Pretest/ Post-Test Analysis

Assessment Analysis

To begin my unit, I gave my students a pretest. This is the same test that was given to

them as a post test. I found the test on the pacing guide that the district gave my grade level. It is

the test that the rest of the third grade administered for this particular unit as well. After

analysing the results of the pretest, I differentiated instruction by placing them into math groups.

I looked at the amount of questions missed and types of questions missed while judging prior

knowledge of their achievements in the classroom thus far when placing them into their math

groups. While looking at the pretest data, I found it interesting that two students scored zero

points. Also, every student failed the pretest which meant that most of this information was new

to them. Planning for my unit would require a brief review of area then I would spend the rest of

the time teaching new instruction. My pre assessment proved beneficial as the students in each

group had similar struggles and breakthroughs with the material. Most days I had a teacher group

with each group so I could address questions and individualize instruction. About halfway

through the unit I gave a quiz to assess where my students were. I used that data to ensure that

instruction was still differentiated correctly.

At the end of the unit I gave the post test. My findings were very interesting as well. I had

six students make A’s (two with perfect scores of 100), eight students with B’s, two students

with C’s, two students with D’s, and five students that failed the post assessment. All five of the

students who failed the post test were in my lowest group. This was disappointing for me

because I put much time into working with them through concepts. I believe part of this failing is

because these five students have a hard time with multiplication. Multiplication is a huge part of

area. If those facts aren’t known, it will be difficult which is why I think these students struggled.
The most missed problems were questions 1, 9, 10, 14, and 16. There was a question much like

number one on the study guide that was sent home. The answer to that question was similar to

the one on the test, so that is why I think that question was missed most. The second most missed

question was 16. This question was a short answer where the student had to describe his error.

The counterpart was question 15 where they had to find his error. Most of them found the error,

but didn’t describe what he did wrong.

In conclusion, I was very impressed with the results from my unit. Every single student

growed a significant amount. The least amount of growth was student 13 with 13 points of

growth and the greatest amount of growth was student 21 with 88 points of growth. The other

low amounts of growth were number 11 and number 1. These along with number 13 were the

only students who didn’t show at least 30 points of growth. On the other end of the scale, I had

two students with a significantly high amount of growth. Along with number 21, number 5 and

number 10 showed 74 points of growth. It was evident through these findings that every student

learned during my unit and growed in their knowledge of area and the distributive property.