Carrie Schultz

Biology

The Assessment
Source: Mark Wyn and modified by myself
Type: Multiple choice, True/False (correcting the false questions), fill in the blank, essay.
Rationale: This pre-test is given to show any prior knowledge the students have. This will allow me to
determine what areas of the content will need to be covered to meet the standards for this chapter. I
will be able to compare the data collected to see the questions/areas most students got correct or
wrong and create lesson plans and formative assessments accordingly.
Standards:
L3.p2A Describe common relationships among organisms and provide examples of
producer/consumer, predator/prey, or parasite/host relationship.
B3.4A Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs,
the damaged ecosystem is likely to recover in stages of succession that eventually result in a
system similar to the original one.
B3.4C Examine the negative impact of human activities.
B3.4d Describe the greenhouse effect and list possible causes.
B3.4e List the possible causes and consequences of global warming.
B3.5B Explain the influences that affect population growth.

Pretest Collection and Analysis

Student First Assessment Results in %

1 76.7
2 76.7
3 30
4 43
5 57
6 60
7 67
8 26.7
9 30
10 20
11 33
12 46.7
13 23.3
14 63.3
15 33.3
16 23.3
17 30
18 66.7
19 50
20 36.7
21 70
22 40
23 26.7
24 26.7
25 76.7
26 76.7
 Carrie Schultz
Biology

Central Tendency Data:

MEAN 46.5
MEDIAN 41.5
MODE 76.7
RANGE 53.4

Question Analysis:
When analyzing the data I noticed that all four classes got the same five questions wrong; two of those
questions were the top two incorrect questions for all four classes. Of the five questions, 8, 10, and 28
were regarding ecological succession and question 24 was asking about biome ecosystems. These are
two topics that students were not expected to have previous knowledge on. Question 21 required the
students to know that greenhouse effect occurs because there are gases in the atmosphere and trap in
heat. This they had heard of in a previous lesson, but it was not a main point.

The top questions they got correct were 12, 13, 9, 2, and 3. All but question 9 had to do with ecological
relationships that they had been taught more than once in their past classes. Question 9 was a surprise
however; it was a true/false question about ecological succession.

Pretest Interpretation
I will plan extra review time on the information they have not had previous teachings on. To check for
understanding I will be implementing relevant reviews the day after a new lesson. Relevant reviews will
involve me discussing an example in the topic we discussed the day before. While I am discussing it I will
ask questions on the topic to check for understanding. If there are areas that are not well understood I
will be able to address them at that time. I will also take more time during lecture time to explain new
concepts thoroughly. I will also check for understanding more often during the lesson. This will be done
by asking questions about the information that was discussed.

By the amount of ecological succession questions the students missed I will need to thoroughly cover
succession. I will also implement a relevant review the day after the lesson. It will be important to refer
back to succession throughout chapter 4.

The day before the students take the test we will play a review game. This is a good way to correct any
misconceptions that are still present. The students will also be able to self-assess their readiness for the
test during the review.
 Carrie Schultz
Biology

Test Collection and Analysis

Student Pretest Final Test

% %
1 76.7 97.2
2 76.7 100
3 30 86.1
4 43 88.9
5 57 94.4
6 60 94.6
7 67 97.2
8 26.7 66.7
9 30 55.6
10 20 97.2
11 33 69.4
12 46.7 91.7
13 46.7 94.4
14 23.3 75
15 63.3 88.9
16 33.3 75
17 23.3 77.8
18 30 61.1
19 66.7 91.7
20 50 88.9
21 36.7 66.7
22 70 97.2
23 40 83.3
24 26.7 88.9
25 76.7 91.7
26 76.7 91.7

Central Tendency Data:

MEAN 47.3 85.05

MEDIAN 44.9 88.9
MODE 76.7 97.2
RANGE 53.4 44.4

Question Analysis:
When analyzing the data the question that most students got incorrect was 20; 15 students missed it.
This question was on a topic that we did not cover in depth during class. This topic was covered through
a project the students did in pairs; then they shared their information with the class through a pamphlet
 Carrie Schultz
Biology

presentation. Three of the students who had missed the question did so because they used the wrong
word. The correct answer was elevation or height, their answer was altitude. I had explained the
difference between elevation and altitude during a lesson. I also explained that answering with altitude
would be incorrect; then I restated that during our review time. Twelve students got problem 26 and 31
incorrect, eleven got problem 18 incorrect, nine got problem 28 incorrect, and seven got problems 16
and 17 incorrect. Problem 26 was another question that was on the topic they did the project on and
was not covered in class. Problem 31 dealt with optimal range and they chose either niche or habitat. It
appears they did not pay attention to the detail in the question which pointed to the correct answer.
The students who got problem 18 incorrect did not pay attention to the graph details. Problems 16, 17,
and 28 all dealt with the competitive exclusion principle. This was covered in class in one lesson and
again during the review quite thoroughly. I will not change the wording of the questions; they required
the students to use critical thinking skills. I will look at changing how we discuss the topics so they think
about them from different angles which I believe will help them use critical thinking skills on the test.

Every student got problems 2, 6, 12, and 25 correct. Problems 2 and 6 dealt with symbiotic relationships;
this was covered thoroughly in most lessons in the unit, we covered it in review time, and they had
previous knowledge on the subject from previous classes. Question 12 was about ecological
disturbances and was covered in multiple lessons. Question 25 was covered in one lesson, but stressed
in review time.

Test Interpretation
The mean went from 47.3 to 85.05; this is an increase of 37.75 percent. The median went from 44.9 to
88.9; this is an increase of 44 percent. The mode went from 76.7 to 97.2; this is an increase of 21.5
percent. The range went from 53.4 to 44.4; this is a decrease of 9 percent difference between the
highest and lowest test scores.

The mean had a great increase giving the class average of a B. The increase in the median was
tremendous which meant all the students raised their percentages. The increase in the mode means the
most common test score was 97.2; that is a wonderful improvement. The gap closed from the pretest to
the test between the highest and lowest test scores, but I would like to see that gap even less.

The highest score was 100 percent, while the lowest score was 55.6. The student with the 100 should
have tested out of this biology class, as his knowledge and understanding of the subject is well beyond
what is expected. The student with the lowest score has an IEP and I have made the accommodations he
needs throughout this semester. On the pretest one student scored a 20 percent; then scored a 97.2 on
the test. He only missed one question. Two students scored 23.3 percent on the pretest. On the test one
of those students scored a 94.4 percent and the other a 75. Both made remarkable improvement. The
students whose score fell into the bottom 30 percent in the pretest went from a 26.3 percent average to
80.6 percent. That is remarkable.

I am going to find ways to differentiate the lessons even more in the future and try to engage all the
students more. I will differentiate the content and the product. To differentiate the content will require
me to use more visual aids and more hands-on learning. To differentiate the product with some
assignments I will offer more than one way for the students to express what they have learned; that
may be a poster board, an essay, a project, or a presentation. I am going to use the questions many
students had incorrect and change the lessons to cover them more thoroughly. For the project the
students do on their own I will cover certain points thoroughly to ensure they do not miss any key
information. I will also add a key information sheet for each group; this will inform them as to the
main points they need to make sure are in their project. I plan to implement quick but more thorough
 Carrie Schultz
Biology

daily formative assessments; some of those may be done as the key to get out of class or as a warm-up. I
also will utilize think-pair-share strategies more often. I believe that having students pair with students
they normally do not choose will be helpful as well. I do not currently implement quizzes, but I think a
three to five question quiz twice a week would be beneficial.