POETRY UNIT TEST ANALYSIS 6 TH GRADE VISIONS – MS. ROKETENETZ

GRADE DISTRIBUTION FIRST PERIODFOURTH PERIOD

GRADE DISTRIBUTION CONTINUED 1 ST PERIOD Mean: 83.6% Median: 83% Mode: 82% 4 TH PERIOD Mean: 87.6% Median: 91% Mode: 91%

1. 100% 2. 98% % % 5. 94% % 7. 90% % 9. 98% % % % % TEST ITEM ANALYSIS % % % % % % % 21. Item Thrown Out % % % % % % % % (1/3) – Mode Points Given % (3/4) – Mode Points Given % (2/2) – Mode Points Given % (2/3) – Mode Points Given % (1/2) – Mode Points Given 90% or Greater Answered Correctly65% or Greater Answered Incorrectly Green InkRed Ink

TABLE OF SPECIFICATIONS

STUDENT #1, JANE*  Jane was chosen for the analysis because she was normally maintains the highest grade in the class out of the female students. I wanted to analyze what questions she missed because she did not receive the highest grade in the class.  Grade: 95%  Questions Missed on Part 1 (True/False): 0  Questions Missed on Part 2 (Matching): 0  Questions Missed on Part 1 (Select Response): 1 - #25 ~ Analysis  Questions Missed on Part 1 (Supply Response): 1 - #33 (1/2 PTS) ~ Comprehension

STUDENT #2, JOHN*  John was chosen for the analysis because he normally maintains the highest grade in the class out of the male students. I wanted to analyze what questions he missed in comparison to Jane.  Grade: 90%  Questions Missed on Part 1 (True/False): 0  Questions Missed on Part 2 (Matching): 0  Questions Missed on Part 1 (Select Response): 2 - #16 & #25 ~ Application & Analysis  Questions Missed on Part 1 (Supply Response): 2 - #30 (3/4 PTS) ~ Knowledge #31 (1/2 PTS) ~ Comprehension The only question they both missed was #25. More students missed this question than any other question.

RELIABILITY  Question #21 had 2 answers  The test was given the week after spring break. The unit was split with two weeks of poetry being taught before spring break and a week of poetry being taught spring break. Since I did not add in a day of review (I did give the students a study guide but we did not review it) the students did not remember a couple of key things we already learned about earlier on in the unit.  Students were confused about having to analyze two separate poems for questions because there was not a line drawn between the two poems. There should have been a more clearly defined division between the two poems.

VALIDITY  Since my test was created before my poetry unit was taught, the test has a relatively high degree of content validity. The only question that had a relatively low degree of content validity was question 29. I assumed that the students already new what a Haiku was, so I did not teach it as in- depth as I should have.  The test also has a relatively high degree of construct validity. The test covered all the ILOs I focused on throughout my instruction of the poetry unit.  When analyzing the predictive validity of the test, I assumed students who had better grades in the class and turned all of their assignments in would get a better grade, however, those factors seemed to vary by student.

SUMMARY  Overall, my instruction was effective. Most of my students did well on the test. All of my Visions classes had a “B” average.  Next time I will not make assumptions on what the students do and do not know about forms of poetry. Since I believed the students were already familiar with Haikus I only covered them briefly. If a student missed that day of instruction then they would have missed that question on the test.  Before my collaboration class took the test I did a day of review with them. I believed that the Visions students did not need a day of review, however, after looking at the results of the test they would have done better on the test after a day of review.  Next time I teach a poetry unit I need to do more poem to poem comparisons. The students struggled with questions because we did not cover how to compare and contrast poetry.