Brian Lyda EDUC 461 TWS 6 Analysis of Student Learning - Unit

TWS Standard The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Task Analyze your assessment data, including pre/during/post assessment data summary ( ormati!e " summati!e# to determine students$ progress related to t%e unit o&'ecti!e(s#( Use !isual representations and narrati!e to communicate t%e per ormance o t%e )%ole class and t%ree (*# indi!idual students (one lo), one a!erage, and one %ig% per ormer#( Conclusions dra)n rom t%is analysis s%ould &e pro!ided in t%e +,e lection, -el .E!aluation, and /ro essional De!elopment0 section( Prompt 1n t%is section, you )ill analyze data to e2plain progress and ac%ie!ement to)ard unit lesson o&'ecti!e(s# demonstrated &y your )%ole class and t%en ocus on t%ree (*# indi!idual students (one lo), one a!erage, and one %ig% per ormer#( Whole class: 3o analyze t%e progress o your )%ole class, create a ta&le t%at s%o)s pre. and post. assessment data on e!ery student on eac% unit o&'ecti!e(s#( 3%en, create a grap%ic summary t%at s%o)s t%e e2tent to )%ic% your students made progress ( rom pre. to post.# to)ard t%e learning criterion t%at you identi ied or eac% +s%o)case0 lesson o&'ecti!e(s#( (3%ese assessments s%ould &e identi ied in your +Assessment /lan0 section#( -ummarize )%at t%e grap% tells you a&out your students$ learning in t%is lesson (i(e(, t%e num&er o students met t%e criterion#( 3%is section s%ould pro!ide an analysis o your student assessment data relati!e to student learning and meeting t%e o&'ecti!es o t%e unit( -ection s%ould include t%e ollo)ing4 Assessment ,esults 5%ole Class4 Data ta&le )it% pre. (i applica&le# and post scores ( or indi!idual students# and summarize data to include a!erage( 3%e use o a clear and accurate grap%ic to supplement your discussion (i(e(, ta&le, grap%, &ar c%art, picture o student pre/post per ormance, copy o 65L.pre/post#( Indi iduals: -elect t%ree students t%at demonstrated di erent le!els o per ormance( E2plain )%y it is important to understand t%e learning o t%ese particular students( Use pre., during, and post. assessment data )it% e2amples o t%e students$ )or7 to dra) conclusions a&out t%e e2tent to )%ic% t%ese students attained t%e unit o&'ecti!es( 8rap%ic representations are not necessary or t%is su&section( Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, Reflection, Self-Evaluation, and Professional evelop!ent"# 3%is section s%ould report t%e results o * 1ndi!idual -tudent$s /er ormance (one lo), one a!erage, one %ig% per ormer#( -ection s%ould include t%e ollo)ing4

Brian Lyda EDUC 461

An analysis and discussion o t%e impact o instruction on student learning in meeting all lesson o&'ecti!es s%ould &e pro!ided( 3%is is your results section( Discussion s%ould include4 An o&'ecti!e analysis o * students$ per ormance relati!e to ac%ie!ement o selected lesson o&'ecti!e(s# (9uantitati!e data# (e(g( percentage o responses correct, : o items on a 65L, percentage o students mastering s7ills on a c%ec7list, etc(#; An o&'ecti!e analysis o * students$ per ormance relati!e to ac%ie!ement o selected lesson o&'ecti!e(s# (9ualitati!e in ormation# (i(e(, class/indi!idual dispositions or attitudes to)ard t%e content, participation/e ort, actors associated )it% instructional space, etc(#( Student -tudent 1 (A!erage /er ormer# -tudent > -tudent * -tudent 4 -tudent @ -tudent 6 (Lo) /er ormer# -tudent ? -tudent < -tudent = -tudent 1B -tudent 11 -tudent 1> -tudent 1* -tudent 14 -tudent 1@ (Cig% /er ormer# -tudent 16 -tudent 1? -tudent 1< -tudent 1= -tudent >B -tudent >1 -tudent >> Pre-Assessment !" correct# <6 =* =6 =6 =* @@ =* =6 1BB =< <= <B <= =* =6 =6 <4 =1 <4 =< AB-EA3 AB-EA3 Post-Assessment !" correct# =4 => =? =6 =6 6< AB-EA3 =1 =? =6 =< <* <B =@ =< =6 <= <= =* =* =6 <>

Brian Lyda EDUC 461

Pre-Assessment $ean $edian $ode %ange =B(* =* =6 4@

Post-Assessment =1(4 =4 =6 *B

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Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14

Brian Lyda EDUC 461

Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22

Pre-Assessment Post-Assessment
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Brian Lyda EDUC 461 Whole &lass:

3%e a&o!e ta&le and c%art &ot% display pre and post assessment data or t%e >> students present or my instructional unit on multiplication( 3%e ra) data rom t%e pre.assessment indicates t%at 6BD o t%e students %ad an A (=*.1BBD#, >BD o t%e students %ad a B (<@.=>D#, 1@D o t%e students %ad a C (?@. <4D#, BD o t%e students %ad a D (?B.?4D#, and @D o t%e students %ad an E (F?BD#( 3%e mean or t%e pre.assessment data )as =B(*D correct( 3%e median o t%e data set )as =*D, )%ile t%e mode or t%e set )as =6D( 3%e range o t%e set )as a )ide range o 4@( ($t should be noted that two students were absent the day the pre-assess!ent was %iven"# 3%e ra) data rom t%e post.assessment does not demonstrate muc% gro)t% on t%e sur ace( 3%is data indicates t%at 6>D o t%e students %ad an A (=*.1BBD#, 1=D o t%e students %ad a B (<@.=>D#, 14D o t%e students %ad a C (?@.<4D#, BD o t%e students %ad a D (?B.?4D#, and @D o t%e students %ad an E (F?BD#( 3%e mean o t%is data set )as =1(4D correct, )%ile t%e median )as =4 and t%e mode =6( 3%e range o t%is data set )as *B( 3%ese num&ers s%o) !ery little c%ange o!erall rom t%e pre.assessment results( 1 one )ere to loo7 deeper, %o)e!er, gro)t% can &e disco!ered( 6B D o students increased t%eir percentage score or remained constant rom pre. to post.assessment( *BD o students increased &y more t%an > percentage points( 3%e mean increased &y 1(4D )%ile t%e range decreased rom 4@ to *B( ($t should be noted that the two students that did not ta&e the pre-assess!ent did ta&e the post-assess!ent"# *@D o t%e students decreased t%eir percentage score rom pre. to post. assessment( 4*D o t%ose t%at decreased, %o)e!er, %ad an A on t%e pre.assessment and a slig%tly lo)er A on t%e post.assessment( 3%ey still demonstrated understanding on t%e post.assessment despite decreasing in percentage correct( 3%e largest increase )as o&tained &y -tudent :6( Ce increased &y 1* percentage points; %o)e!er, %e increased rom @@D to 6<D( 3%e largest decrease )as o&tained &y -tudent :1*( -%e decreased &y = percentage points rom <=D to <BD( G!erall, t%e class really seemed to demonstrate an understanding o multiplication &ased on t%e results o pre. and post.assessment data presented in t%e a&o!e ta&le and c%art( Indi iduals: 1t is important to analyze student per ormance care ully( Gne )ay to do t%is is to e2amine students t%at demonstrate di erent le!els o per ormance on t%e gi!en tas7( 1t is important to understand )%at caused t%is di erence in per ormance( 5as it due to an instructional decisionH 5as it due to t%e student$s attitude t%at dayH 5%y )as instruction more e ecti!e or one student &ut not t%e ot%erH 3%ese are t%e types o 9uestions t%at need to &e ans)ered to properly re lect on student per ormance to impro!e instruction or t%e uture( 1 per ormance di erences )ere due to actors under t%e control o t%e teac%er, t%is s%ould &e understood and impro!ed upon or t%e ne2t lesson( 3%e ultimate goal is to %a!e all students per orming at t%e %ig%est le!el( 3%e t%ree students t%at 1 %a!e c%osen to more closely analyze or t%is assessment are -tudent :1@ (%ig% per ormer#, -tudent :6 (lo) per ormer#, and -tudent :1 (a!erage per ormer#(

Student '() !high performer# scored =6D on t%e pre.assessment (see attachment 6.0#, and %e scored =<D on t%e post.assessment !see attachment 6.2#( Bot% scores or t%is student )ere a&o!e t%e class a!erage, and %is post.assessment score )as tied or t%e %ig%est &y any student in t%e class( 3%is student

Brian Lyda EDUC 461

%as consistently demonstrated a cogniti!e a&ility ar a&o!e most students at t%is time in t%eir li!es( 5%ile %e is not al)ays acti!ely engaged in lessons, %e is al)ays a)are o )%at )e are )or7ing on and is al)ays ready to accurately ans)er 9uestions o ered up &y t%e teac%er( 1 &elie!e %e %as ully ac%ie!ed t%e unit o&'ecti!e o understanding multiplication( Cis understanding %as e2tended to a conceptual understanding o t%e content presented(

Student '6 !lo* performer# scored @@D on t%e pre.assessment !see attachment 6.3#, and %e scored 6<D on t%e post.assessment !see attachment 6.5#( Bot% o t%ese scores )ere ar &elo) t%e class a!erage and )ere actually outliers or t%e t)o sets o data( 3%e closest score to %is on t%e pre.assessment )as *@ percentage points %ig%er (<BD#, and t%e closest score to %is on t%e post.assessment )as >> percentage points %ig%er (<BD#( 3%is student %as di iculty remaining ocused on a daily &asis; %o)e!er, %e o ten s%o)ed engagement t%roug%out t%ese mat% lessons( Ce e!en s%o)ed 7no)ledge o t%e content during ormati!e assessments suc% as class discussion and guided practice( Based on past e2perience )it% t%e student, 1 7no) %e %as trou&le remaining ocused on a test( Cis attention span is s%ort, and %e is easily distracted( G ten times t%e results o %is assessments %a!e not matc%ed t%e 7no)ledge t%at %e %as demonstrated t%roug%out a gi!en lesson( Ce cannot e2press )%at %e truly 7no)s, and it is rustrating or &ot% student and teac%er( Erom t%ese results, it seems t%at %e %as not reac%ed t%e unit o&'ecti!e o understanding multiplication( 5%ile a&le to demonstrate some understanding in small and )%ole group settings, t%is student is not capa&le o applying t%e s7ills and concepts &eing taug%t independently(

Student '( !a erage performer# scored <6D on t%e pre.assessment !see attachment 6.6#, and s%e scored =4D on t%e post.assessment !see attachment 6.8#( Cer score )as a&out 4 percentage points &elo) t%e a!erage (=B(*# on t%e pre.assessment, and %er score )as a&out * percentage points a&o!e t%e a!erage (=1(4# on t%e post.assessment( 3%e student demonstrated a deeper understanding t%roug% during assessments as t%e unit progressed( -%e )as a&le to demonstrate and apply t%at understanding on t%e post.assessment &y impro!ing %er score < percentage points( 3%is student o ten demonstrates %ig% potential or academic ac%ie!ement, &ut s%e does not al)ays produce )or7 to matc% t%at potential( -%e is some)%at tal7ati!e during lessons and is o ten called do)n or &eing so( Despite t%at, s%e %as a positi!e attitude to)ards sc%ool and tries to remain engaged during lessons t%roug%out t%e day( Based on t%e progress during t%e unit and t%e results o t%e post.assessment, 1 &elie!e t%is student ac%ie!ed t%e unit o&'ecti!e o understanding multiplication(