102097 – Research Teaching and Learning 2 17239598

Assessment 3: Individual Data Analyses

Assessment 3:
Individual Data
Analysis

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102097 – Research Teaching and Learning 2 17239598
Assessment 3: Individual Data Analyses

Table of Contents
Individual Data Analysis.……………………………………………………………...3
Figure 1.1 Table…………….……………………………………………………………........4
Results…………………………………………..................................................…………....5
Findings…………………………………………………………………………………..……..6
Themes…………………………………………………………………………………….…….7
Group Contribution Form………………………………....................................................8
Appendices 1……………………………….................................................................11
Appendices 2…………………………………………………………………….……….22

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Assessment 3: Individual Data Analyses

Individual
Data
Analysis

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Assessment 3: Individual Data Analyses

Results

Student A: Student A was present within lessons 1 and 3. This student is among
the higher achieving students with a passion to succeed. Within lesson 1, this
student was well engaged and participated throughout the lesson. This student
scored the highest among the class in Part 1, question 1 on the skeletal system.
Interestingly, the lesson Student A was absent, they scored one of the lowest
scores for Part 2, question 1 in the exam about the health and skill related
components of fitness.

Student B: Student B was absent for both lessons 1 and 2, which covered the
skeletal system and the health and skill related components of fitness.
Throughout the 6 week practical, this student regularly missed days of school
with unexplained absences. In addition, this student had the lowest score among
the class. However, this student is a more able student and has shown potential
to succeed.

Student C: Student C was present 2 out of the 3 lessons. This student was mostly
engaged with tendencies to be a little distracted at times. Student C scored quit a
high score among the class for Part 1, question 1. However, for lesson 2 this
student was absent, and missed a fair amount of content associated with the
health and skill related components of fitness. This may have resulted in their
score low score for Part 2, question 1.

Student D: Student D did not miss many lessons throughout my 6-week

practical. However, student C was away for the lesson that was focused on the
skeletal system and consequently scored one of the lowest scores for Part 1,
question 1. In saying this, student D was a less-able student and needed some
differentiated adjustments throughout the 6-week period.

Student E: Student E was absent one out of the three lessons. This student was
present for both the lessons based on the skeletal system and the health and skill
related components of fitness but was marked absent on the lesson based on the
FITT principal. Interestingly, even thought this student missed the teaching and
learning content for the FITT principal, they were still able to score full marks on
this question.

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Assessment 3: Individual Data Analyses

Table Figure 1.1 Table of results in comparison to attendance rates

Student Lesson 1 Lesson 2 Lesson 3 Overall Mark

Skeletal System Health and FITT Principle
Skill /37
Components of
Part 1: Fitness Part 2:
Question 1
Part 2: Question 2
Mark: /22
Question 1 Mark: /4
Mark: /11
Student A

Attendance: Absent

Question Score 22/22 2/11 4/4 28/37

Student B

Attendance Absent Absent

Question Score 3/22 4/11 4/4 9/37

Student C

Attendance Absent

Question Score 17/22 3/11 4/4 24/37

Student D

Attendance Absent

Question Score 3/22 8/11 4/4 15/37

Student E

Attendance Absent

Question Score 7/22 4/11 4/4 15/37

Figure 1.1 illustrates the attendance of students within three consecutive lessons. Lesson 1,
students’ analysed the bones that make up the skeletal system. Lesson 2, students’ examined the
differences between health and skilled related components of fitness. Lastly, lesson 3 students’
explored the FITT principal and how this could be of great use for individuals participating in
physical activity. The table also indicates which students’ were absent during the teaching and
learning of the lessons stated above and the marks they received for those particular questions
derived from a summative assessment in exam formatting.

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Assessment 3: Individual Data Analyses

Findings

It was evident within the results of the formal assessment task that those
students who missed lessons, lost valuable teaching and learning time to have a
deeper understanding of the content being taught. The biggest indicator that
reflected this was lesson 1 based on the skeletal system. Within this lesson,
students worked on multiple tasks that would help them to remember and
identify bones on the skeletal system. Extension activities for the skeletal system
were also carried out at the beginning of lesson 2, where students had the
opportunity to revise the skeletal system. It was found that both students who
were absent for this lesson marked significantly lower then there peers. The
most concerning student with their absenteeism was student B who missed two
consecutive lessons. The consequences of this was reflected on their exam mark,
which indicated that they did struggle to answer questions associated with the
lesson content that they had missed; this included both the skeletal system and
the health and skill related components of fitness.

Secondly, among the three lessons, lesson 2 had the most amounts of absences.
Within this lesson, students examined the differences between health and skill
related components of fitness and also had the opportunity to relate it back to a
previous practical lesson they participated in. After reviewing the exam results,
from the five participants selected at random, it was found that the students who
were marked absent, also scored the lowest mark. It may be suggested that this
affected student A the most, as they are a more-able student but as the results
suggest they struggled to remember content. In saying this, student E was
present during the health and skill related components of fitness but also
struggled to score a high mark. Therefore, the level of difficulty for each question
needs to be taken into consideration.

Lastly, out of the five selected participants, only student E was marked absent for
lesson 3. However, when teaching this lesson, it was found that the content was
based on assimilated knowledge built from previous years. Whilst teaching this
lesson, I found that most students had a clear understanding of what the FITT
principal included. Interestingly all participants scored the maximum number of
marks, which were 4 and this was equal across the entire class. This may suggest
that as this is a stage 5 year 10 class, students were successful to remember the
acronym associated with the FITT principle and the effects of absenteeism were
less demanding. This also indicates that the level of difficulty for each question
may also influence the mark each participant received.

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Assessment 3: Individual Data Analyses

Themes
There were two common themes that emerged from the action research project.

Student Absenteeism

Within the study, it is relevant to suggest that student absenteeism has an affect
on academic achievement. The results confirm that there is a correlation
between student absence and academic performance. This is clearly evident
where students did not academically perform as well as their peers, when they
were away from valuable teaching time. In regards to the assessment, a common
theme emerged suggesting that students who were away for particular lesson
out of three consecutive lessons chosen for this study, students did not perform
as well in the lesson they were absent for.

Level of Difficulty of Assessment Questions

It is also important to note that level of difficulty to answer the assessment

question may also affect academic performance. Upon reviewing the results of
the assessment, the results indicate that there was a correlation between the
questioning in which students were required to answer. Questions that asked
students to list a high number of components, students did not perform as a
whole. However, the results also indicate that students performed greater when
a question was of lower in difficulty such as an outline question. Therefore, it is
clearly evident that a consistent themed emerged suggesting a link between
academic performance and the level of difficulty of assessment questioning.

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Assessment 3: Individual Data Analyses

Group Contribution

Explain your contribution to the group:

How did you contribute to:

 Identifying group and individual topics?

We collaborated as a group to select a topic that we were all interested in. Once
we established our topic area, we then individually selected areas for our
subtopic assessment study.

 Developing and implementing the intervention?

We all met as a group and evaluated the results we all gathered from our
individual research. We then established an intervention that would best suit
towards solving the common problem. This included creating an intervention
toward improving student attendance rates, so that academic performance could
also increase.

 Collecting and analyzing preliminary data?

We all collaborated to make each of our data collections available. This was done
by a mixture of email and social media collaborations and also by meeting in
person.

 Developing the research presentation?

We all decided as a group to video our presentation. This suit our needs as
unfortunately there were untimely commitments some members of the group
needed to make. We distributed areas of the video each member would cover.
We then recorded our individual videos to be uploaded them to create a
collaborative group presentation.

How did you interact with the other group members?

Our group mainly interacted by social media and emails. We also met several
times to collaborate ideas and record videos.

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Assessment 3: Individual Data Analyses

Fill out the following rubric for each of your group members:

Group Member: _Charbel Assaf_______________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 4 3 2 1
Took
leadership role
when needed x
Contributed
ideas and x
knowledge
Polite and
respectful to all x
members
Completed
individual
tasks x

Completed
tasks on time
x

Explain scores of 1, 2, or 3.

Group Member: ___Bevan De Vries_____________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 4 3 2 1
Took
leadership role
when needed x
Contributed
ideas and x
knowledge
Polite and
respectful to all
members x
Completed
individual
tasks x

Completed
tasks on time x

Explain scores of 1, 2, or 3.

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102097 – Research Teaching and Learning 2 17239598
Assessment 3: Individual Data Analyses

Group Member: ____Bradley _Gale___________________________________________

5 – Excellent, 4 – Good, 3 – Fair, 2 – Poor, 1 – No Contribution

5 4 3 2 1
Took X
leadership role
when needed
Contributed X
ideas and
knowledge
Polite and X
respectful to
all members
Completed X
individual
tasks

Completed X
tasks on time

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102097 – Research Teaching and Learning 2 17239598
Assessment 3: Individual Data Analyses

Appendices 1

Student
Work
Samples

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Assessment 3: Individual Data Analyses

Student A – Work Samples

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Assessment 3: Individual Data Analyses

Student B – Work Sample

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Assessment 3: Individual Data Analyses

Student C – Work Sample

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Assessment 3: Individual Data Analyses

Student D – Work Sample

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Assessment 3: Individual Data Analyses

Student E – Work Sample

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Assessment 3: Individual Data Analyses

Appendices 2
Permission
Notes

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Assessment 3: Individual Data Analyses

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Assessment 3: Individual Data Analyses

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