Manda Cawthon

FRIT 7236
Summer 2016
Key Assessment-Stage 2

Key Assessment-Stage 2

Section 1- Students
The iKnow Math Grade 4 benchmark assessment data was derived from fourth graders at a small
southeast Georgia elementary school. The group of 21 fourth grade students is made up of 10
Caucasian, 8 African-American, 1 Asian, and 2 Mixed-Race students. Six students are boys, and
fifteen students are girls. Their ages range from nine to eleven years old. The ability levels of the
students range from average to above average. Four students attend gifted classes once a week.
According to the most recent STAR report, seven students read below grade level. No students
are identified as receiving special education services.

Section 2- Course
The iKnow Math assessment was given as a middle of the year benchmark assessment to all
fourth grade math students at the school. The test was meant to assess student understanding of
content taught the first semester. The test format was fill-in-the-blank and was administered
using an online-based assessment system. Students used the number pad on the keyboard to
answer questions. Tests were graded by the online-based assessment system, and reports were
sent to teachers.
Objectives assessed:

Standard Objective number of

questions
MCC4.NBT. Students will identify place values to 10000 1
1
MCC4.NBT. Students will: 4
2 find the missing number in standard notation
write a number from expanded notation
make a number from 3 digits
demonstrate knowledge of more and less
MCC4.NBT. Students will: 2
5 multiply two-digit numbers
complete two-digit multiplication with regrouping
MCC4.NBT. Students will: 2
6 Complete two-digit division with regrouping
Complete four-digit division
MCC4.NF.1 Students will: 1
Demonstrate understanding of equivalent fractions
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
MCC4.NF.3 Students will: 4
Add and subtract fractions
Show improper fractions as mixed numbers without a
number line
Show mixed numbers as improper fractions
Apply the concept of adding and subtracting fractions
MCC4.NF.4 Students will: 3
Multiply fractions and whole numbers
Apply knowledge of multiplication and division of fractions
by calculating the fraction of a number
Apply knowledge of multiplication and division of fractions
with times as many as
MCC4.NF.6 Students will: 2
Show fractions in decimal form
Write decimals as fractions
MCC4.OA.4 Students will demonstrate knowledge of prime factorization 1
MCC4.MD.1 Students will: 2
Show understanding of measures of capacity
Demonstrate U.S. Customary measurement conversions
MCC4.G.1 Students will identify parallel and perpendicular lines in figures 1
MCC4.G.2 Students will visually classify triangles 1
MCC4.G.3 Students will demonstrate understanding of bilateral symmetry 1

Section 3- Descriptive Analysis

This iKnow Math benchmark assessment is administered at the beginning of the year, middle of
the year, and end of the year. This assessment is meant to determine student proficiency on the
standards and learning objectives of the first semester. The data included for this analysis is from
the middle of the year assessment given at the beginning of the third quarter. Twenty-two
students completed the assessment with the highest score being an 80 and the lowest score being
a 0. The mean score, or average, is 53%. The median score is 54, meaning that half of the
students scored higher than 54 and half scored lower than 54. The standard deviation, average
amount the scores differ from the mean score, is 18.37. (Figure 1)

Figure 1

Grade 4 iKnow Math Benchmark

Results
 Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
Score
Student (%)
1 80
2 76
3 72
4 72
5 68
6 64
7 64
8 64
9 64
10 60
11 56
12 52
13 52
14 48
15 48
16 48
17 44
18 40
19 36
20 28
21 28
22 0

Mean 52.91
Median 54
Standard Deviation 18.37
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2

Figure 2
The mean score for individual test items answered correctly was 53%. Some items seemed to be
particularly difficult for the students. The test items answered correctly by fewer than 53% of
students are as follows:
4.NBT.6 (50%)-Two-digit division: regrouping
4.NBT.6 (41%)- Four Digit Division
4.NF.4.c (23%)- Applications: Fractions-Multiplication/Division-Fraction of a number
4.NF.4.c (14%)-Applications: Fractions- Multiplication/Division- Times as Many As
4.OA.4 (0%)- Prime Factorization
4.MD.1 (23%)- Measures of capacity
4.MD.1 (0%)- Measurement Conversion: U.S. Customary
4.G.1 (0%)- Identifying Parallel and Perpendicular Lines in Figures
4.G.2 (18%)- Classifying Triangles Visually
As can be seen by the data above (Figure 2), none of the students correctly answered questions
about prime factorization, U.S. Customary measurement conversions, and identifying parallel
and perpendicular lines in figures. Overall students showed difficulty in each of the five
mathematics domains covered in this assessment (NBT=numbers and operations in base 10,
NF=numbers and operations-fractions, OA-operations and algebraic thinking, MD=measurement
and data, G=geometry)

Figure 3
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
Spearman-Brown Reliability
odd even z- Reliabilit
total total z-odd z-even product RNN y
9 11 -1.10 -1.58 1.74 0.72 0.84
8 11 -0.65 -1.58 1.03
8 10 -0.65 -1.21 0.79
9 9 -1.10 -0.85 0.93
8 9 -0.65 -0.85 0.55
9 7 -1.10 -0.12 0.13
7 9 -0.20 -0.85 0.17
9 8 -1.10 -0.48 0.53
7 9 -0.20 -0.85 0.17
8 6 -0.65 0.25 -0.16
6 8 0.24 -0.48 -0.12
5 8 0.69 -0.48 -0.33
7 6 -0.20 0.25 -0.05
7 5 -0.20 0.61 -0.13
7 5 -0.20 0.61 -0.13
6 6 0.24 0.25 0.06
7 4 -0.20 0.98 -0.20
6 4 0.24 0.98 0.24
5 4 0.69 0.98 0.68
4 3 1.14 1.35 1.54
2 5 2.04 0.61 1.25
0 0 2.93 2.44 7.16

Mean 6.5 6.7 z-product sum 15.86

Standard
Deviation 2.2 2.7

Figure 3 shows the calculations for Spearman-Brown Reliability. The Spearman-Brown double
length formula estimates the parallel-forms correlation. To calculate the reliability of the whole
test the odd-even split-halves procedure was used to correlate the even-numbered test items with
the odd-numbered test items. The result of the calculation was a reliability coefficient of .84.
This can be interpreted as meaning that this assessment is reliable.

Section 4- Analysis of Student Strengths and Weaknesses

This mid-year benchmark assessment shows several strengths and weaknesses for this group of
students. None of the test items were answered correctly by 100% of the students. One student
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
incorrectly answered all test items. We will look at each domain to determine overall strengths
and weaknesses for the class.
Numbers and operations in base 10 (NBT): assessed with 9 items
Strengths in the domain of numbers and operations in base 10 are place value to 10,000, making
3-digit numbers, and expanded notation,
Two-digit division and four-digit division are areas of weakness.
Numbers and operations-fractions (NF): assessed with 10 items
Most students seem to have a strong understanding of the learning objectives for fractions. The
strongest areas are adding and subtracting fractions and fractions in decimal form. An area of
weakness is applying multiplication and division of fractions.
Operations and algebraic thinking (OA): assessed with 1 item
Prime factorization is an area of weakness for all students in this assessment group.
Measurement and data (MD): assessed with 2 items
Students show weaknesses in both measures of capacity and U.S. Customary measurement
conversion.
Geometry (G): assessed with 3 items
Students show weaknesses in classifying triangles and identifying parallel and perpendicular
lines in figures. Bilateral symmetry is a stronger area, but only 59% of students prove to be
proficient in this area.

st
ud Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q
en Q Q Q Q Q Q Q Q Q 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2
t 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 Q25
1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0
2 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0
3 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0
4 0 0 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
5 0 1 0 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 0
6 0 0 1 0 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 0
7 0 1 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0 1 1 0
8 0 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0
9 0 0 1 0 0 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 1 0
10 0 0 0 0 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 0 0 1 1 0
11 0 1 0 0 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 0 0 0 1 1 0
12 0 0 1 0 0 1 1 1 0 1 1 1 0 0 0 1 1 1 0 1 0 0 1 1 0
13 0 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 0 0 1 0 0 0 1 0 0
14 0 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 0 0 1 1 0 0 1 1 0
15 0 0 1 0 0 1 1 1 1 0 1 1 0 0 1 1 0 0 1 0 0 0 1 1 0
16 0 0 0 0 0 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 0 0
17 0 0 1 0 0 1 1 1 1 0 1 0 0 0 1 1 0 0 1 0 0 0 1 1 0
18 0 0 1 0 0 1 1 1 1 1 0 0 1 0 0 1 0 0 1 0 0 0 1 0 0
19 0 0 1 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 1 1 0 0 1 1 0
20 0 0 1 0 0 1 0 1 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0
21 0 0 0 0 0 1 0 1 1 1 1 0 0 0 0 1 0 0 0 1 0 0 0 0 0
22 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Operation
Geome numbers and operations in /algetbrai
try measur base 10 numbers and operations-fractions c
ement
/data
Figure 4: Student Results

Student Strengths Weaknesses

1 Numbers in base 10, addition/subtraction Prime factorization, measurement/data,

of fractions geometry, multiplication/division of
fractions

2 Numbers in base 10, fractions Geometry, Prime factorization,

measurement/data

3 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

4 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
5 Numbers in base 10, fractions Geometry, Prime factorization,
measurement/data, 2-digit multiplication

6 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

7 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

8 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

9 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

10 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

11 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data, multiplication,
multiplication/division of fractions

12 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions,
multiplication/division

13 Numbers in base 10 Geometry, Prime factorization,

measurement/data,
multiplication/division of fractions,
improper fractions

14 Numbers in base 10 Geometry, Prime factorization,

measurement/data,
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
multiplication/division of fractions

15 Numbers in base 10 Geometry, Prime factorization,

measurement/data,
multiplication/division of fractions

16 Numbers in base 10, addition/subtraction Geometry, Prime factorization,

of fractions measurement/data,
multiplication/division of fractions

17 Numbers in base 10 Geometry, Prime factorization,

measurement/data,
multiplication/division of fractions

18 Numbers in base 10 Geometry, Prime factorization,

measurement/data,
multiplication/division of fractions

19 Weakness in all areas

20 Weakness in all areas

21 Weakness in all areas

22 Weakness in all areas

Section 5- Improvement Plan

Improving instruction so that students reach mastery of the learning objectives should include
reteaching, small-group instruction, and daily formative assessments until students demonstrate
proficiency in each area.
Differentiating instruction for those students scoring below the median will help to move them to
a level closer to their peers. Some options for differentiation include small-group instruction,
peer tutoring, and technology-based instruction.
All domains have plenty of room for improvement. Providing station activities to reinforce each
of the skills will help to cement them and provide a stronger understanding upon which to build.
Manda Cawthon
FRIT 7236
Summer 2016
Key Assessment-Stage 2
In order to ensure that the test is valid, it is important to make sure that all learning objectives
have been taught and formatively assessed before the benchmark assessment. Not teaching the
content can lead to an invalid test. It is also important to make sure the students are familiar with
the online testing format. This can be accomplished by providing similar opportunities
throughout the first semester.