Jel Data Analysis Ka 2

7/23/2019 Jel Data Analysis Ka 2

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Key Assessment Stage 2: Data Analysis

FRIT 7236

Jasmine El-Jourbagy

Section 1: Students

Tis !ata in"lu!es in#ormation about stu!ents in gra!es $-%2 at a "ollege an! "areer a"a!emy in

rural &eorgia' Teir ages range #rom %(-%) years ol!' Tere are t*o stu!ents !iagnose! *it

Attention De#i"it Disor!er as teir learning !isability' Tere are %+ girls an! %% boys' Tis!i,erse grou o# stu!ents in"lu!es $ .au"asians/ %+ A#ri"an Ameri"ans/ % 0isani" Ameri"an

an! % 1i!!le Eastern Ameri"an' Te stu!ents in tis grou are ig a"ie,ing stu!ents *it a

#e* stu!ents *o a"ie,e normally' Te stu!ents must "omlete an ali"ation an! go trouginter,ie* to atten! te "ollege an! "areer a"a!emy' Tea"ers also re"ommen! te eisting

stu!ents to teir net "ourse base! on !ata "olle"te! trougout te s"ool year'

Te stu!ent !ata is in"lu!e! *itin te E"el Srea!seet'

Section 2: Course

Tis test "omes #rom te "ourse Intro!u"tion to usiness an! Te"nology an! is usually gi,en!uring te last semester o# te "ourse' All te usiness tea"ers in te "ounty usually "ome

togeter to "reate su" tests an! ben"mar4s5/ *i" te stu!ents *ill ta4e' It assesses te

stu!ents5 4no*le!ge o# all "ontent in *i" tey a,e learne!' Te assessment is base! on te

#ollo*ing &eorgia stan!ar!s:

● BMA-IBT-2 Aly te"nology as a tool to in"rease ro!u"ti,ity to "reate/ e!it/

an! ublis in!ustry- aroriate !o"uments'

2.2 Demonstrate eti"al an! legal a"tions *it regar!s to lagiarism/ #air use/ an!"oyrigt la*s'

● BMA-IBT-3 1aster *or! ro"essing so#t*are to "reate/ e!it/ an! ublis

ro#essional-aearing business !o"uments'

● BMA-IBT-4 Analye an! integrate lea!ersi s4ills an! management #un"tions

*itin te business en,ironment'

● BMA-IBT-5 Demonstrate un!erstan!ing o# te "on"et o# mar4eting an! its

imortan"e to business o*nersi'

Stu!ents tat so* mastery on tese stan!ar!s soul! be able to "omlete te "ourse *it a igs"ore an! also mo,e on to te net "ourse/ usiness an! Te"nology'

in4e! ere are te assessment 8uestions an! ob9e"ti,es in *i" te stu!ents are teste! uon'

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https://docs.google.com/a/georgiasouthern.edu/document/d/1MPqMkmg73TctItaSPNyiqx6Ve9_MHmraYiUVulvW4q4/edit?usp=sharing






Section 3: Descriptive Analsis

en re,ie*ing my !ata I loo4e! at se,eral !i##erent meto!s an! statisti"s to

e,aluate te e##e"ts o# my stu!ents test s"ores' elo* you *ill see a #e* "artsan! gras tat *ill el !es"ribe te nature o# my !ata'

Abo,e *e "an see all my stu!ents5 !ata *it ea" test 8uestion labele!' Te !ata

is sorte! in !es"en!ing or!er te stu!ent tat misse! te most 8uestions is at to'

Also note! are te er"ent "orre"t on te 8uestions so*n belo* in te "art'1any o# te stu!ents s"ore! "onsi!erably lo*er on te 0iger r!er Tin4ing an!

er#orman"e base! 8uestions' A#ter loo4ing at tis I "an !etermine tat tese

"on"ets nee! a!!itional rein#or"ement an! re,ie* !uring instru"tional time'

Te "art to te le#t so*s te !ata in *i" I ga,e te test te #irst time an! ten

ga,e a reta4e gi,en tree monts a#ter te re-test' I !i! not in"lu!e te !ataGTe stan!ar! !e,iation so*s tat my mean is 8uite "lose to being "orre"t'

0o*e,er/ tese s"ores are 8uite lo*'



Te gra abo,e is o# my stu!ents test s"ores base! on teir total ans*ers "orre"t' Te s"ores"learly so* tat I a,e a *ell-roun!e! grou o# s"ores' I a,e one stu!ent *o ma!e a er#e"t

s"ore te #irst time tey *ere teste!' Stu!ents tat usually a"ie,e a er#e"t s"ore are my gi#te!

stu!ents or tose arti"iating in te STE1 rogram' Also I note! tat se,eral o# te stu!ents5s"ores *ere 8uite similar' Tis "oul! mean se,eral out"omes/ #irst te stu!ents *or4e! togeter

on teir ro!u"tion en!e! 8uestions tus tey re"ei,e! te results'



Spearman-Brown Reliability: A""or!ing to our tet/ reliability is te !egree to *i" stu!ents5

results remain "onsistent o,er all assessment ro"e!ures' <it4o H roo4art/ 2+%(G I also state!

in our "lass !is"ussion tat reliability is *en in#ormation/ be it test results/ are stable an!"onstant' 1y stu!ent !ata is reliable loo4ing at my Searman-ro*n test I "an see tat my

s"ores gi,e me a ')( result/ *i" lea!s me to belie,e tat my results are reliable' I use !i##erent

*ays to assess my stu!ents but being able to 4ee !etaile! !ata on tem els me assess teirnee!s an! *at tey must nee! #or rein#or"ing a "ertain stan!ar!' y re,ie*ing tis !ata #rom

te "ourse Intro to usiness an! Te"nology I am able to imro,e uon test 8uestions

se"i#i"ally tose "entere! on Eti"s an! te ;ro9e"t base! learning' Stu!ents usually struggle*it "ategories tat are teoreti"al tus I sen! more time in "lass running troug yoteti"al

situations *i" *ill bene#it te stu!ents learning' Also/ te stu!ents nee! el *it stru"turing

teir tougts on Essay 8uestions so I *oul! also a!! in rein#or"ement on *riting trougout te

"ourse'

Section 4: Stren!t"s and #ea$nesses

<ames Strengts ea4nesses

Keilan Keilan s"ore! a +'

0is *ea4nesses in"lu!e *or4ingon iger or!er tin4ing base!

8uestions' 0e also struggles *it

Eti"s base! 8uestions "o,ere! in

stan!ar! 2 o# te "ourse'

ran!onran!on s"ore! a 2 0is

strengts in"lu!e ro9e"t-base!

assignments'

0is *ea4nesses in"lu!e *or4ingon Eti"s base! 8uestions "o,ere!

in stan!ar! 2 o# te "ourse' 0e

also struggles *it un!erstan!ing business mar4eting'

Sane

Sane s"ore! a 6+' 0is

strengts in"lu!e *or4ingtroug sort ans*er base!

8uestions'

0is *ea4nesses in"lu!e

ans*ering an! *or4ing *it

iger or!er tin4ing base!8uestions an! er#orman"e base!

assignments as "o,ere! in all

"ourse stan!ar!s'

Tra,is

Tra,is s"ore! a 6+' 0is

strengts in"lu!e essay-base!

8uestions/ an! "omleting ro!u"tion base! 8uestions'

0is *ea4nesses in"lu!e tegeneral un!erstan!ing o# te

"ourse "ontent ta4ing etra noteso,er stan!ar!s 2 an! *oul! bene#it Tra,is'

Karl

Karl s"ore! a 6+' 0is

strengts in"lu!e a generalun!erstan!ing o# te "ourse

stan!ar!s'

0is *ea4nesses in"lu!ing #ully

un!erstan!ing te stan!ar!s o# te"ourse an! o* tey #un"tion in

te real *orl!' Karl *oul! bene#it

#rom stu!ying stan!ar!s 3 an! '



Emily

Emily s"ore! a 6+' 0er

strengts in"lu!e *or4ingtroug te 1ultile .oi"e

an! Sort-Ans*er 8uestions

o,er 1i"roso#t or! an!usiness Eti"s'

0er *ea4nesses in"lu!e *riting

troug essay 8uestions base! on

stan!ar!s 2/ ( an! ' Se *oul!also nee! el on *or4ing

troug 0ig r!er Tin4ing

base! 8uestions on te samestan!ar!s'

Ja"obJa"ob s"ore! a 6+' 0is

strengts in"lu!e sort ans*er

base! 8uestions'

0is *ea4nesses in"lu!e iger

or!er tin4ing base! 8uestions/

Ja"ob arti"ularly seems tostruggle *it Eti"s base!

8uestions as "o,ere! in stan!ar!

2'

Ryan

Ryan s"ore! a 6+ on tis

assessment' 0is strengts

in"lu!e sort ans*er 8uestions

an! being able to "omlete ro!u"tion style 8uestions in

*or!'

0is *ea4nesses are in te

business si!e o# te "ourse' Ryan

nee!s more time an!!emonstration un!erstan!ing

usiness rin"iles'

Taylor

Taylor re"ei,e! a s"ore o# 6+on tis assessment'

@n!erstan!s iger or!er

tin4ing an! te basi"

8uestions trougout te"ourse'

0er *ea4nesses are *or4ingtroug te essay-base! 8uestions

on stan!ar! ' Taylor must *or4

on er un!erstan!ing o# 1ar4eting'

Desmon!

Desmon! re"ei,e! a s"ore o# 6+ on tis assessment'

Desmon! as a goo!un!erstan!ing o# 1ultile

.oi"e an! Sort Ans*er

8uestions'

0is *ea4nesses are in stan!ar!s (

an! ' Desmon! *oul! bene#it#rom re,ie*ing business

1ar4eting an! te o,erall

un!erstan!ing o# te usiness*orl!' 0e struggles *it

ans*ering Essay base! 8uestions

an! "oul! use rein#or"ement inte *riting area'

.ristina

.ristina re"ei,e! a s"ore o#

73 on tis assessment' Se

e"els in Essay base!

8uestions an! un!erstan!s te basi" stan!ar!s o# te "ourse'

.ristina *oul! bene#it #rom

tutoring in te te"nology an!

business #iel! o# stu!y' A basi",o"abulary assignment *oul!

bene#it er *en it "omes to te

"ourse stan!ar!s'

Sara Sara re"ei,e! a s"ore o# )+

on tis assessment' Se so*s

strengts5 in te business la*

#iel!' Se as a strong interestin te area o# usiness Eti"s

Sara nee!s rein#or"ement on

iger or!er tin4ing 8uestions

tat "o,er stan!ar!s 2/ ( an! '



stan!ar! 2G

Fait

Fait re"ei,e! a s"ore o# )+

on tis assessment' Se isstrong in essay an! iger

or!er tin4ing base! 8uestions

an! en9oye! "o,eringstan!ar!s 2/ ( an! '

Fait struggle! troug te er#orman"e base! 8uestions o,er

1i"roso#t or! stan!ar! 3G

;aris

;aris re"ei,e! a s"ore o# )+

on tis assessment' Se so*s

strengts in te mar4eting#iel! stan!ar! G' Se is also

able to na,igate er *ay

aroun! te"nology *itoutmu" assistan"e'

;aris nee!s to *or4 on er

ro!u"tion style 8uestionsstan!ar! 3G an! se nee!s to

*or4 on *riting Essay base!

8uestions'

Asley

Asley re"ei,e! a s"ore o#

)+' 0er strengts are in

stan!ar! 3 *or4ing troug ro!u"tion style! 8uestions in

1i"roso#t or!'

Asley nee!s to re,ie* stan!ar!

2 an! ' Se un!erstan!s te

basi"s but "oul! bene#it #romre,ie* usiness Eti"s an!

1ar4eting'

Ernest

Ernest s"ore! an )+ on tisassessment' 0e so*s

strengts in stan!ar! 3 an!

*or4ing troug multile"oi"e an! sort ans*er

8uestions'

Ernest "oul! bene#it #romre,ie*ing stan!ar! 2/ *i"

"o,ers usiness Eti"s' Ernest

struggle! most *it Essay an!0iger r!er tin4ing 8uestions'

1egan

1egan re"ei,e! a s"ore o#

)+' Se so*e! strengts inte 0iger r!er Tin4ing

base! 8uestions/ *i"

"o,ere! stan!ar!s 2/ ( an! '

1egan nee!s to *or4 on stan!ar!

3/ *i" "o,ers 1i"roso#t or!'Se struggles *it ro!u"tion

base! 8uestions'

Keyon!ra

Re"ei,e! a % on many

8uestions but misse! 2 o# te

test 8uestions' Se s"ore! an

)7 on tis assessment' Seso*s strengts in mar4eting

4no*le!ge/ ro!u"tion base!

8uestions stan!ar! 3G an!

*or4ing troug all essay8uestions'

Keyon!ra nee!s to *or4 onstan!ar! 2 an! er un!erstan!ing

o# usiness Eti"s'

Anna Re"ei,e! a % on many

8uestions but misse! 2 o# tetests 8uestions' Se s"ore! an

)7 on tis assessment' Se

so*s strengts in business4no*le!ge/ "omuting an!

Anna nee!s to *or4 on rea!ing

#or un!erstan!ing' Se *ill s4iimortant in#ormation in

8uestions tat "ause er to

misun!erstan! te ans*er "oi"es' Se also nee!s *or4 on



ig or!er tin4ing'stan!ar! / *i" "o,ers

mar4eting'

<i"4

Re"ei,e! a % on ea" 8uestione"et #or one 8uestion'

i" means e re"ei,e! $3

s"ore on tis assessment' <i"so*s strengts in all

stan!ar!s'

<i"4 ten!s to rus troug

rea!ing is test 8uestions' 0e

misse! a 0ig r!er Tin4ing8uestion'

Re9ii

Re"ei,e! a % on ea" 8uestion/

*i" means e re"ei,e!%++ s"ore on tis

assessment' Re9ii so*s

strengts in all stan!ar!s an!in all 8uestion areas'

<one

Section 5: I%prove%ent &lan

Based on the results, the high school students at the college and careeracademy need work on their higher order thinking based questions. About57% of students met the requirements for the high order thinking stylequestions. Based on theses results, I need to create some lesson andstrategies to help target the skills in which the students would need toperform better on the style of questions, which they missed. Also groupingthe students in leel based groups would allow for me to go around theclassroom and spend time with the students that might need my help morethan those who hae already mastered the content.

!i"erentiated instruction could plausibly change the way seeral of thetopics are taught. I would be able to group the student in di"erent ways andcreate assignments that are slightly di"erent to meet each students learningneeds. !i"erentiation is important because it allows teachers toaccommodate all learning leels of students. #ith the higher leel students Ican gie them an assignment where they create high order thinking basedanswers while with the lower leel students I can gie an assignment thatallows them to understand the content. #hen also assigning di"erentiatedassignments I hope to allow the higher leel to work independently freeingup my time to spend with those who need more of my help.

$or student who had behaior issues, they will usually come after school in acalmer enironment to work with me on their arious needs. Because ourschool has many students that achiee at such a high academic leel thesestudents will always come for reinforcement because they are competitieand do not want to fall behind their peers. I also spend the time to remindmy students how important the education they are receiing is to them and



their future. I also make sure to monitor each student for growth or potentialissues that may arise. Also for students who may be struggling I make sureto inole their parents in the process of improing their test scores. Also Iremind the parents that the tests are ecellent determining factors on if thestudent will pass their end of pathway assessment also. &his usually will

motiate both student and parent into achieing higher.

In the future I would hope to add more performance and higher orderthinking based pro'ects and questions into the students daily routine so thatthey would hae prior knowledge of these methods instead of right when thetest is assigned. Also based on my current results I might also change a fewof the questions around to better assess what the students hae learned inthe classroom.

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Jel Data Analysis Ka 2