Third Period Data

Name
Frankie
Joui
Sarah
Desi
Addie
Anna
Austyn
TJ
Bailyn
Fia
Leticia
Cole
Ellie
Everett
Caydi
Sydney
Alex
Renee
Cynthia
Amanda M
Harry
Kylah
Mackenzie
Jr.
Alec
Logan
Kevin
Kyle
Amanda Y
Averages

Pre-Assessment

Post Assessment

Change

3/20

16/20

+13

10/20

18/20

+8

12/20

20/20

+8

9/20

16/20

+7

11/20

20/20

+9

12/20

20/20

+8

11/20

13/20

+2

13/20

17/20

+4

11/20

18/20

+7

7/20

16/20

+9

6/20

18/20

+12

8/20

20/20

+12

12/20

17/20

+5

9/20

10/20

+2

8/20

17/20

+9

5/20

15/20

+10

7/20

16/20

+9

9/20

19/20

+10

11/20

18/20

+7

16/20

20/20

+4

8/20

16/20

+8

8/20

16/20

+8

12/20

20/20

+8

6/20

17/20

+11

6/20

16/20

+10

6/20

15/20

+9

13/20

19/20

+6

15/20

20/20

+5

9/20

11/20

+2

9.75/20

17.41/20

+7.66

Combined Data
Average Test Scores
Females; 17.5

Males; 16.2

18
16
14
12

Females; 9.5

Males; 9.2

Females; 8

10

Males; 7

8
6
4
2
0

Females

Males

Pre-Assessment

Post-Assessment

Average Improvement

Change from Pre-Assessment to Post-Assessment

2
4
2

7
2
1

8
9
10
11
12
13

Students were graded on the amount or questions out of 20 that they answered correctly
for both the pre-assessment and the post-assessment. Each question was worth one point.
Although I did add five more questions to the post-assessment, I kept the first 20 questions the
same from the pre-assessment to the post-assessment so it would be easier to compare data. My
data analysis is done on just the first 20 questions. The remaining five questions did give me a
good indication of what else they learned in the unit though.
All of my students made improvements from the pre-assessment to the post-assessment.
The average improvement of everyone in the class was an increase of 7.66 points. This means
that the majority of my students were able to answer at least seven more of the questions
correctly once they took the post-test. That is the equivalent to an increase of 39%. When
comparing the females in the class to the males, the females had a slightly higher pre-assessment
score, post-assessment score, and improvement compared to the males. There could have been
multiple reasons for the difference between female and male scores. It could be that females tend
to do slightly better than most males in academics, it could be that since I am a female teacher
that my female students could relate better to me, it could be that the female attendance in my
class tends to be slightly higher than the male attendance, or it could be that this subject was
more interesting for my female students than my male students. The three people in the class that
only improved by two points were also the three students that missed the most class periods and
didnt come to talk to me to see what they missed.
The five questions that I added on to the post-assessment helped me determine what my
students learned in the subjects I neglected to put on the pre-assessment. There were questions
about paying for college, as well as a short answer question about what compound interest was. I
was impressed by the amount of students that correctly answered the question about compound
interest. From my pre-assessment in the class period where we talked about compound interest I
learned that only one student previously knew what it was. In the post-assessment all my
students except four were able to tell me what compound interest was. The other group projects,
presentations, and simulations we did in the class helped to show me that my students were
understanding the information, and hopefully it was in a memorable way where they will retain
the information.
The test scores form my pre- and post-assessments, as well as the other projects we did in
the class, showed me that my students gained a lot of knowledge. The average pre-assessment
score for my class was a 48% and the average post-assessment score was an 85%. That is an
impressive amount of growth for a one week period. When we compared the test scores from my
class and Mrs. Lawrences fourth period Financial Life Management class, both periods had
about the same pre-assessment score. The fourth period class had a little bit more previous
knowledge with a score of 51%. However, the growth in that class was not quite as much. The
fourth periods post-assessment average was only a 75% despite the fact that we taught the same
lessons. The discrepancy could be in the fact that just the students in the classes were different,
but it could also be the fact that I created the lesson plans and knew exactly how I wanted to
teach them, whereas Mrs. Lawrence was just teaching my lessons that I came up with. The

lessons were probably more authentic to me than to Mrs. Lawrence. In the end, I was truly happy
with the improvement in both the classes. I feel that my students learned the majority of the
important information I was hoping they would understand. The only thing I dont feel like I got
to test was how long they will retain the information. When the students take the comprehensive
final at the end, hopefully this will all be information that they remember.