1

Nick Sawyers

Pre/Post Assessment Analysis

The Pre/Post Assessments given to students in the 1st hour class were identical assessments,
giving me a clear idea of what information students understood and what they need more review
on. The 12 students total being assessed came in the form of 11 females and 1 male. Of the 12
students, 4 were seniors, 5 juniors and 3 sophomores. None were ESL, Sped Ed or had IEPs.
The assessment consisted of 20 points possible in the form of True/False, Multiple choice and
Matching.
The first assessment was given prior to any information from the unit being provided, giving me
an idea of students prior knowledge of kitchen sanitation and foodborne pathogens. Student
knowledge was limited and the test results showed that much review was needed. Because
students were not required to have prior knowledge on these subjects, the assessment was not
used to alter their overall grade it was just used to gage student understanding.
Below is an overview of students grades of assessment #1:

Column 1 identifies that there are 12 students who took the assessment.
Column 2 identifies the gender of each student.
Column 3 identifies how many point out of 20 the student earned.
Column 4 identifies each students percentage grade.
Column 5 identifies a letter grade for each student based on the following scale:
90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, Below 60 = F

Student 1
Student 2
Student 3
Student 4

Gender

# correct/

Letter Grade

Female
Male
Female
Female

Out of 20
10
10
14
12

50
50
70
60

F
F
C
D

2
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12

Female
Female
Female
Female
Female
Female
Female
Female

10
8
8
12
12
8
8
6

50
40
40
60
60
40
40
30

F
F
F
D
D
F
F
F

On the first assessment the above table shows that of the 12 students who took the assessment:
only 1 student got a C, 3 students received Ds and 8 students received Fs. The greatest student
disparity is between student 3, received a 70%, and student 12, who received a 30%.
The second assessment was given to students after a couple weeks into the unit, after they had
been presented the information during class, readings they were assigned, and during labs they
had done. The second assessment only had 11 students present when it was handed out and the
missing students data was never recorded. The 11 students total being assessed came in the
form of 10 females and 1 male. Of the 11 students, 4 were seniors, 4 were juniors and 3
sophomores.
Below is an overview of students grades of assessment #2:

Column 1 identifies that there are 11 students who took the assessment.
Column 2 identifies the gender of each student.
Column 3 identifies how many point out of 20 the student earned.
Column 4 identifies each students percentage grade.
Column 5 identifies a letter grade for each student based on the following scale:
90-100 = A, 80-89 = B, 70-79 = C, 60-69 = D, Below 60 = F
Gender

# correct/

Letter Grade

Out of 20
Student 1
Student 2
Student 3
Student 4
Student 5

Female
Male
Female
Female
Female

14
14
20
18
16

70
70
100
90
80

C
C
A
A
B

3
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12

Female
Female
Female
Female
Female
Female
Female

14
16
18
12
14
14
NA

70
80
90
60
70
70
NA

C
B
A
D
C
C
NA

On the second assessment the above table shows that of the 11 students who took the assessment:
there were 3 As, 2 Bs, 4 Cs, 1 D, and 1 student who was not present. The greatest student
disparity came between student 3, who received a 100%, and student 19, who received a 60%.
When summarizing and comparing the findings from both assessment #1 and assessment #2 the
graph below gives us a visual of student understanding.

Pre/Post Assessment Comparison

20

20

18

18

16
14 14

16
14

12
10 10
# correct out of 20

18

14

16
14

12
10

12

14

14

12

10
8

4
2
0

Axis Title
Assessment #1

Assessment #2

An overwhelming majority of students received a higher grade on the second assessment, with
one students second score not able to be recorded. This was expected, because students had
limited prior knowledge and exposure to the material being assessed. With the second assessment
showing a consistent improvement in scoring for almost all students, you can look at each
individual
on how well that particular student performed.
Teacher performance and gain a better insight
Whiteboard
Below is a
classroom
layout
indicating
where

Student 1

Student 2

Student 3

20%

20%

30%

Student 4

Student 5

Student 6

Student 7

30%

30%

30%

40%

students
normally

Student 11

Student 12

sit when

30%

NA

Student 8

Student 9

Student 10

30%

0%

30%

present
and the percentage increase they gained between assessment #1 and assessment #2.

As indicated above, the visual gives you a percentage idea of how much each particular student
increased their score from assessment #1 to assessment #2. The graph indicates that although
most of the students increased their score, the student who did not were sitting in the back two
rows. The visual also indicates that students sitting in the first two rows or the middle section of
the room all improved their assessment scores by 20-30%.
With the results from assessment #1 and assessment #2 being compared through charts and
visuals, its obvious to indicate that students did exceptionally better after being presented the
information, which was expected. The graphs and visuals also present how much improvement
was made between each assessment by each particular student.