Key Assessment Stage 2

Technology-Based Assessment and Data Analysis

Christina Rice
Frit 7236 Fall 2017

Section 1 - Students

The sample includes 22 students in my first period 9th grade health class in a

rural high school in Georgia. The students have a variety of learning abilities and skills.

Several have 504 plans and one has an IEP. There are 8 females and 12 males.

Demographically there is a mixture of are 14 Caucasians, 5 African Americans, and one

Asian American. Socioeconomic statuses range from low to middle incomes and parent

involvement is scarce.

Section 2 - Course

This chapter test was created to assess the students’ comprehension and

knowledge of drugs. The assessment was given on a Thursday during their 50 minute

class period. Two students who are allowed to receive extra time to take a test did not

need it. During this one semester, required high school course, students must

demonstrate their knowledge, comprehension, and skills throughout the whole semester

and on the final exam. Content and assessments for this course are based on all the

Georgia performance standards (GPS).

This assessment showed me the strengths and weaknesses of each student with

regards to our chapter on drugs. With this data, I can redeliver the information that the

students’ struggled with by using a variety of differentiated activities before the final

exam takes place.

Georgia Performance Standards included in this assessment are:

HE H.S.2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
HE H.S.5: Students will demonstrate the ability to use decision-making skills to enhance
health.
HE H.S.7: Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks

Section 3 - Descriptive Analysis

Below is a spreadsheet that shows the number of students and questions. The

test consisted of multiple choice and short answer questions. The mean score was 8.73

and the median was 9.0. The standard deviation score was 1.11. Questions 2, 6, 13,

18 were ones that were most frequently missed. Two of these questions were short

answer and two were multiple choice. All of these questions centered on the same

topic of drug classifications. Every student got questions 1 and 15 correct. Both were

very basic knowledge questions regarding risk factors for drug abuse.
Spearman-Brown Reliability

I used Excel to calculate the Spearman-Brown Reliability. The results showed a

.66 reliability score. Scores should show somewhere above .80 and going above .90 is Commented [1]: a bit on the low side, but can work

preferred. The Spearman-Brown Reliability formula helps you determine whether a test

would be more reliable if the length was increased. Although this 20 question test does

cover the required standards, I think if I were to add about 10 questions to it then the

Spearman-Brown Reliability score would increase, making it more reliable.

Section 4 - Analysis of Students Strengths and Weaknesses

While analyzing my students’ scores and separating the questions that many

students did not get right, I was able to pinpoint the concepts they were struggling with.

This turned out to be about the classifications of the different drugs we were covering. I
felt that sufficient time was spent on this subject. For three weeks we covered the

chapter with various learning activities.

A strength my students demonstrated was being able to identify the “street”

names and what the drugs look like. I feel as though they excelled more on these

particular questions because of their life experiences and the interest they had in them.

They are not all that enthusiastic about learning what drug classifications are, but they

did show a peaked interest when we studies pictures and the “slang” or “street” terms

for the drugs.

The four questions that were repeatedly answered wrong represent a problem

students are having with remembering what the drug classifications are. This part of the

content is not difficult, but I think it is due in part to lack of motivation and interest.

When I re-deliver this content, I will use different activities for the students. Hopefully

this will help them to be more engaged and willing to learn.

Section 5 – Improvement Plan

I feel that the content of my test is appropriate for my students. Having a variety

of multiple choice and short answer questions will test not only their content knowledge

but their ability to apply the information. The next time this test is given I will add more

questions to it. Just by adding 10 more to make the whole test a 30 question

assessment should improve the reliability score. Some of these additional questions

will focus on Bloom’s Taxonomy’s analyzing. The students’ will be required to use more

critical thinking skills to answer those questions. By taking the time to analyze the data

from the assessment I think it is safe to say that I need to spend more time on some of
the material and come up with more activities that would increase student interest.

Sometimes it can be difficult to get high school students motivated, but in recent months

I have learned about many new technology applications that I can use to create a more

fun and interesting learning environment. For example, the students can create a

Public Service Announcement about the topic. I would create a rubric for them to follow

that would include the content that they are struggling with. The students could also

create a Powtoon to present to the class. They seem to learn well when they have to

explain the content to their peers. Differentiation is also going to be a key component in

improving my students’ content knowledge, application skills, and critical thinking skills.

My classes consist of such a variety of learning abilities and it is important to meet these

needs. I plan to spend more time collaborating with my peers to create assessments

that will be more reliable. Commented [2]: great work here