EDTECH 503 Spring 2018: Peer Review - Central Tendency Measures

This document presents a peer review assessment focusing on central tendency measures within an instructional design project (EDTECH 503). It includes an analysis of the topic, learning goals, and audience description, followed by a detailed needs assessment survey and data analysis. The report covers learner characteristics, learning context, performance context, and content analysis, including a flowchart. The design and development phase outlines the rationale, learning objectives, and an objectives matrix table aligned with Bloom's Taxonomy. The ARCS model is applied to enhance attention, relevance, confidence, and satisfaction. The document also includes an instructor guide, learner content, learning materials, and technology tools used in the instructional design. The aim is to evaluate and improve the project's effectiveness in teaching mathematical vocabulary and concepts related to central tendency.

PEER REVIEW
Part 1.topic: Peer review assessment
Goal statement.
Students will be able to understand vocabularies in mathematics and master them. Where on the
final test the learner will get 80% accuracy
Audience description.
Learners are from different ethnic groups where the largest group is white. Girls are many as
compared to boys.
Part Two: Analysis Report
Needs assessment survey
Learners were given a questionnaire to help know their mathematical understanding and also
their background and confidence in the material. The questionnaire can be found below:
1.Do you like math?
2.Do you know the meaning of mean?
3. Do you know the meaning of Measure of Central Tendency ?
4 Do you know the meaning a Range is?
5. How much of your time do you spend in math?
9. Which language do you use at home?

14. Which program do you like?
a. Think Through Math
b. Khan Academy
c. neither
Needs Assessment Data
Students voluntarily filled out the survey.In a class of 34 students 30-34 students filled out the
assessment survey.

Question :Do you know what a range is?
A survey identifying mathematical terminology.
YES NO
47%
53%
Some learners had a maths vocabulary problem but many students showed that they enjoyed
math .
Most students who filled the questionnaire were native English speakers.
Students have different styles of learning where those who do are many followed by those who
listen and watch .A small percentage of students enjoyed using music and video.
Learners needs and characteristics.
Most students seem to like math where a few number feel confident in their abilities.

Majority of students had an idea of what a range in math is but almost all students had no idea
of what the term mean means.
Learner’s context description.
The students used Khan Academy and think through to help them target their individual needs in
one day where they spend 30-40 minutes with iPad.
The teacher being a facilitator give student questions to work together. Students are grouped to
resolve questions together and also interact with one another. Those groups are organized in that
it has one high and low performer.
Context analysis.
Students pursuing a career in economics and statistics will find that understanding averages will
benefit them in their career.
Measures of central tendency helps the psychologists to determine the health of a patient. Also
diagnosis are based on averages of what have been treated in the past.
Math skills can be used to determine student understanding.
Analysis of the content.
Students guide each other to resolve problems and concerns.
Learners will understand math vocabularies and he will be able to master all the concepts of
mean mode range etc. The learner will do a pre-test assignment, the teacher also will tell the
students importance of math and its application.
Content analysis (flow chat)

Learners will use
the calculator and
practice.
Teacher to explain
the importance and
application of
central tendency.
Learners will
understand
math
vocabulary
Pre-test assessment
Lesson on the
worksheet on range,
mean median and
mode.

Part 3: Design and Development.
Rationale.
Instructional and constructivist approach are suitable styles of learning for students. The teacher
will give the student with formulas they will need to use. The joining of weaker and stronger
student will strengthen the weaker student.
The teacher being the facilitator will know which methods to use and also emphasize on relevant
concepts and methods.
Learning Objectives
Students will be able to
1. The student should be able to correctly define math vocabularies.
2. The student should be able to calculate and apply measures of central tendency.
3. To understand the meaning of mean, mode, median and range
4. To be able to use calculator to solve measures of central tendency problems.t.
Objectives Matrix Table
Bloom's Taxonomy:
Learning Objectives
Outcome Type Description Objective Level Outcome Assessment

Cognitive outcome 1. Define the correct
terminology for the terms
of Central Tendency
recorded in their learning
logs
Able to remember
terms of central
tendency measure.
Students to assess
the correctness of
central tendency
measure
Cognitive outcome To understand the
terminology Central
Tendency measure Mean,
Median, Mode, Range,
etc., in their own words
then they will give
examples of their
meanings and uses
Students to
understand terms
used in central
tendency measure.
Students to give
examples of central
tendency measure.
Cognitive outcome Calculation and
application of
mean,mode,median,range
etc
Applying - Solve
for each main term,
Mean, Median,
Mode, etc., What
method would you
use?
Determining the
correct method to
use in getting the
answer and its
correctness.
Cognitive outcome 4. Utilize a calculator,
IPad, tools, etc.,
correctly, concerning the
question, to calculate the
Applying- Students
will operate the
calculator,
electronic device
During in-class
activities,
homework, and

measure of Central
Tendency
effectively and
beneficially in
calculating their
answers, which
involves simple
arithmetic
assessments
students will
operate and apply
the resources
calculator, IPad,
etc., appropriately
and effectively for
the aid in their
instruction.
Cognitive outcome 3. Analyze
the set of data, graphs,
illustrations and apply
the appropriate Central
Tendency measure Mean,
Median, Mode, Range,
etc.
Analyzing - How
do you distinguish
between each
method, how do
you know when
which method is
appropriate to use?
Based on the
questions asked
during the
assessment ,
students will
determine
which Central
Tendency measure
is appropriate to use
analyzing
the

ARCS Table
Attention
Show a real-life application of Mean, Median, Mode, etc
Relevance: Create and calculate the Central Tendency for the class, school sports, or similar
topics Confidence: Encourage the learners by providing an ungraded pre-assessment, reward
them throughout the learning process, and show them their progress after they take the final
assessment.
Satisfaction: Letting students know the value in using Central Tendency and how it can be used
daily in their lives outside the classroom, workplace, college, etc
Instructor Guide
Introduction:
The teacher will give students a pre-assessment on student's prior knowledge concerning Central
Tendency questioning about the terminology, application, and their control of calculations,
simple arithmetic interesting. The teacher will explain and illustrate the process of reading data
from the problem, analyzing its data, and how to model and comprehend it. The teacher will
point, from experience, the common misconceptions and mistakes made by students.
The students in their mini-stations will collaborate with their peers, using their calculators and
with the teacher as the facilitator guiding students into meaningful discussions providing
constructive feedback, and help. The students in their groups will learn, practice, and become
familiar with the central concepts and skills involved in Central Tendency. The teacher in

between groups will make sure that every student can interpret their definitions of Central
Tendency and be able to give an example of each case. remediation as needed. Students will able
to learn from others and their mistakes, methods, ideas, and misconceptions through
collaboration and practice.
Conclusion: The teacher will elaborate and reinforce the process behind the data, involving the
calculations behind the example problem. The teacher will summarize and inform students of the
central concepts, mistakes, and misconceptions
Learner Content
Learning Materials
Pre-test The pretest was designed to give students a
starting point they can compare to see how
much they have grown at the end
worksheet Worksheet helps the learners to remember
what they have learnt
Poster Paper (one sheet) & Sticky Dots (one
per student)
The class will be creating a dot plot that will
be used as model for finding measures of
center.
Khan academy Students will have access to video reviews

and practice with show real world application
of measures of center both from lists of data
as well as from charts and graphs
Assessment materials
Post test This Summative Assessment will allow
students to demonstrate their ability to find
measures of center from gathered data as well
as from a chart
Learning logs Students will show their understanding of
what a measure of central tendency is as they
define mean, median, mode, range, minimum,
and maximum
Technology Tools
Selecting Technologies that Support Instruction
Calculators .Use of the calculator during class will allow students to focus more on the concepts
of central tendency rather than the math functions behind them
Ipads: Ipads which are used in calculations.

SMARTBoard and Projector: Having smartboard and projector in the classroom.