Pre-Assessment Results

6 5 4 3 2 1 0 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Score Out of 10

Item Analysis
14 12 10 8 6 4 2 0 Number of Students Who Answered Correctly

Data Analysis: After analyzing the data from the pre-assessment, I now realize just how explicit my instruction on this topic must be. None of them earned the passing score of 7 out of 10 (70%). After composing an item analysis, I concluded that only five students correctly answered number one, a question on the significance of Ruby Bridges, and ten answered numbers two and three correctly, both of which were questions on the significance of Rosa Parks and George

Wallace. Concerning the two questions on Dr. King, fourteen answered number four correctly and six answered number five correctly. Only nine answered number six correctly, which was based on the definition of prejudice, and the two questions based on the Jim Crow Laws, numbers seven and nine, were correctly answered by nine and eleven students, respectively. Eleven of the twenty-one students answered the question on the dates of the Civil Rights Movement, number ten, correctly, and only nine answered number eight correctly, which was based on the significance of John Lewis. I plan on giving the students numerous opportunities to openly share their thoughts as we continue on with this unit in order to help them make personal connections and transfer their knowledge from day to day. I will also ensure that I explicitly explain the significance of each of the people we will discuss and why each is important to the history of Alabama since, according to the data, the students do not have a complete understanding of any of the people mentioned on the assessment.

Summative Assessment Data Analysis

Student #:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

Students Score (Out of 100) 105 99 99 99 99 84 105 84 92 105 104 94 105 105 105 105 105 100 105 102 105

Students' Scores on Summative Assessment

120

100

80

60 Students' Scores on Summative Assessment 40

20

Data Analysis: I was exceedingly pleased with my students high scores on this summative assessment. While forming the summative assessment, I strived to not include any frivolous questions that might confuse or trick my students. I feel as though teachers should not try to trick their students on assessments but should ask the students questions that require critical thinking and that require higher level thinking skills to answer. Sixty-two percent of the students scored a 100 or above on this assessment, twenty-nine percent scored between a 99 and a 92, and less than ten percent (two students) scored an 82, which was the lowest score on this assessment. I feel as though this is an effective representation of the students understanding of the content. The students were very interested and engaged in this unit, and would beg for history to take place at the beginning of the day rather than the end

of the day. I felt as though my students needed some kind of a way to prepare for the assessment at home, so I created a study guide to help them review for the assessment with their parents. If I were to change anything concerning this units summative assessment, I would ask more open response questions and fewer objective questions. This would allow me, as their instructor, to see how the students interpreted what was taught and would allow me to assess them using a variety of Depth of Knowledge and levels on Blooms Taxonomy. History is most likely the most objective subject. Everyone has a different outlook on how history impacted the world, and one would be surprised to see what students as young as fourth graders believe. I gave the students ample opportunities to share their thoughts throughout the formative assessments, but I only gave one opinion or History-to-MyStory connection question. Next time, I will include more.