Line Item Analysis

Question Pre-test
Students Missed
Post-test
Students Missed
Indicator
1 20 0 3-4.1
2 11 1 3-4.3
3 6 0 3-4.2
4 16 2 3-4.1
5 15 1 3-4.2
6 5 6 3-4.3
7 10 1 3-4.3
8 8 1 3-4.1
9 5 0 3-4.1
10 20 2 3-4.2
11 9 0 3-4.3
12 20 0 3-4.3
13 10 2 3-2.5
14 7 2 3-4.1
15 6 1 3-4.3
16 9 1 3-4.2
17 9 1 3-4.2
18 8 0 3-4.1
19 2 1 3-4.3
20 9 1 3-4.1
Because of the information above, I focused my teacher work sample on the areas my
students were lacking: questions 1, 10, and 20. The only question that was missed more on the
Post-test than the Pre-test was question six. Question six had many options that we had
discussed in class. I believe the students selected the answer that seemed the most familiar
instead of reasoning to find the correct answer. The indicator correlation revealed that
indicator 3-4.1 was more missed than the others. Because of this, I spent four full days on that
indicator in my unit.

Map Scores Correlation
Source: MAP Winter Scores, Pre- and Post-tests
The data shows that all students made growth despite whether their MAP test scores
were high or low. MAP testing does not often allow students the accommodations they receive
on other testing. Therefore, the post-test scores were higher than the MAP test scores
suggested they may be.
Student
Number
Math MAP Reading MAP Pre-test
Students Missed
Post-test
Students Missed
1 185 155 11 5
2 198 200 9 1
3 188 201 9 0
4 203 206 6 0
5 192 187 12 0
6 194 191 11 0
7 205 213 7 0
8 202 206 9 1
9 183 191 11 1
10 204 203 6 0
11 204 186 10 2
12 199 210 9 0
13 204 197 7 0
14 184 169 14 0
15 217 220 7 0
16 205 214 5 0
17 201 197 7 0
18 196 177 15 3
19 204 207 6 0
20 216 N/A 9 1
21 198 204 7 1
22 186 188 11 1
23 N/A N/A 7 0
Pre- and Post-test Correlation by Score
Student Pre-test
Score (%)
Post-test
Score (%)
Growth
(In Points)
1 45 75 30
2 55 95 40
3 55 100 45
4 70 100 30
5 40 100 60
6 45 100 55
7 65 100 35
8 55 95 40
9 45 95 50
10 70 100 30
11 50 90 40
12 55 100 45
13 65 100 35
14 30 100 70
15 65 100 35
16 75 100 25
17 65 100 35
18 25 85 60
19 70 100 30
20 55 90 45
21 65 90 35
22 45 90 45
23 65 100 35
Using the chart above, it is easy to see the amount of growth my students made. Two of
my hugest successes were Student 14 and Student 18. Student 14 has an IEP and attends
resource daily. It was an amazing experience and challenge to watch her light up with social
studies knowledge. I am so proud of her success. Student 18 is in a difficult personal situation. I
am so thankful that he had the ability to focus on his work despite his circumstances.


Pre- and Post-test Correlation by Student

The graph above displays student growth from pre- to post-test. All of my students grew
by leaps and bounds. Only two students made below a 90%. One of those students recently
received an IEP, and the other is going through family difficulties and seems to have trouble
focusing.

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Student Number
Pre- and Post-test Percentages by Student
Pre-Test
Post-Test
Pre- and Post-test Correlation for Students with Special Needs

*Refer to demographics in Element 1 for specific student needs.
My classroom contains several special needs, including challenge, speech, and IEPs. Each
student demonstrated growth in unit content. The graph suggests that I have effectively met
my students needs in the context of this unit.
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1 7 14 15 19 20
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Student Number*
Pre- and Post-test Correlation of Students with
Special Needs
Pre-Test
Post-Test
Pre- and Post-test Correlation of Minority Students

*Refer to demographics in Element 1 for specific student ethnicity.
Each of my students with a minority ethnicity demonstrated significant growth. They
each scored at least 30 points higher on the post-test than on the pre-test. One Hispanic
student (student 1) struggled more than the rest of the class due to his lack of reading skills. He
received an IEP shortly after the unit ended. If he had received those accommodations
throughout the unit, he would have been more successful.


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1 3 6
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Student Number*
Pre- and Post-test Correlation of Minority
Students
Pre-Test
Post-Test