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Ann-Dee Mador 1

Student Learning Analysis

I wanted to assess the 5th grade students in math. I did an identical pre and post quiz. I

did the pre-quiz at the start of a new unit on decimal numbers.

Specific learning goals

I used a quick quiz directly from the districts math curriculum. The quiz is directly

aligned with the common core math standards. It is aligned with

CCSS.MATH.CONTENTS.5.NBT.A.3 stating students will be able to read, write, and compare

decimals to thousandths. This standard has two sub-standards.

CCSS.MATH.CONTENTS.5.NBT.A.3.A states that students will be able to read and write

decimals to thousandths using base-ten numerals, number names, and expanded form.

CCSS.MATH.CONTENTS.5.NBT.A.3.B states students will be able to compare two decimals to

thousandths based on meanings of the digits in each place, using >, =, and < symbols to record

the results of comparisons. The quiz included a question on each part of the standard.

Assessment Information

Questions one and two on the quiz were based of sub-standard B and three, four, and five

are related to substandard A. I was able to break down the pre quiz based on over all

understanding of the standard as well as individual questions connected to the sub-standards.

Analysis of Assessment

The chart shows each question broken down by sub-standard. It shows how many of the

24 students got each question wrong.


BT.A.3.B BT.A.3.B BT.A.3.A BT.A.3.A BT.A.3.A
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1 12 17 24 23

Based just of the results most students got questions 3-5 wrong. All of those questions were

related to the same standard helping me understand where the students needed the most

guidance. I found many of the students did not know how to write a decimal number in word

from. When writing the decimal they would write out “point” instead of and. Many students had

an understanding of expended form but did not know how to do so when a decimal value was



I was able to determine extra instruction was going to be needed when teaching students

word and expanded form of the decimal numbers. I used the math workbooks and took notes

with the students. I noticed that beyond students being unsure how to write decimal number in

word form, they really had a hard time writing any number in word form. We spent an extra day

practicing with word form, changing decimal numbers to word from and from word form to

standard form.

Student Growth

The chart shows the students pre-quiz percent compared to the post quiz percent and the

growth for each student.

Pre-Quiz Post-Quiz Growth

60% 90% 30%

60% 80% 20%

70% 90% 20%

60% 80% 20%

40% 80% 40%

Ann-Dee Mador 3
30% 90% 60%

30% 60% 30%

60% 90% 30%

10% 90% 80%

30% 100% 70%

40% 75% 35%


80% 80%

40% 60% 20%

20% 75% 55%

70% 90% 20%

60% 70% 10%

60% 80% 20%

60% 90% 30%

80% 90% 10%


70% 90% 20%

40% 70% 30%

60% 65% 5%

20% 80% 60%

10% 90% 80%

There are a couple of students that I did not have a pre quiz information on, so I can’t be sure of

their growth. Over all the students showed growth from the pre and post quiz. The student’s Pre-

quiz average is 49% and the post-quiz average is 78.8%. That is a significant growth between the

pre and post quiz.

Overall I was pleased to see the growth in the students. Taking the extra days and having

extra practice for them was so beneficial.