Lauren Wiener

Student Work Analysis Project

Assessment Analysis
The pre-assessment results revealed that all of the students tested had a lack of
understanding of the seconds grade SOL. All of the students struggled with basic graphing
principles and were in need of a review. The assessment did not test all of the topics listed in
the second grade SOL which would have been helpful in placing students in groups. The
majority of the students had a very basic understanding of what graphs are and why they are
helpful. Very few students were able to analyze a graph or match a graph with a sentence
describing it. No students were able to accurately create a line plot, which is understandable
because they have not learned how to do so.
The Panthers and Steelers have the same ability levels but were split into two groups to
keep the numbers lower for more one-on-one attention. These students have very basic
understanding of where graphed information comes from and that titles help us to know what
the graph is about. These students struggled with graph analysis for implicit information and
creation of graphs. The Penguins have a basic understanding of graphing principles and were
able to pull specific data from the graphs, like the high and low points. The students also
struggled to create accurate graphs and gave a very basic analysis of information that was
directly displayed on the graph. The Pirates have a very low understanding of graphing
principles and seemed very unsure of the answers they provided. They struggled with analyzing
graphs in sentences, and creating graphs.
I determined that the majority of the students have a very difficult time understanding
graphs and creating them. All of the students are in need of a review of second grade topics
before they can move on to learning new material. I believe that many of the mistakes made on
the pre assessment were due to the students not being exposed to those questions or graphs
before. STudents have never interacted with line plots and ⅖ questions were based on line plot
creation and analysis.
This project has me wondering about the way that the students learned math in second
grade. It seems like all of the students are struggling with topics that they should have
mastered. I think that an assessment that has a more comprehensive overview of the skills they
do have and focuses less on where they are going would provide better information on how to
properly teach the students.

Standards of Learning

2.17​ The student will use data from experiments to construct picture graphs, pictographs, and
bar graphs.

2.19​ The student will analyze data displayed in picture graphs, pictographs, and bar graphs.

3.17 ​ The student will

1. a) collect and organize data, using observations, measurements, surveys, or

experiments;
2. b) construct a line plot, a picture graph, or a bar graph to represent the data; and
3. c) read and interpret the data represented in line plots, bar graphs, and picture
graphs and write a sentence analyzing the data.
Lauren Wiener

4.14​ The student will collect, organize, display, and interpret data from a variety of graphs.

Pattern Groups

1. Panthers
a. This group is almost ready to move onto 3rd grade lessons after they quickly
review some material from 2nd grade such as: how to make sure the graphs are
accurate and how to properly analyze data. After the pre-assessment, the
Panthers and the Steelers are on the same academic level.
b. This group includes students 4, 8, 13, 14
c. The pre-assessment showed an understanding of where graphed information
comes from and that titles provide a look into what the graph displays. The
evidence is….
i. Basic Graphing Principles:
1. “How many people like stuff.”
2. “How much there are”
3. “They tell us how much stuff some has.”
4. “How many things people have…”
d. The pre-assessment showed a misunderstanding of how to analyze graphs for
information other than what is explicitly stated by writing a sentence and how to
create complete and accurate graphs. The evidence is…
i. Creation of Graphs:
1. When asked to make a line plot, Student 8 created a matching
table with lines connecting Names to Data. There was an attempt
to use lines in the graph.
2. When asked to make a line plot, Student 4 attempted to create a
pie chart that did not display any clear information.
3. When asked to make a line plot, Student 13 created a very messy
and inaccurate bar graph that can provide no useful information.
ii. Analysis of Graphs:
1. Student 4:​ “They’re building their growth up.” In response to a
graph containing the word “growth” in the title
2. Student 8:​ “Numbers.” In response to a graph containing the word
“number” in the title.
3. Student 13:​ “How many jumping jacks…” In response to a graph
containing the words “jumping jacks” in the title.
4. Student 14​: “It tells us how many jumping jacks done in 60
seconds.” In response to a graph title that read. “Number of
Jumping Jacks Completed in 60 Seconds.”

The students cannot accurately create or analyze graphs.

Objective:​ The student will be able to create multiple types of graphs and both create
and answer analysis questions.
Lauren Wiener

Instructional Plan

● Have students vote for their favorite restaurant in the area by raising their hands.
○ Can use an online app to make this easier
○ Discuss what every graph needs to have:
■ Title
■ Axes
■ Labels for each axis
■ Labels for data (categories)
■ Scale for the data
● Begin by having students search through sand tables to find objects you have
hidden (all 1 inch objects)
● Once they have found the objects, have them sort them into categories that make
sense for their group
● Once the objects have been sorted, have the group come up with names for
each category
● Help students create a graph template on poster board with all of the above
details
● Have students create an object graph using their categories
○ Discuss if the objects line up properly with the scale and if they think it is
accurate.
● Explain how we can avoid this confusion of objects becoming shited by using a
common symbol for all of the objects found in the sand
○ Help students create a pictograph
■ Help them decide on a scale (x=1 object, x=2 objects, etc.)
■ Remove each object and place a symbol. Remind them to try and
keep to the scale on the axis.
○ Discuss the differences between a pictograph and an object graph
● Prompt students to draw bars around the X’s to transition into a bar graph
○ Remind students that the bar’s in bar graphs do not touch each other
● Discuss the difference between a bar graph and a pictograph
● Provide analysis questions for the students to answer about the bar graphs they
just created.
● Provide a set of data for the students to create a bar graph with
● Have students write analysis questions for the graph they just created
● Once they have created their bar graph, have the students write a sentence
analyzing the graph
● Come back and discuss how being able to answer these types of questions is
more important than being able to read the title of the graph.

2. Penguins
a. This group is in need of some review from 2nd grade such as: how to make sure
the graphs are accurate and how to properly analyze data before they can move
on to 3rd grade material.
b. This group includes students 1, 6, 7, 10
Lauren Wiener

c. The pre-assessment showed a basic understanding of why graphs are helpful

and the high and low points displayed. The evidence is….
i. Basic Graphing Principles:
1. “Which number is bigger. Make us smarter.”
2. “They help us figure out stuff easier and they tell us how many
stuff there is.”
3. “They sort things to make it more easier. It is lined up so you can
tell what has more.”
4. “They tell us stuff”
d. The pre-assessment showed a misunderstanding of creating accurate graphs
and interpreting them for more than the high and low point. The evidence is…
i. Creation of Graphs:
1. Student 1 created a list of names in a line. No graph was created.
2. Student 6 created a bar graph using lines instead of bars.
3. Student 7 created what I assume to be an upside down bar graph
4. Student 8 created a graph that looks to be using a combination of
a grid system and a stem & leaf plot.
ii. Analysis of Graphs:
1. “Sara’s number is the best”
2. “Sara did 90 jumping jacks. Bob did 50. Sam did 70. Sue did 60.”
3. “Sara did the most jumping jacks then Sam, Sue, then Bob.”
4. “How many jumping jacks completed.”

The students cannot accurately create or analyze graphs.

Objective:​ The student will be able to create multiple types of graphs and understand
the use and function of basic graphing principles..

Instructional Plan

● Have students vote for their favorite restaurant in the area by raising their hands.
○ Can use an online app to make this easier
○ Discuss what every graph needs to have:
■ Title
■ Axes
■ Labels for each axis
■ Labels for data (categories)
■ Scale for the data
● Begin by having students search through sand tables to find objects you have
hidden
● Once they have found the objects, have them sort them into categories that make
sense for their group
● Once the objects have been sorted, have the group come up with names for
each category
● Help students create a graph template on poster board with all of the above
details
Lauren Wiener

○ Each student will create their own graph template so they know where to
place important information in the future.
● Have students create an object graph using their categories
○ Discuss if the objects line up properly with the scale and if they think it is
accurate.
■ Some categories will seem to be bigger when they contain less
objects
● Explain how we can avoid this confusion by using a common symbol for all of the
objects found in the sand
○ Help students create a pictograph
■ Help them decide on a scale (x=1 object, x=2 objects, etc.)
■ Remove each object and place a symbol. Remind them to try and
keep to the scale on the axis.
○ Discuss the differences between a pictograph and an object graph
● Prompt students to draw bars around the X’s to transition into a bar graph
○ Remind students that the bar’s in bar graphs do not touch each other
● Discuss the difference between a bar graph and a pictograph
● Ask students to come up with 2 analysis questions as a group that do not focus
on asking “More than” or “Less than”
● Ask the students to answer a peer’s question in a complete sentence using the
graph for support.
● Come back and discuss how being able to answer these types of questions is
more important than being able to read the title of the graph.
● Provide a set of data for the students to create a bar graph with
● Once they have created their bar graph, have the students write a sentence
analyzing the graph

3. Pirates
a. This group is in need of a review of ​all​ second grade concepts before effectively
learning will occur on 3rd grade material.
b. This group includes students 2, 5, 9
c. The pre-assessment showed an understanding of what graphs are used for and
that graphs can display growth or varying levels. The evidence is….
i. Basic Graphing Principles:
1. “They help us use tally things”
2. Student 5’s statement is illegible
3. “They tell how much stuff there is”
d. The pre-assessment showed a misunderstanding of how to analyze graphs for
information other than what is explicitly stated by writing a sentence and how to
create complete and accurate graphs. The evidence is….
i. Creation of Graphs:
1. Student 2 attempted to make a bar graph that is illegible.
2. Student 5 created a bar graph that has no data
3. Student 9 attempted to create a bar graph that has no names or
accurate data.
ii. Analysis of Graphs:
Lauren Wiener

1. “Number of jumping jacks”

2. “Bob has the least of all and Sue, Sam, and Sara.”
3. “How many Sara, Bob, Sam, and Sue has all together”

The students cannot accurately construct or analyze graphs.

Objective:​ The student will be able to create multiple types of graphs and understand
the use and function of basic graphing principles..

Instructional Plan

● Have students vote for their favorite restaurant in the area by raising their hands.
○ Can use an online app to make this easier
○ Discuss what every graph needs to have:
■ Title
■ Axes
■ Labels for each axis
■ Labels for data (categories)
■ Scale for the data
● Begin by having students search through sand tables to find objects you have
hidden (all 1 inch objects)
● Once they have found the objects, have them sort them into categories that make
sense for their group
● Once the objects have been sorted, have the group come up with names for
each category
● Help students create a graph template on poster board with all of the above
details
● Have students create an object graph using their categories
○ Discuss if the objects line up properly with the scale and if they think it is
accurate.
● Explain how we can avoid this confusion of objects becoming shited by using a
common symbol for all of the objects found in the sand
○ Help students create a pictograph
■ Help them decide on a scale (x=1 object, x=2 objects, etc.)
■ Remove each object and place a symbol. Remind them to try and
keep to the scale on the axis.
○ Discuss the differences between a pictograph and an object graph
● Prompt students to draw bars around the X’s to transition into a bar graph
○ Remind students that the bar’s in bar graphs do not touch each other
● Discuss the difference between a bar graph and a pictograph
● Provide analysis questions for the students to answer about the bar graphs they
just created.
● Provide a set of data for the students to create a bar graph with
● Once they have created their bar graph, have the students write a sentence
analyzing the graph
Lauren Wiener

● Have a discussion with students about what we can learn from graphs other than
information strictly from the title

4. Steelers
a. This group is almost ready to move onto 3rd grade lessons after they quickly
review some material from 2nd grade such as: how to make sure the graphs are
accurate and how to properly analyze data. After the pre-assessment, the
Panthers and the Steelers are on the same academic level.
b. This group includes students 3, 11, 12
c. The pre-assessment showed an understanding of what graphs are and what they
display. The evidence is….
i. Basic Graphing Principles:
1. “The fish got the most votes. 1 was the most.”
2. “They tell us what people like sometimes or a number of things.”
3. “It tells us votes and who wants what”
d. The pre-assessment showed a misunderstanding of how to analyze a graph for
specific information and creating accurate graphs. The evidence is…
i. Analysis of Graphs:
1. “Sara did the most jumping jacks”
2. “The accomplishment”
3. “Sara was first, Sam was next. Sue was third and Bob was last.”
ii. Creation of Graphs:
1. Student 3 created a chart that is void of any helpful information
2. Student 11 created an inaccurate bar graph
3. Student 12 attempted to draw a pictograph but the objects used
were not equal size and therefore it is very difficult to read

The students cannot analyze graphs for non-explicit information.

Objective:​ The student will be able to create multiple types of graphs and both create
and answer analysis questions.

Instructional Plan

● Have students vote for their favorite restaurant in the area by raising their hands.
○ Can use an online app to make this easier
○ Discuss what every graph needs to have:
■ Title
■ Axes
■ Labels for each axis
■ Labels for data (categories)
■ Scale for the data
● Begin by having students search through sand tables to find objects you have
hidden (all 1 inch objects)
Lauren Wiener

● Once they have found the objects, have them sort them into categories that make
sense for their group
● Once the objects have been sorted, have the group come up with names for
each category
● Help students create a graph template on poster board with all of the above
details
● Have students create an object graph using their categories
○ Discuss if the objects line up properly with the scale and if they think it is
accurate.
● Explain how we can avoid this confusion of objects becoming shited by using a
common symbol for all of the objects found in the sand
○ Help students create a pictograph
■ Help them decide on a scale (x=1 object, x=2 objects, etc.)
■ Remove each object and place a symbol. Remind them to try and
keep to the scale on the axis.
○ Discuss the differences between a pictograph and an object graph
● Prompt students to draw bars around the X’s to transition into a bar graph
○ Remind students that the bar’s in bar graphs do not touch each other
● Discuss the difference between a bar graph and a pictograph
● Provide analysis questions for the students to answer about the bar graphs they
just created.
● Provide a set of data for the students to create a bar graph with
● Have students write analysis questions for the graph they just created
● Once they have created their bar graph, have the students write a sentence
analyzing the graph
● Come back and discuss how being able to answer these types of questions is
more important than being able to read the title of the graph.

Reflection

Using student data to make informed decisions will ultimately help the student and the
teacher in the long run. Students are able to learn what they are ready for and teachers are able
to teach engaged students rather than bored or frustrated ones. I think that it is important for
teachers to collect student data before each new unit to create the most accurate groups
possible for the students. Some students may excell at one subject but struggle with another.
We need to give students the proper instructional challenge in all subject areas.

This assignment revealed to me that creating groups is not an easy task. In my personal
opinion, I do not believe this pre-assessment provided enough information to group students. I
feel that it is lacking information that students learned in second grade. Collecting information is
not an easy task and it is very difficult to group students off of assessments you did not create.
Creating your own assessments allows you to get answers to specific questions that you want
answered. I have learned that I will create my own assessments when looking for groups
because it will allow me to have a clearer picture and idea of what I am looking for. In this
instance, I do not believe the students need to be broken into groups initially. I think they all
need a review of second grade concepts before they can begin learning new ideas. I look
Lauren Wiener

forward to using data assessments in my future classroom but I know it will always be a
challenge to make sure all students are learning to their potential.