Mock Assessment #2: Multiple Choice
Lesson 10 of 17
Objective: SWBAT show what they know about ratios and proportional relationships, expressions and equations, and geometric concepts involving scale drawings.
Mock Assessment #2: Day 1
Students have 80 minutes, one math period, to complete the mock assessment. It is set up like a state exam. Desks are separated, dividers are spread through-out the class, along with noise-canceling headphones. Students with any extended time requirements will continue in separate locations according to the mandates.
All students will receive a reflection assignment after today’s test. It will be due in a week, the next Monday, in order to give students the weekend to complete the assignment. The assignment includes a list of questions students must answer when reflecting about their performance in day 1 of this mock exam.
The data shows 16 questions in the test were mastered by fewer than 50% of the students.
I used this data to compare against standard mastery. These 16 questions comprise 8 different standards. Each standard is analyzed by question and then a remediation plan is made to improve mastery.
The following include some examples of my analysis of one standard, along with some strategies to use when analyzing your own data:
7.NS.1.d – 3 questions; mastered by 40% of students
The elevation of the surface of the Dead Sea is –424.3 meters. In 2005, the height of Mt. Everest was 8,844.43 meters. How much higher was Mt. Everest?
A) –9,268.73 m
B) –8,420.73 m
C) 8,420.73 m
D) 9,268.73 m
Analysis: 24% of my students answered this question correctly. The most common incorrect answer was letter C (30% of students). This answer is most likely picked when the student simply subtracts 8844.43 – 424.3 rather than using a number line to understand they must add the absolute values. I will need to review this question and insert a direction in the assignment that students must draw and use number lines to answer the question.
Strategy: By analyzing the percentage of students who selected each incorrect multiple choice, we can identify patterns to better instruct our instruction for reviewing this topic. When I review this topic I will be ensuring students are drawing and know how to use the number line to solve problems like these.
What is the numerical expression 5/8 – 5/12 ( 3 – ¼) + 2/3 equal to?
A) –26 5/24
C) 1 1/24
D) 1 23/96
Which expression has the same value as –3/2 – (2 – 3/8) + 3/2?
A) (3/2 – 3/2) – 2 + 3/8
B) (3/2 – 3/2) + (2 + 3/8)
C) – (3/2 + 3/2) – (2 – 3/8)
D) (–3/2 + 3/2) + (2 + 3/8)
Analysis: The fact that both of these questions were missed by such high percentages of students indicates an obvious need for more practice. This is a skill where I believe the misconception is rooted in mastery with rational number operations. I will need to use problems like these in future sprints. It’s probably best to begin with one step operations with positive and negative fractions and gradually move students into 2 and 3 step problems. A resource document is included to review these skills.
Strategy: Analyze data within miniscule details, but also take a step back and look at the whole picture. Is there one skill that seems to get in the way of mastery for multiple questions? This will greatly inform the creation of a solution or action plan for remediation.