Khan - Draft of Data Analysis
Khan - Draft of Data Analysis
FRIV 7236
KA Part 2
Section 1-Students
This data includes information from students in third grade from a Title I public school in
Covington, GA. The school is located in a rural area. Students are between the ages of 8-9
years old. There are a total of 17 students with 8 girls and 9 boys. 4 students are in the MTSS
process and receive both Early Intervention Support for math and academic interventions.
There were no students who had disabilities who tested at this time. However, 3 of these
students qualified for an IEP by the end of the year. 7 students have qualified for the gifted
program. This group of students includes 7 African Americans, 9 Caucasians, and 1 Asian
American student.
Section 2-Course
Third grade students receive math, reading, grammar, writing, science, and social studies
instruction all from one teacher. All of the instruction is based on the Georgia Standards of
Excellence. This summative assessment and data is from the 2023-2024 school year from Unit
4. This end of unit assessment covers rounding, place value, addition, and subtraction. This
assessment based on our unit 4 objectives from the Math Georgia Standards of Excellence:
The table below shows the students’ names, the question numbers, and whether they got the
answer correct or not. 1 means the answer is correct, and 0 means the answer was incorrect.
The overall mean is 7.18. The standard of deviation is 3.36. This means that the data was
moderately dispersed from the mean. There are 4 students who only got 4 or less questions
correct out of 11 which stood out as outliers.
Nam MS MC MC MC MC MC MC MC MC FR FR
Total
e 1 2 3 4 5 6 7 8 9 10 11
AB1 1 1 1 1 1 1 1 1 1 1 1 11
AB2 1 1 1 0 0 1 0 0 1 0 0 5
AD 1 1 1 1 0 1 0 0 0 1 0 6
AH 1 1 1 1 1 1 1 1 1 1 0 10
BK 0 1 0 0 0 0 0 0 1 0 0 2
CH 1 1 1 1 1 1 1 1 1 1 1 11
FD 0 0 0 1 1 1 1 0 0 1 0 5
GH 1 1 1 1 0 1 1 0 0 1 1 8
JC 1 1 1 1 0 1 1 0 1 0 1 8
JL 1 1 1 1 1 1 1 1 1 1 1 11
JS 1 0 1 0 0 0 0 0 0 0 0 2
LC 1 0 1 1 1 1 1 1 0 0 1 8
LM 1 1 1 1 1 1 1 1 1 1 0 10
PA 0 1 0 0 0 0 1 0 1 0 0 3
RX 1 1 1 1 1 1 1 1 1 1 1 11
SB 0 1 1 1 0 0 1 0 1 1 1 7
ZH 0 1 1 0 0 1 1 0 0 0 0 4
The table below represents the percentage correct for each question. According to the data, objective 3 is
where students need the most help. Question 8 had the lowest percentage correct at 41%. This question
was more difficult. The question asked which number out of the choices rounded to 800. This means that
the students needed to go through each answer choice and eliminate each response that did not round to
800. Question number 7 asked students directly to round the number 426 to the nearest 10, and 76% of
the students answered correctly. This tells me that the majority of students can round when given a
number and multiple choice responses. However, they need more help solving more complex problems.
Question 11 was the second question that was missed the most with only 47% of students answering
correctly which was also tied to rounding where students had to type the number that 335 rounded to.
Percent Correct for Each Question
The table below shows how students mastered each objective. 83% of the students mastered objective 1,
71% mastered objective 2, 55% mastered objective 3, and 67% mastered objective 4. This data will help
guide small group instruction. The students will have the opportunity to practice the objectives we need to
remediate and have the opportunity to take another summative assessment on Unit 4. Students who have
mastered all of the objectives will move on to learn the fourth grade objectives.
To improve reliability, I would add more questions on objectives 1 and 2. There was only one
question on each objective, so this may not give students the opportunity to show whether they
have consistently mastered these two objectives. The data also shows what areas I need to
focus on. I would add lessons to teach students how to solve complex rounding problems and
ensure these lessons were included the following year. Rounding, addition, and subtraction are
often objectives where third grade students need extra practice. Adding in a problem of the day
could help all students practice solving word problems during direct whole group instruction.
Third grade is the first time students begin testing on the computer. They often need extra
modeling on how to read the test questions correctly, and how to use their scratch paper
appropriately. I would use this data to form small groups, so students have the opportunity to
practice, remediate, or accelerate, and take another test on Unit 4. To address the removing the
reading barrier, these students are in the MTSS process. Qualifying for an IEP will help them
have accommodations to have the test questions read to them.