Teaching the Everyday
Assessment Data & Analysis
Scoring and Grading Criteria
This assessment was used for both the pre and post test using the online program Kahoot!. The quiz consisted of 16 multiple-choice questions that covered basic vocabulary of various sewing notions. Each question was evenly weighted and scored by the program as specified by me when I created it. Students were able to work individually, in pairs or in groups of three during the pre-assessment. I wanted the students to feel comfortable, and not feel intimidated before beginning the unit.
The assessments were not entered as a grade for the students. Mrs. Baer and I had a quick discussion about having it count as a grade, and decided against it because the students were getting evaluated throughout the unit based on their skills, time management, and the quality of their work. The terminology was primarily used as a way to start students using professional-speak around the lab, but it was not the focus of this unit.
The post assessment was completed individually and students were instructed to simply perform their best and that the data collected from the "game" would be for my use in my university studies. Again, I wanted to students to maintain the high they had from completing this unit, and not be stressed about the quiz affecting their grade.
The scoring of the game is assessed by Kahoot!, and it is based on the question being answered correctly, and how quickly the student(s) answered the question. Below is a sample of the results from the Sewing Notions Kahoot.
The pre-test was done individually, in pairs, or in groups of three.
The pre-test was done individually, in pairs, or in groups of three.
The pre-test was done individually, in pairs, or in groups of three.
The pre-test was done individually, in pairs, or in groups of three.
Assessment Results
Individual Results
Below are the data from the assessments based on how many questions individuals and groups answered correctly. The average gain between pre and post assessments was approximately 16% not including the gain data from student 11 who did not take the pre-assessment.
All students saw more than a 10% gain between the assessments
Subgroup Results
This graph is based on subgroups created by the number of questions that were answered correctly.
Subgroups listed as "High" answered 13 of 16 correctly, "Medium-High" answered 12 of 16 correctly, "Medium" answered 11 of 16 correctly, and "Low" answered 10 of 16 correctly. The most improvement was seen with the Medium-High group, as they had more to work on, and possibly more interest in performing better. They were closely followed by the Low group who had even more to work on, and they performed very well.
Results by Question
Below are the results of the percentage of students who answered specific questions correctly during the pre and post assessment.
The drop in correct answer percentage for some questions may be related to the fact that students were given the option to work in with others during the pre-test, but were required to work individually during the post-test; that or the students may have accidentally clicked the wrong answer.
The averaged gains were the most significant for the terminology the students had either more hands-on experience with during the unit, and/or the least amount of knowledge of prior to the unit.
The questions that had the largest gains and their associated terminology were:
#11 (81%) bobbin case
#12 (49%) pinking shears
#15 (43%) right side
#13 (35%) selvage
What the Results Show
"What do these assessments show about the learning that did or did not occur in the unit?"
Students earned an average of 71% on their pre-assessment, and percent 88% on their post-assessment. The top and bottom scores for the pre-assessment was 81% and 62%, compared to the top and bottom scores for the post-assessment which were 100% and 76%. The average gain between the pre and post assessment was 16% which excludes the outlying gain score which would skew the statistic. Additionally, based on results about the questions that were answered, students recalled terminology of what they had gained the most hands-on experience, such as the "bobbin case", and/or the least amount of knowledge of prior to the unit with the most memorable name ("pinking shears").
These results show that students were able to retain much of the sewing terminology learned throughout the unit, and that they became more familiar with different sewing notions. They did not demonstrate an expert level of recall, but I think this is because we did not necessarily provide hands-on experiences with all of the sewing notions in the quiz during the unit.
Strengths and Weaknesses
This assessment provided students the opportunity to be exposed to some sewing terminology prior to having to use the sewing machine. A sewing machine can be intimidating for some students, so getting used to using some of the other equipment and notions in sewing can be helpful way to introduce them to the unit.
Having students work in groups during the pre-test was a strength for the same reason as providing a nurturing environment. A weakness of that technique is that it does not provide the most accurate data when it comes to pre-assessment and basing instruction on previous knowledge.
Some of the terminology in the assessment was not used during the unit. To keep the assessment short, these terms could have been replaced with other terms the students would soon become familiar with. If I were to modify this assessment, I would include some parts of the sewing machine and left out less used terms.
One of the best parts of this assessment was using a game to have the students play. A down side is that not all students may take the assessment seriously and purposely answer incorrectly. Additionally, technology may not always work, so having a back-up (non-tech) option would have to also be available.