Assessment Data and Analysis Standards

For the pre and post assessment decided to go with a traditional multiple
choice examination. The multiple choice consisted of 19 questions with four options
per question. The 19 questions were split into four categories. One the European
theater, two the Pacific theater, three the American home front, and four additional
information and treaties. For a more in-depth look at the exact questions asked, a
link to the pre-assessment in provided below.
For the post assessment student will be asked the same 19 questions in their
order with the exact questions options to limit the any variables. The post
assessment will be given during the final examination meaning the original 19
questions will be the beginning portion of the fifty question exam.
Below are two graphs listing the pre and post assessments of my individual classes
as well as a sub cluster of period 6s most and least improved assessment
questions.

From the graph above one can notice a high level of achievement from the
students pre and post assessment scores. Period 3 improved 36.8 percent, period 6
improved 33.5 percentage points and lastly period 7 improved by 43 percent.
The lowest scoring class, period 6, was categorized by my cooperating
teacher as one of the hardest classrooms she has taught in several years.

Personally I was extremely happy with the amount of growth they showed during
this unit and noticed they also should the least amount of growth of all the periods.
In order to understand more about the reasons for this limited growth, I create a
second graph illustrating the period 6 as a sub group. In the graph I targeted the
least improved question and the most improved question to understand what
affected these scores.

As shown above, thankfully there were no questions in which the students

regressed. The highest number of misses for a single question the post assessment
was six. Personally I would have liked to see additional improvement relative to the
pre assessment but this graph as taught me what I need to improve on for the next
time I give this lessons. The least improved questions were question four, what
countries made up the Axis Powers and questions six, what international stance
did the United States have prior to entering WWII? I felt like these two questions
were answered several time during the lecture but I could have done a better job of
finding sources or an activity to help illustrate the points. Finally, question 16, the
most improved question, asked the students what group made up the 442 combat
unit, the most decorated unit of all time? This of course was the all Japanese
American Unit, which I made sure to mention in regards to the sacrifice they made
while many of their relatives were in internment camps.
Overall the evidence gathered from the post and pre assessments bode well
for my ability to teach the Word War II unit. It was my goal to see a thirty percent
improvement for each class which was a roaring success. I am very proud of all my
classes especially period seven which was able to improve over forty percent from
their pre assessment. Looking at the data I need to improve upon several elements,

most importantly what nations made up the Axis forces and American international
ideology before World War II. In the end, I believe this unit was extremely successful
and I am happy my students were able to learn so much about such an important
subject.