Analyzing and Improving a Test Using Statistics

Mona Bazzi

EDU 645

Learning & Assessment for the 21st Century
Instructor: Alicia Holland-Johnson

Analyzing and Improving a Test Using Statistics

1.      The mean score for each question.

2. The mean score for the entire test.
3. A graph that represents the scores for each question.

	Question 1	Question 2	Question 3	Question 4	Question 5
Student1	2	2	0	2	0
Student2	2	2	0	2	0
Student3	2	0	0	2	0
Student 4	2	2	0	2	0
Student 5	2	2	2	2	2
Student6	2	0	0	2	0
Student 7	2	2	0	2	0
Student 8	0	0	0	2	0
Student9	2	2	0	2	0
Student 10	2	2	0	2	0
Total Possible	2	2	2	2	2

The graph that represents each question:

 

Graphs that represent the scores of each student:

Graphs that represents the scores for each question:

        

           

After reviewing and evaluating the test, there should be certain improvements in students’ learning material, since the results were not so satisfactory. First of all, evaluating the test was the first step that would assist teacher in developing psychology concept and content to students’ understanding. Also, mean calculation and graphic study showed that students faced difficulty in finding answers as if they were guessing. Consequently, results were a good feedback for the teacher to come up with a certain strategy that would support the students in psychology class and intend to achieve more improvement.  

The mean score is the average of the students’ grades. We can get the mean by adding the all grades and then dividing them by the total of the grades and then divide them on the total number of the scores. The grades of the psychology test questions vary. For example, question number 1 has a total of 18 points, number 2 has 14 points, 3 has 2 points, 4 has 20 points, and question number 5 has 2 points. So, the total of all questions is 56. In order to get the average of the whole class is 11.2. So, the mean score of the class is 11.2.

            The teacher’s assumption would be that not all but most of the students would have mastered the objectives and are able to answer the test questions so easy. Thus, the graph and the mean score for the whole class show the contradictory assumption. This conclude the following calculation that represents the sum of the all the scores, 56; and add it to the students’ number; that is 10 students in addition to the numbers of the questions that 5. The mean for the whole class will be adding 56+ 10 + 5 \3 = 23. 6.

The data gathered from the graphs reflects the class scores, as an educator, to figure out whether the students would be considered excellent, average, or underperforming students in psychology class. These averages help me to conclude the student’s status in psychology and the improvement that would take place depending on the research question: How improvements and development would take place?

 The presented data would help to increase focus on the students’ achievement which has brought to the forefront some of the shortcomings of the system of reporting students’ grades. Based on quantitative analysis of the chart, that was calculated by adding all scores and divide them by the total number of the scores, we get the average of each question and students, also the scores were close in average. According to the psychology test results and the data gathered from the scores, it seems that the testing situation indicates that students did poorly in the test, since students 3, 6, and 8 did not study at all and as if they were guessing the answers. While students 1, 2, 4, 7, 9, and 8 were not much sure of their answers since they were on the average level. The difference in grades average shows that the objectives were not attained quietly. Thus, the grades are compared through two groups of students of average and below levels. The mean scores show instability and the test average is considered low level.  

However, the whole reflection had an average of 11.2 which is a low class average. As teachers, we use the average rating of the 10 students to determine the level of reliability of the rating. The students were not able to come up with the right answers and did not master the lesson objectives.  Moreover, the graphs show the relationship between the students’ answers as well as the means and standards differences of the measures. As the table shows that most students did not reflect the class level.

On the other hand, based on the quantitative analysis conducted, whether or not the proposition is correct depends on how the situation is thought about. The information represented shows a clear understanding for the students’ scores and levels. Usually excellent students do well in test questions, the test results also prove that there was only one student who proved that.  Alternatively, I believe to be labeled as “excellent” a student must prove excellence in every question. To be labeled as “underperforming” I believe a student must be weak. However, I don’t think it would be fair to label a student “underperforming” if they are strong in one or two subjects and weak in one or two subjects.  Rather these students should be labeled as “average” along with the students who are doing average in every subject.

Moreover, the fact that the mean of the difference employed was only 1.12.  However, some may argue that if the test is easy to apply and doesn’t cost a large amount of money to implement even a minimal amount of improvement is better than nothing in the education of a child. Teachers should also use the test results to improve instruction and to improve the test itself. Checking the results with students and do a warm up in class, gives good feedback to students, helps evaluate instructional quality, and assists in the preparation of better future tests. Furthermore, motivating students would support them in achieving psychology classroom objectives. Also, positive comments would satisfy the students’ determination to get good grades through focusing on the material of study.

In conclusion, the test scores are low and the test level is below. As a teacher, should examine different learning styles to have students catch up psychology objectives and implement more sample tests that would make a different in the students’ learning for this course. Also, grades increase or decrease students’ intention and encouragement to learn. As educators, we have to enhance students’ learning ability through increasing their interest in psychology class by implementing more activities, relating psychology to our daily experience, and inventing a clear grading system.

 

References:

Evaluating the Test Results; Retrieved from. www.eric.ed.gov

ERIC Web Portal;  You +1'd this publicly. Undo

By T Crotty  

Analysis of a Rubric for Assessing Depth of Classroom Reflections; Retrieved from www.theijep.com

Tony N. Docan, “Journal of Scholarship of Teaching and Learning”, Vol. 6, No2, October 2006.

Kibuiszyn, T. & Borich,  G. (2012). Educational testing & measurement: Classroom application and practice (9^th ed.). John Wiley & Sons, Inc., Hoboken, NJ.