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Key Assessment State 2: Data Analysis

FRIT 7236

Section 1: Students
The students in this group consist of 25 general education students in an 8th grade Georgia
Studies class. The demographics of the students consist of 40% male, 60% female, 4% Asian,
20% African American, and 76% Hispanic. Of those 25 students, 68% of students also have
english as their second language, and 96% of students are eligible for free and reduced lunch.

Section 2: Course Description


This District Common Assessment was given to every 8th grade social studies student in the
school district. The test was used to help assess students mastery of the 8th grade Georgia
Studies Academic Knowledge and Skills (AKS), which are my school district's approved
adaptation of the Georgia Performance Standards (GPS), for the first nine weeks of the second
semester. The standards covered in this assessment are listed below:

Standard Topic Questions

8SS H38 evaluate key political, social, and economic changes which occurred 5, 11, 13, 14, 15, 19, 25
in Georgia between 1877 and 1918

8SS H39 analyze the important events of World War I, the Twenties, and the 2, 4, 10, 18, 23, 24,
Great Depression and their impact on Georgia

8SS H40 evaluate the role of Georgia in the modern civil rights movement 1, 3, 7, 20, 21, 22,

8SS H45 analyze the role of the legislative branch in Georgia state 6, 17,
government

8SS L46 analyze the role of the executive branch in Georgia state 8, 16,
government

8SS L47 analyze the role of the judicial branch in Georgia state government 12,

8SS M52 identify revenue sources and services provided by state and local 9,
governments

Section 3: Descriptive Analysis


Unfortunately, the students did not do as well as I would have liked. Below is the mean and
standard deviation for the results of the test.

There were 7 main standards covered in this assessment. The mean and standard deviation for
each standard is shown below.

When examining the data table below, high level questions tended to yield a lower level of
percent correct. For example, my students scored lower than 40% correct on question 2 (standard
39), 8 (standard 46), and 11 (standard 38). These questions as, students to give the BEST
answer. This requires students to use higher-order thinking and the process of elimination, as
multiple answer choices may be capable of being the answer, but one makes more sense than the
others.

Below is the results of the Spearman-Brown reliability calculations:


The reliability score of this assessment is .60465116 which shows some reliability. Possible
ways to increase the reliability of the test will be increase the number of questions on my test, as
well as to give my students more exposure to higher-order thinking questions more often through
classroom assessments. Students mastery should not be determined based on an assessments
using levels of DOK questioning that students have never seen before.

Section Four: Analysis of Strengths and Weaknesses


Overall, the students do not have a good grasp of all the concepts. The areas of strength are in the
historical standards where students are required to explain the reasons why historical events
happened. The areas of weakness are in the standards regarding government. The reasoning for
this may be because these standards require significant levels of critical thinking. The breaking
down of the percentage correct by standard helps illustrate the individual student's strengths and
weaknesses
Section Five: Improvement Plan
Students have been given multiple assessments and assignments on the standards discussed in
the Test. However, this is the first time that students were given a cumulative test in which all of
the questions were not exclusively about Georgias history. The results show that my students
need help in their understanding of state government in Georgia, specifically the executive and
judicial branches. Students will also work on deconstructing and answering higher-order thinking
questions. Student data will be used to form small groups which will be used during reteach and
reassess time. Along with being retaught, students will be given extra practice, and multiple
opportunities to show their mastery of standards through classwork, homework, and projects that
will require the students to work with their peers, use technology, and create real world
connections.