger students all understood the question, answering correctly I wouldnt change this question. However, as previously mentioned it can help eliminate answers in 3, so I would change question 3 so this question can stand-alone.

Question

Item # A B C* D

Upper Lower Difference Discrimination Total Difficulty 7 5 0 0 3 5 -2 -0.2 8 0.4 0 0 Difficulty (0.4) harder: This question is harder and its due to an issue with the question. Discrimination (-0.2) bad: This discrimination is bad. It shows that there is an issue with the way the question was written. A larger amount of weaker students chose the correct answer, which indicates this. Distractors: The issue with this question is that there is no, one correct answer. Technically, A is correct which can explain why so many students chose it.

Item Analysis

Possible Adjustments

I would remove the answers that are also technically correct in this question to improve it.

Question

Item # A B C D*

Upper 1 0 0 9

Lower 2 2 1 5

Difference

Discrimination

Total

Difficulty

0.4

14

0.7

Difficulty (70%) easy: This question is good if its intended to be easy. Item Analysis Discrimination (0.4) good: This is good discrimination because a larger amount of stronger students answered it correctly. Distractors: These are all valid distractors.

Possible Adjustments

I wouldnt adjust this question. It makes sense and there is no poor wording etc.

Question

Item # A* B C D

Upper Lower Difference Discrimination Total Difficulty 10 9 1 0.1 19 0.95 0 1 0 0 0 0 Difficulty (95%) extremely easy: This question is good if its meant to be extremely easy. But its too easy and could be made a little more difficult. Discrimination (0.1): There are no issues with wording in the question because discrimination shows more upper students answered correctly than lower students. Distractors: This question is too easy. It gets the point across but all the light sources are modern inventions. So from long ago a student can infer that its not anything electronic. I think there could be more clever options for this question.

Item Analysis

Possible Adjustments

I would make this question more of a challenge by adding more appropriate options. At least ones that would make the kids think more because its so easy to eliminate the options based on whats recent versus long ago.

Question

Item # A* B C D

Upper 10 0 0 0

Lower 10 0 0 0

Difference 0

Discrimination 0

Total 20

Difficulty 1

Difficulty (100%) extremely easy: This question is clearly too easy and hardly tests knowledge. Item Analysis Discrimination (0): All students answered correctly and there is no discrimination. Distractors: The distractors made it too easy to eliminate wrong choices. In a unit about light and shadows adding activities that dont include light and shadows makes it an easier question. Only one of these answers has to do with a light sourc e. Considering the unit, its easy for students to figure out what the correct answer is. B is at least science related which could cause some students to speculate, but the other two are irrelevant. To make this question better I would add other images that caused students to think more, while maintaining only one correct answer.

Possible Adjustments

Question

Item # A* B C D

Upper 9 2 0 0

Lower 8 0 1 0

Difference 1

Discrimination 0.1

Total 17

Difficulty 0.85

Difficulty (85%) easy: Many students answered this question correctly showing that they know what a source of light is. Item Analysis Discrimination (0.1) good: More upper students answered correctly than lower students. This is good. Distractors: All the distractors are relevant. They are good.

Possible Adjustments

I wouldnt change this question, they are all relevant and source of light is bolded , which really directs the students appropriately.

3. Recommendations
What decisions about the class, unit, instruction or the test can be reached based on the examination results? For example, is the class ready to go on to the next set of outcomes? Is there a particular outcome or concept that will need to be retaught? How would you adjust for individual students? Overall, this was a fairly good quiz. Most students seemed to experience success; however, there are changes that could be made to it. My issues with this test were mostly due to easiness and wording of questions. To make this quiz better I would ensure that all my options for answers were relevant. Sometimes, they werent and would give options such as totally cool; this is a lousy distractor. Students can easily discriminate between wrong and accurate answers when distractors like this are given. Some questions on the quiz were difficult for students because there was more than one answer that could be interpreted as correct. Even though, there were directing words in questions such as pick the best response, I still feel as though eliminating other correct answers could tighten it up. Lastly, I would examine all the questions to make sure that certain questions were not giving away answers to other questions. There was an issue with this in the quiz, but it also offered the possibility that if the student were to pick oblique in answer #3, then they would definitely get #5 wrong as well; thereby, limiting the students success. I would go over certain concepts like reflection and sources of light before moving onto the next outcomes. I would probably make some sort of project that incorporated them and also included new outcomes so they could actually interact with the concepts in a less abstract way. For individual students I would adjust by making sure more of the knowledge based information was there before making them move into reasoning. I would do a review of the concepts before doing the project and would probably pair the students in a level way so weaker students could have some aid from the stronger students.