MWS Final Post Assessment Analysis
Including Formative Assessment
Tammy Preskitt
3/16/2012
Data Organization and Display
Whole Class:
Student and Raw Score
Mean of Raw Scores: 81.9%
Median of Raw Scores: 71%
Subgroup:
Mean of Raw Scores: 74%
Test Scores Sub-Group MWS
Students
A3
H12
J17
J19
M22
R24
Test Score Individual MWS
Student
J18
Pre-Assessment %
14
14
Pre-Assessment %
14
2/2012
Post-Assessment %
86
100
43
57
86
2/2012
Post-Assessment %
100
MWS
Student
A1
A2
A3
Formative
Objective 1.1
Not Met
Met
Not Met
Assessment
Objective 2.1
Not Met
Analysis
Objective 3.1
Not Met
2/2012
Objective 4.1
Met
Met
Met
A4
B5
B6
B7
B8
D9
D10
G11
H12
J13
J14
J15
J16
J17
J18
J19
J20
L21
M22
N23
R24
R25
R26
S27
S28
S29
T30
Not Met
Not Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Not Met
Met
Not Met
Not Met
Met
Not Met
Not Met
Met
Not Met
Not Met
Not Met
Met
Met
Not Met
Not Met
Met
Met
Not Met
Not Met
Not Met
Met
Met
Met
Not Met
Met
Not Met
Not Met
Not Met
Met
Met
Not Met
Not Met
Met
Met
Not Met
Not Met
Not Met
Met
Met
Met
Not Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Not Met
Not Met
Met
Not Met
Met
Met
Met
Met
Met
Not Met
Not Met
Met
Not Met
Not Met
Met
Met
Met
Met
Not Met
Met
Met
Met
Met
Not Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Class Met Average
Subgroup Met
Ave
Individual Met
Ave
44.8%
33.3%
50%
60%
50%
60%
100%
100%
0%
100%
100%
100%
MWS
Learning Outcomes
Goal 1: Students will develop an
understanding of the overhead view
presented by most maps. (SS.03.GE.01)
Objective 1.1: After listening to “Nikki’s
Adventure” and participating in a class
discussion, students will locate and label four
specified items on a park map with a partner
having 100% accuracy.
Goal 2: Students will understand the purpose
of maps and their components. (SS.03.GE.02)
Objective 2.1: After a demonstrations and
presentation of keys and symbols of various
maps from “Mapping Penny’s World,” each
student will create a map with a title and key
of their bedroom.
Goal 3: Students will understand, learn, and
orally use new vocabulary that is introduced
in a story. (EL.03.RE.12)
Objective 3.1: After reading “Mapping
Penny’s World, students will identify mapping
terms and present their maps to the class by
explaining them orally.
Data & Analysis Aligned w/Goals &
Objectives
Pre-Assessment Data & Analysis
2/2012
Post-Assessment Data & Analysis
Pre-Assessment Item: 1
Class Results: 95% had some idea of an
overhead perspective. Needs to be taught
for clarity.
Subgroup Results: 50% had some idea of an
overhead perspective. 50% were absent.
Individual Result: had some idea of an
overhead perspective.
With some background, students need a clear
understanding of the overhead perspective.
Post-Assessment Item: 1
Class Results: 44% of class identified all 4
items; 13% identified 3 items; 20% identified 2
items; 14% identified 1 item; 3% identified 0
items.
Subgroup Results: 40% identified all 4 items;
40% identified 2 items; 20% identified 1 item.
Individual Results: identified 1 out of 4 items
for 25%.
Pre-Assessment Items: 1-6
Class Results: 95% of the class knew only
item 1 and no one knew items 2-6. Needs to
be taught in completion.
Subgroup Results: 50% knew item 1. 50%
were absent.
Individual Results: knew 14% of items.
With little background, students need to be
taught the keys and symbols of maps.
Post-Assessment Items: 1-6
Class Results: 19% of class included 100% of
items; 23% of class included 86% of items; 4%
of class included 71% of items; 23% of class
included 57% of items; 15% of class included
43% of items.
Subgroup Results: 20% of group included
100% of items; 40% of group included 86% of
items; 20% of group included 57% of items;
20% of group included 43% of items.
Pre-Assessment Items: 1-6
Class Results: 95% of the class knew only
item 1 and no one knew items 2-6. Needs to
be taught in completion.
Subgroup Results: 50% knew item 1. 50%
were absent.
Individual Results: knew 14% of items.
Post-Assessment Items: 1-6
Class Results: 19% of class identified 100% of
items; 23% of class identified 86% of items; 4%
of class identified 71% of items; 23% of class
identified 57% of items; 15% of class identified
43% of items.
Subgroup Results: 20% of group identified
Goal 4: Students will learn to use a compass
rose to identify locations and provide cardinal
directions. (SS.03.GE.01)
Objective 4.1: After singing “Directions,”
students will use a compass rose to give
directions to their partner to move through a
map of the park with 80% accuracy.
With little to no background, students need
to be taught mapping terms.
100% of items; 40% of group identified 86% of
items; 20% of group identified 57% of items;
20% of group identified 43% of items.
Pre-Assessment Item: 7
Class Results: 0% of the class understood the
concept of a compass rose.
Subgroup Results: 0% understood the
concept of a compass rose.
Individual Results: 0% understood the
concept of a compass rose.
With no background, students need to be
taught the use of a compass rose.
Post-Assessment Item: 7
Class Results: 74% of the class understood the
cardinal directions and could label a compass
rose correctly.
Subgroup Results: 58% understood the
cardinal directions and could label a compass
rose correctly.
Individual Results: he understood 25% of the
cardinal directions and could not label a
compass rose correctly.
MWS Test Scores of Classroom Learning Gains
Student
A1
A2
A3
A4
B5
B6
B7
B8
D9
D10
G11
H12
J13
J14
J15
J16
J17
J18
J19
J20
L21
M22
N23
R24
R25
R26
S27
S28
S29
T30
Class Average
Subgroup Average
Individual Average
Pre-Assessment %
14
14
14
14
14
14
14
14
0
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
13.4
14
14
2/2012
Post-Assessment %
57
43
57
57
100
86
29
43
86
86
57
57
57
71
100
100
43
100
57
86
86
43
86
86
100
86
71.5
74.4
100
Learning Gain in %
+43
+0
+0
+29
+43
+43
+100
+72
+15
+43
+72
+72
+43
+57
+43
+57
+86
+86
+29
+86
+0
+57
+72
+86
+29
+72
+72
+86
+72
60.2
66
86
Evidence from formative assessments that supports your claims of learning gains:
After all is said and done, charts filled out and checked and rechecked for accuracy, I am pleased to see that students made, on average, a 60% learning
gain from the pre-assessment to the post-assessment. The subgroup made a 66% average gain and the individual made an 86% average gain.
What instructional strategies do you think contributed to learning gains:
The use of Me on the Map and Mapping Penny’s World were strategic in gaining the students interest. Both books presented the information we would
be learning which provide repetition of the seven items we would focus on. Adding a song and a fun little saying also contributed to placing this information into
their memory. I think that observing their interests in maps and then deciding to do this mini unit on what interested them was key in students being engaged.
Helping them find their spot on a map lined up with their interests and creating a map of their own room gave them ownership of the project. Using plastic
frogs as their item to face in the direction they were traveling added some novelty to the mapping exercise, a bit of whimsy.
If learning outcomes were not met, what changes will help when this unit is taught again:
I packed way too much information into each lesson. If I were to teach this again, I would divide it up into smaller chunks with more guided practice.
This would help those who struggled with so much information.
Do students have any misconceptions they did not have before? Why do you think so?
Nikki’s Adventure is a story that helped students gain an overhead perspective that maps usually have. This was evident in their bedroom maps. So this
lesson helped to clear up a misconception. For the most part, students can fill out a compass rose accurately, but they would still struggle using the cardinal
directions to give directions. It was too much information for them to handle.