Ancient Egyptian Culture: Test Analysis

Introduction
The purpose of this unit was for students to learn about Ancient Egyptian culture through acquiring knowledge about the Egyptian individual’s contributions and learning about the achievements made in the Egyptian civilization. This test analysis will report the results of my test and evaluate my assessment.

Summary
This sixth grade social studies unit was on Ancient Egypt. This unit was taught over three weeks. The unit was created for students to learn all about Ancient Egypt culture, structure, and major figures. The standards used to support my unit were
SS.6.W.2.5: Summarize important achievements of Egyptian civilization.
SS.6.W.2.6: Determine the contributions of key figures from ancient Egypt.

Once the unit was completed, the class of 20 sixth graders was assessed using a test. The test was composed of five true/false questions, five matching questions, five multiple choice questions, three fill in the blank questions, and two short answer questions. The test assessed the students understanding of the unit and objectives. The objectives were created from Bloom’s Taxonomy to assess the standards. The objectives ranged in ability consisting of knowledge (lowest level), comprehension, analysis, and evaluation (highest level). The Ancient Egypt unit was comprised into six objectives used to guide the unit. At the end of the three week unit, students will be able to…
1.

identify key figures in Ancient Egypt. (Knowledge)
2. describe the important achievements of Egyptian civilization. (Knowledge)
3. explain why writing was important to the Egyptian civilization. (Comprehension)
4. analyze key figures contributions to Ancient Egypt. (Analysis)
5. summarize the importance of Egypt’s social structure. (Evaluation)
6. evaluate the importance of the Nile River.

(Evaluation)

Class Demographics

The sixth grade class was comprised of eight males and twelve females, which is presented in Table 1. The classroom was diverse with a range of ethnicities including Asian, African American, Caucasian, Hispanic and Native American. The table 2 presents the breakdown of the class demographics. There was one Asian male in the class. There were seven African American students, four were males and three were females. There were seven Caucasian students, two were males and five were females. There were three Hispanic students, one male and two female students. There were two Native American female students. The classroom demographics had a majority of students that are African American and Caucasian.
In relationship to test results, the top five students in the class were three female Caucasian students, one African American male student and one Asian male student. In addition one of the female Caucasian students (S11) was a student with accommodations. The student S11 is a student with a reading disability, has difficulty with processing information and reading comprehension. To help her succeed, she took the test in another room with the school’s reading specialist. This eliminated the distractions from other students and she was able to ask questions relating to comprehension. In addition, she received time and a half to take the test to provide her time to process the information. These accommodations were helpful to her to succeed.
The bottom five students in the class were two Native American female students, three African American students comprised of two males and one female. In addition, of the female Native American student’s (S8) was a student with accommodations. The student S8 is a student with ADHD, has difficulty with remaining seated and concentrating for long periods. To help S8 succeed, she took the test in a smaller room by herself supervised by the class’ paraprofessional. In addition, she received a break every 30 minutes to walk around or stand up for 5-10 minutes. S8 was provided double time to complete the test. However, her accommodations may were not useful or the material in the test was unreliable. The test could have presented a bias because only minority students were on the bottom five.