1 Dorothy Sandridge Spring Student Teaching Internship First Grade February-March 2013 Data Analysis The pre- and

post-assessment was a 10-question paper test that required students to color rods and cubes to represent given numbers, write numbers based on pictures of rods and cubes, identify numbers that have a certain number of tens and ones, identify how many tens and ones given numbers have, and circle the tens and ones places of given numbers. One point was given for each correct answer (no partial credit) so students scores were out of ten possible points total. All students scored higher on the post-assessment compared to the pre-assessment and while there was a great range of scores on the pre-assessment, demonstrating their varying amounts of prior understanding, students scored more similarly on the post-assessment. As the chart and graph below show, students scores increased by an average of 5.27 points, which is more than a 50% improvement.

Overall Class Scores

10 9 8

Average Range

Overall Class Scores Pre Post 4.05 9.32 0-9 8-10

Gain 5.27 1-10

6 5 4 3 2 1 0

Class Average
Pre-Test Post-Test

The charts and graphs below display students individual scores and gains and comparison by gender. Boys scored slightly lower than girls on the pre-assessment and slightly higher on the post-assessment. Regardless of their initial scores, all students showed improvement and scored 8, 9, or 10 on the post-assessment. While no students scored a perfect 10 on the pre-test, 11 students (50% of the class) earned a 10 on the post-test, seven students (32%) received a 9, and the remaining four students (18%) scored an 8.

2 Female Students Scores Student Pre Post Gain 1 1 9 8 2 2 9 7 3 3 10 7 4 4 8 4 *5 4 9 5 6 5 10 5 7 5 10 5 8 6 8 2 9 8 10 2 4.22 9.22 5 AVE *ELL student Male Students Scores Student Pre Post Gain 1 0 10 10 2 1 10 9 3 1 9 8 4 3 9 6 *5 3 8 5 6 4 10 6 7 4 9 5 8 4 8 4 9 4 10 6 10 5 10 5 11 6 9 3 12 7 10 3 13 9 10 1 3.92 9.38 5.46 AVE *ELL student

Female Students' Scores

10 9 8 7 6 5 4 3 2 1 0

Pre-Test Post-Test

Male Students' Scores

10 9 8 7 6 5 4 3 2 1 0

Pre-Test Post-Test

The following chart and graph display the average scores of specific groups of students in the class, including male, female, and ELL students. The ELL students scored slightly lower on both the pre- and post-tests, however, there are only two students in this category, so each of their scores carried more weight in this average. Their scores still increased by 50% similar to the rest of the class.

Group Scores
Students Scores by Special Category Group Pre Post Gain Males 3.92 9.38 5.46 Females 4.22 9.22 5 ELLs 3.5 8.5 5
10 9 8 7 6 5 4 3 2 1 0 Males Females ELLs

Pre-Test Post-Test

3 The chart and graph below illustrate the average scores of students based on their ethnicity. Since the majority of students are white, their averages more closely match the class averages while black and Hispanic students scored lower on the pre-tests and Hispanic students also scored slightly lower on the post-test. This gap between the Hispanic students and the rest of the class may have resulted from the language barrier faced by the two ELL students; despite this challenge, their scores on the post-test increased even more than the average gain made by the whole class. The last two categories reflect only one student each. Students Scores by Race/Ethnicity Race/Ethnicity Pre White 4.29 Black 2.5 Hispanic 2.75 American Indian, Alaska Native, and White 9 Asian and White 4

Post 9.36 10 8.75 10 9

Gain 5.07 7.5 6 1 5

Racial/Ethnic Group Scores

10 9 8 7 6 5 4 3 2 1 0 White Black Hispanic Am. Indian, Asian & White Alaska Native, & White

Pre-Test Post-Test

Based on the data, I can conclude that I had a significant impact on students learning of place value. Regardless of how much prior knowledge students already had, every students score on the final assessment improved compared to their initial score. Looking more closely at students post-tests, it doesnt appear that there were any particular questions that many students missed, which shows that all of the concepts and skills were covered evenly and adequately. Although all students did very well on the post-test, I would provide some remediation for the four students who scored the lowest (8 out of 10). The majority of the questions they got wrong were the ones in which they had to isolate and circle the digit in either the tens or ones place so I would work with them more on this particular aspect by flashing number cards (as we had practiced throughout the unit) and asking them to point to and say how many ones and tens there are. I would also try to give them a more memorable experience of where the ones and tens places are by playing a game in which they have to physically move around and jump onto the

4 correct place when I call out tens or ones (each student would have a large placemat on the floor with a line down the middle and I would show them a certain number on the board, tell them to jump to where a particular digit is, and then go over what that place is called again). I would especially try to give more one-on-one time with the ELL student who scored an 8 to really make sure he understands place value and continue to review with him and all students in order to prepare them for the math benchmark and second grade.