Standard IV: Analysis of Student Learning

Pre and Post Assessment of Student Learning
Standard IV: Analysis of Student Learning

Pre-assessment table 1.1: Social Studies Westward Expansion
(X=incorrect)
Studen
t#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
#
1
X
X
X
X
X
#
2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#
4
X
#
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#
6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#
7
X
X
X
#
8
X
#
9
X
#1
0
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#11 #1
2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#1
4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#1
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
#1
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
%
Correct
0%
47%
7%
27%
20%
53%
0%
38%
47%
7%
7%
27%
47%
20%
47%
27%
14%
33%
20%
20%
27%
47%
57%
Post Assessment Table 1.2: Social Studies Westward Expansion

(X=incorrect)
Studen
t#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
#
1
#
2
#
3
#
4
X
#
5
#
6
#
7
#
8
X
#
9
#1
0
#11
#1
2
#1
3
#1
4
#1
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
%
Correct
80%
93%
80%
100%
87%
100%
67%
87%
80%
80%
40%
100%
100%
73%
87%
93%
67%
93%
100%
87%
87%
100%
100%
Analysis of Student Learning:

Pre and Post Results: Entire Class
The lessons that were constructed and taught for this Teacher Work Sample were based
off of the Utah Core Social Studies Standard 4 Objective 1: Investigate the significant events
during Americas expansion and the roles people played.
a. Identify key reasons why people move and the traits necessary for survival.
b. Examine causes and consequences of important events in the United States expansion
(e.g. Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians,
Homestead Act, Trail of Tears, California Gold Rush).
c. Compare the trails that were important during westward expansion (e.g. Oregon,
Mormon, Spanish, California).
d. Assess the impact of expansion on native inhabitants of the west.
The lessons were rich in vocabulary words that aligned with the different concepts and
events that took place during the westward expansion of the United States. The big idea that
students should have taken away from this unit was how and why our country expanded and
transformed. Prior to this unit, students had just finished learning about the Revolutionary War,
and the constitution. The pre-assessment and post-assessment were based off of the components
under standard 4 of the Utah Social Studies Core.
The pre-assessment results found above on page 1 table 1.1, consist of: 2 students
scoring 0% (0 correct), 4 students scoring 7% (1 correct), 4 students scoring 20% (3 correct), 4
students scoring 27% (4 correct), 1 student scoring 33% (5 correct), 1 student scoring 40% (6
correct), 5 students scoring 47% (7 correct), 1 student scoring 53% (8 correct), and 1 student
scoring 60% (9 correct).
The post-assessment was the same as the pre-assessment. The post assessment data
consisted of: 1 student scoring 40% (6 correct), 2 students scoring 67% (10 correct), 1 student
scoring 73% (11 correct), 4 students scoring 80% (12 correct), 5 students scoring 87% (13
correct), 3 students scoring 93% (14 correct), and 7 students scoring 100% (15 correct).
The pre-assessment was given prior to teaching about the westward expansion of our
country. When students took the pre-assessment, the majority were frustrated because they were
not familiar with many of the events that they were being questioned about. There were a few
students that were familiar with many of the events and concepts that took place involving the
expansion of the United States. After grading the pre-assessment, it was apparent that the
majority of the students were not familiar with the reasoning and events that took place
concerning the expansion of the United States. There were not any students who were proficient
in on the pre-assessment according to district and grade level standards.
The post-assessment was given after all 6 lessons were taught concerning the westward
expansion of the United States. When the assessment was dispersed, the overall mood was that of
confidence in knowing the material and the events that were studied over the prior 2 weeks. After
grading the post assessment it was apparent that the majority of the class retained a great deal of
knowledge concerning the events and reasons for the expansion west of the United States. The
post-test scores showed that 19 of the 23 students were proficient by district and grade level
standards. All assessments discussed in this Teacher Work Sample can be found in Appendix B.
Pre/Post-Assessment Comparison Table 1.3: Comparison of Entire Class
Pre/Post Assessment Comparison

120%
100%
80%
60%
40%
20%
0%
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Pre-Assessment
Post-Assessment
Pre and Post Comparison: Entire Class

While comparing the pre and post assessment scores, shown in table 1.3 above, there was
substantial growth shown by the majority of the class.
Pre and Post Assessment Results: Students chosen for in-depth analysis.
The data that was collected on three students for the in-depth analysis can be found on
tables 1.1 and 1.2. They are highlighted in yellow. The pre-assessment results of the three
students I have chosen to look at more closely consist of: student #1 scoring 0% (0 correct),
student #17 scoring 7% (1 correct), and student #23 scoring 60% (9 correct).
The post-assessment was the same test given for the pre-assessment. The results of the
post-assessment show that student #1 scored 80% (12 correct), student #17 scored 67% (10
correct), and student #23 scored 100% (15 correct). Again, all assessments in this Teacher Work
Sample can be found in Appendix B.
Analysis of Student Learning: High, Low, ELL: Pre/Post, Formative, Summative.

Pre/Post Assessment Table 1.4: Comparison Student #1 Struggling Learner
Pre/Post Assessment Student #1: Struggling Learner

100%
80%
60%
40%
20%
0%
Student #1
Pre-Assessment
Post-Assessment
Student #1: Pre/Post Assessment Comparison.

Student #1 is a struggling learner. I selected this student because she is below grade level.
This student is motivated to work hard. She really wants to succeed and tries to do her best. She
has an IEP for speech, and has some learning disabilities. She has an extremely hard time
retaining information. She didnt get any questions correct on the pre-assessment giving her 0%.
On the post-assessment, I was so pleased to see that she only missed three questions scoring
80%. It is apparent that this particular student was not proficient on the pre-assessment, however
she displayed proficiency on the post-assessment making outstanding growth.
As I looked more closely at student #1s learning through this unit, I was able to compare
formative assessments that were given (class discussions, activities, etc.), as well as summative
assessments. During many of the lessons, this particular student seemed to be understanding
what we were working towards and was eager to participate by asking questions that would help
her to clarify what was being said. She was strategically placed in groups that would help
support her needs when doing any type of group work.
Certain summative assignments that she turned in throughout the unit, showed lack of
understanding in certain areas. However, during class discussions she was able to convey
understanding and seemed to retain information of what was being discussed and taught about
the westward expansion.
Pre/Post Assessment Table 1.5: Comparison of student #17 ELL
Pre/Post Assessment Student #17 ELL

80%
60%
40%
20%
0%
Pre-Assessment
Post-Assessment
Student #17
Student #17: Pre/Post Comparison

Student #17 is an ELL student that moved to the United States from Mexico at the
beginning of the school year not knowing any English at all. He is at a WIDA level 2. Comparing
his pre-assessment to his post-assessment showed that he made gains in his knowledge and was
able to retain information that he had never been familiar with beforehand. He scored 7% (1
correct) on the pre-assessment which is obviously not proficient. On the post-assessment, he
scored 67% (10 correct). This was still not a score at a proficient level, however, there was much
growth and accomplishment. He still is not as fluent using and understanding academic
language.
He was able to participate and collaborate in a few classroom discussions displaying
understanding of topics. I was able to pre-teach different vocabulary terms to him before
presenting lessons. I also made sure to provide connections and visuals to help the information
be more concrete and understandable to him. When there were activities or group assignments, I
would strategically pair him or put him in a group where I knew support would be provided to
him in understanding the assignment, and what the expectations are.
He is a very motivated student. He wants to be a part of class discussions, answer
questions, do things in front of the class, etc. He has a desire to do well and it shows in his
assignments and work ethic. The lack of proficiency mostly comes from the language barrier.
He was able to relay information that helped me understand that he was grasping and
retaining information and concepts throughout this unit. He was able to explain things to the best
of his ability conveying the knowledge he had gained. All evidence of student #17s work can be
found in Appendix C.
Pre/Post Assessment Table 1.6: Comparison of student #23 Advanced Learner
Pre/Post Assessment Student #23 Advanced Learner

120%
100%
80%
60%
40%
20%
0%
Pre-Assessment
Post-Assessment
Student #23
Student #23 Pre/Post Assessment Comparison

Student #23 is a very motivated and driven student. She is focused, on task, and goes
above and beyond in her school work. She wants to learn and even if the assignment is simple
she is happy to do it. She excels on her tests and does all that she can to retain the knowledge and
concepts that she has been taught. She has a very high level of comprehension and fluency. Her
pre-assessment for this unit she scored 60% (9 correct). She showed adequate growth through
her post-assessment scoring 100% (15 correct).
As I further analyzed this students learning, I was able to compare all of her formative
assessments (letter writing, class discussions, activities, etc.) and summative assessments
(comprehension quiz, summarizing, etc.) She displayed proficiency in the knowledge of the
topics being taught.
She is always willing to synergize to help not only herself, but others as well. She is
compliant and does her best work. She seems to enjoy learning and gaining new knowledge in
everything that she does. Student #23s evidence of assessments can be found in Appendix C.
Student #
Pre-Assessment
Post-Assessment
Growth
1 IEP
2 Advanced Learner
0%
47%
80%
93%
80%
46%
3 ADHD, Racial Minority
7%
80%
63%
4 Advanced Learner
27%
100%
73%
20%
87%
67%
6 Advanced Learner
53%
100%
47%
7 Racial Minority
0%
67%
67%
8 IEP, Behavior Issue
38%
87%
49%
47%
80%
37%
10 ELL, Racial Minority
7%
80%
73%
11 IEP, ELL, Racial Minority
7%
40%
33%
12
27%
100%
73%
13
47%
100%
53%
14
20%
73%
53%
15
47%
87%
40%
16
27%
93%
66%
17 ELL, Racial Minority
7%
67%
60%
18
33%
93%
60%
19 Racial Minority
20%
100%
80%
20 Racial Minority
20%
87%
67%
21
27%
87%
60%
22
47%
100%
53%
23 Advanced Learner
57%
100%
43%
Assessment Growth/Findings
The amount of individual growth from the pre-assessment to the post-assessment is
shown on table 1.7. On the pre-assessment the class average was 28%. The post-assessment
showed an overall substantial growth as the class average was 86% showing an overall growth of
58%. This increase was displayed little by little as the six lessons were taught. It was apparent
that the majority of the class was displaying a deeper understanding of the content as each lesson
was presented.
Validity of Questions
All of the assessment questions were aligned with the Social Studies Core Standard 4.
The class was introduced to important events and reasons that lead to the expansion of the United
States, through classroom instruction, discussions, technology, articles, and research done by the
students.
Disaggregation of Subgroups
Pre/Post Assessment Average Table 1.8: ELL
ELL Average Table 1.8

60%
50%
40%
30%
20%
10%
0%
Pre-Assessment
Post-Assessment
ELL Average Table 1.8
Table 1.8 above shows the growth average according to the ELL students in the class.
These students showed substantial growth at 48% growth. The average on the pre-assessment for
this group was 7%, while the average on the post-assessment was 55%
Pre/Post Assessment Average Table 1.9: IEP
IEP Average Table 1.9

80%
70%
60%
50%
40%
30%
20%
10%
0%
Low Level Learners Average Table 1.9
Table 1.9 above shows the average scores for student that have an IEP. The average for
this group on the pre-assessment was 15%. They made substantial growth on the post-assessment
averaging 69%. This shows a growth of 54%.
Pre/Post Assessment Average Table 1.10: Advanced Learners
Advanced Learners Average Table 1.10

300%
250%
200%
150%
100%
50%
0%
Pre-Assessment
Post-Assessment
Advanced Learners Average Table 1.10
The average for the pre-assessment in this group was 46%. The post-assessment average
for the group of advanced learners was 98%. The growth made was 52%. This shows that this
group also made adequate growth on the post assessment.

Standard IV: Analysis of Student Learning

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Pre and Post Assessment of Student Learning