Tabitha Litman

Professor Adams

November 26, 2017

TLED 430-15985

Analyzing Data Assignment

While analyzing the excel spreadsheet report, I concluded that a greater number of

students received a D or F on the test, meaning that an abundance of the class didn’t comprehend

the work and it needs to be further reviewed. Issues pertaining to this test didn’t lie with addition,

but with subtraction and division. It would be wise to revisit these two subjects before

proceeding on to the next subject. Overall, while observing the data and graph, the class average,

median, and range were D’s, and the mode was an F.

Three students that succeeded in this test are Hugh, Juan, and Cody. Hugh received an

80% on the entire test. He excelled in addition, missed only one subtraction question, and two for

division. Juan received a 100% on his test, meaning that he knew the content taught. Cody

received a 93% on his test. When it came to addition, he missed one, but no questions in

subtraction or division. Overall, the only entity that Juan might need to revisit would be addition

and even that is not necessary considering that he knew everything else.

The down fall to testing, would be that several students don’t grasp on to what is being

taught. Sometimes it is due to a disorder, including but not limited to, testing anxiety, or it could

just be that there is no desire to learn the content. Three students that exhibited the need for help

are Sarah, Nathan, and Luke. On this test, Sarah received a 53%. In the addition section, Sarah

did decent by receiving an 80%, having missed only one. In the subtraction, she missed two,

receiving a 60%. Her downfall was division where she received a 20%, meaning one out of five
was right. Nathan received a 60% on the addition section, subtraction was at 20%, and division

was 60%. When I analyze Luke, his total grade for the test was a 40%. After breaking down

each subject, the overall score was 40% in all content areas. These three students could benefit

from intensive studies in each content area.

The realization has kicked in that a new strategy needs to be put into play so that my

students can become stronger in the fields of subtraction and division. Research shall be done to

come up with another strategy, so obstacle can be conquered as a class. A stronger class now

equals a stronger future tomorrow.