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Katrina Poff

FRIT 7236
7th Grade Math

Section 1 - Students

There are eighteen students in the class with twelve boys and ten girls. The class consists of
twelve Caucasian students, four African-American students, one Hispanic student, and one Asian
student. All of the students are in the on-level math class instead of the advanced class and eight
of them receive accommodations such as extended time and/or testing in the resource room.
Since the students attend a Catholic school, they do not take the Georgia Milestone and instead
take the IOWAs in the Spring. Of the eighteen students, one scored between 80-90%, one scored
between 70-80%, and the remaining students scored lower than 70%.

Section 2 - Course

This course is a seventh grade on-level math course and primarily focuses on multi-step
equations, all operations with integers and rational numbers, algebraic equations and inequalities,
statistics, and a variety of geometric topics. The course is meant to help students who struggle
with math by allowing them to work in a smaller group and solidify their understanding of math
before moving on to Pre-Algebra. This test focused on solving one, two, and multi-step
equations with standards from the Archdiocese of Atlanta.
- MMS.N02.03: Identify and use commutative, associative, identity, inverse, zero, and
distributive property.
- MMS.A2.01: Perform operations necessary to simplify variable expressions.
- MMS.A2.02: Use symbolic algebra to represent situations and to solve problems.

Section 3 - Descriptive analysis

Mean 86.89

Median 88

Standard Deviation 11.45

For my group of students, an average of 86.89 is pretty good since most of them struggle with
math. There were some students who did very well and made perfect scores while there were a
couple of students who failed this particular test.
Some of the test items were more difficult than others. Questions #1-4 were one step equations,
questions #5-10 were two step equations, and the remaining questions were all multi-step
equations. The last five were the most challenging because they combined all the different ways
to solve equations that had been discussed during the unit.
Using a Spearman-Brown analysis, a reliability score of 0.89 means the test is fairly reliable. The
last few questions might need to be analyzed to make sure the content is thoroughly covered in
class. The number of questions testing each standard could be reduced since students should be
able to demonstrate mastery with just a few questions.

Section 4 - Analysis of student strengths and weaknesses

I believe the students showed their strengths in solving various types of equations and slightly
struggled on the difficult questions as was expected when creating the test. They actually
performed better on two-step equations than one-step and multi-step equations. This means I
might have spent more time on this topic than the other two. There was also an issue of the
amount of time I think is required to be successful on the test. Due to an unforeseen schedule
change, students had less time to take the assessment than I would have liked. In the future,
students should be given the full amount of time or told to omit some questions. Many students
rushed the last few questions which were already more challenging, which could have led to their
lower scores for those questions.
Section 5 - Improvement Plan

Since the test seems to be pretty reliable, I do not think there are many things I need to change to
better achieve my instructional objectives. I will ensure students have adequate time to take the
assessment. I will also make sure students are comfortable with various kinds of one step
equations before moving on to two-step equations. I think I may have rushed teaching multi-step
equations and will spend a few days introducing the different types of problems they will be
asked to solve based on the objectives.