Hayley Bragdon

Key Assessment Stage 2: Data Analysis

FRIT 7236
Section 1: Students

The students in this group are in fifth grade. All 7 students qualify for Special Education. Their disabilities
range from Autism to ADHD. They are served in an inclusion setting for Reading. They all receive
accommodations. Some of the accommodations they receive are question and answer choices read,
frequent monitored breaks, small group, and preferential seating.

Section 2: Course

This fifth-grade reading class is a co-taught classroom. We teach the Georgia Standards of Excellence.
The assessment given to the students was to assess the standard, ELAGSE5RI5. This standard wants
students to compare and contrast text structures. These text structure include chronology,
compare/contrast, cause/effect, problem/solution, and description. On the assessment, students were
given a paragraph and had to identify the text structure.

Section 3: Descriptive Analysis

Mean for Test 11.14285714

Standard Deviation for Test 2.099562637

The mean of this assessment was 73 and the standard deviation was 12.72792.

Multiple Choice Questions that Students Answered Correctly

8

0
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15
 Hayley Bragdon
Key Assessment Stage 2: Data Analysis
FRIT 7236

The above graph shows how many students answered each question correctly. For example, 5 students
answered multiple choice question #2 correctly. When looking at the data, it appears that most students
answer questions 10 through 15 correctly. Questions 1 through 9 gave students a passage and they had
to determine the text structure. Questions 10 through 15 asked the students to define the definitions of
the five different text structures. It appears that students were able to identify the text structures but
were not able to apply it to a passage.

Spearman-Brown Reliability

Split-Half (odd-even) Correlation 0.151744245

Split-Half with Spearman-Brown Adjustment 0.26350337

Reliability was calculated using the Spearman-Brown formula. The reliability came out at 0.26350337.
This indicated that this test was not strong in reliability. To improve reliability, I could have the same
amount of even and odd questions.

Section 4- Strengths and Weaknesses

Student Score Strength Weakness

1 79/100 Student 1 Student 1 showed a
demonstrated a weakness in applying
strength in text structure to a
problem/solution and paragraph or text. They
compare/contrast. also demonstrated a
Student 1 also weakness in
answered the description and
definition questions problem and solution.
correctly.
2 72/100 Student 2 Student 2 showed a
demonstrated a weakness in
strength in problem description. Student 2
and solution. Student 2 also showed a
also knew all five weakness in applying
definitions of the text text structure to a
structure. paragraph or text.
3 93/100 Student 3 showed a None
strength is all text
structures.
4 67/100 Student 4 showed a Student 4 struggled to
strength in sequence. identify definitions, as
well as identify 4/5 text
 Hayley Bragdon
Key Assessment Stage 2: Data Analysis
FRIT 7236
structures in a
paragraph.
5 79/100 Student 5 showed a Student 5 had difficulty
strength in sequence. applying the definitions
Student 5 was also able of the text structures
to identify the to paragraphs.
definitions of all 5 text
structures.
6 48/100 Student 6 Student 6 had difficulty
demonstrated a defining the terms, as
strength in sequence. well as identifying 4/5
text structures.
7 73/100 Student 7 showed a Student 7 was able to
strength in identify definitions but
problem/solution and struggled to identify
sequence. Student 7 the structures in a text.
identified all terms.

Section 5- Improvement Plan

A majority of my students were able to identify the definitions of each text structure. They struggled
when they had to identify the text structure in a text. For these five students, I would pull them to a
small group to work on text structure. I would reteach the skills and introduce them to a key word chart.
I would give them another opportunity to take this assessment. However, I would change the
assessment questions, but test the same skills. The second time taking the test, I would provide them
with the definitions of each text structure, as well as a key word chart. For the students who did not
identify the definitions, I would work with them in a small group on that skills. Once the definitions were
mastered, I would repeat the same steps I stated above with the other group.