Tyler Delobel

Post-assessment analysis

1. What were students expected to do?

The students were expected to recreate Montesquieus The Persian Letters using what
theyve learned from comparing their philosophies and morals to Enlightenment
philosophers to paint a picture in words of what teenage life is like in Colorado to people
of the same age in North Korea. I used North Korea as an example of a place they have
heard of but have nothing in common with (or connections with).
Using the gallery walk and handout sheet as a pre-assessment/formative assessment, I
wanted the students to focus on the idea of value, reason, and morals. At the end of
class, I let them get into groups of 3-4 and answer on a sheet of paper what they
believed was the most important aspects of life to a 16/17 year old in Northern Colorado
and why.

2. Which standards (CCSS) or curriculum expectations are being assessed?

1.1: Use the historical method of inquiry to ask questions, evaluate primary and
secondary sources, critically analyze and interpret data, and develop interpretations
defended by evidence.
1.2: The significance of ideas as powerful forces throughout history.

3. Describe what you would consider to be a proficient response on this

assessment? Exactly what would students need to say, write, or perform for you
to consider their work proficient?
In some form, I expect to see details from lecture and the gallery walk to influence their
answers on the questions. On the board, I have guided questions to get them thinking
on what their descriptions of life could be. Beyond answering the guided questions
(which would suffice as a partially proficient response), I am looking for what is
important to a student and why. If they include aspects of philosophers and answers
from discussion, I would consider that answer proficient. Other aspects of proficient
work would be including government influence in everyday life or where morals come
from (these were two big discussion topics during the class). As you will see below,
there are some students who may have been confused about my expectations. As a
teacher, I know that I must account for some students who did not fully comprehend the
assignment because the questions were not scaffolded for every individual and
expectations may have been foggy.

B. Diagnosing Student Strengths and Needs

 HIGH
(Objectives met)
Caleb: Discussed public
transportation and its
complications (this is relatable
to almost every culture, very
good connection); Talks about
what constitutes individual
freedom (the ability to drive,
it is important to be readily
available to friends).
Gabby, Caleb, Kjerstine: Gave
a list of what teenagers spend
money on (food, clothes, gas,
and gifts). Gave sources of
morals (religion, upbringing
and childhood, these ideas
came straight from
mentioned philosophers).
Gave insight to what
relationships with parents and
elders are like (very close,
respectful and formal).
Alice, Raven: Wrote an actual
letter instead of bullet points.
To them, freedom is most
important as a teenager. The
ability to think for yourself
and act for yourself is
increasingly important as you
get older. Wrote about
relationships with friends;
they answer the question of
how far they would go for
someone (an idea questioned
by some philosophers). While
friendships are important and
need mutual sacrifice, you
cannot put that at the
EXPECTED LOW
(Objectives partially met) (Objectives not met)
Nick, Logan, Dillon: Wrote Ehbriel, Jaoen, Bea, Rider:
about individual freedom and Students spend money on getting
family relationships, but did lit, food, clothes and bills. Most
not expand on government people have a good relationship
influence more than with their parents. Did not write
commenting that it does not enough to show comprehension
affect their daily lives. and gave me an answer involving
Materials are important; getting high even after I told them
money is spent mostly on not to. (Gotta love high school
stuff that shows wealth. humor)
Felicia, Nathan, Taylor:
Money is spent on food, 4 students
hobby supplies, fashion, and 18% OF CLASS
transportation. To their
group, school is very
important in everyday life as
well as extracurricular
activities and friendships.
There is no explanations to
these bullet points, but they
give a good list to both
questions (how money is
spent, what is important?).
Sam, Danielle, Kiana: Social
media, friendships, music, and
phones are the most
important things to
adolescents. Teens spend
money on gas, food, and
activities. They comment that
relationships with elders and
parents is important because
they can learn a lot from
them. Did not dive deeper on
any ideas but gave a good list.
Claire, Sophie, Stevie: Teens
spend money on food,
expense of your own feelings. clothes, and socializing.
Exploring interests and being
6 students independent. Individuality is
27% OF CLASS important to them. Elders are
wise, but still equal in the
United States. Some bullet
points were not filled out
completely, but their answers
fulfill some questions. They
did not dig deeper or give
reason to their answers.

12 students
55% OF CLASS

C. Identifying Instructional Next Steps

Discuss the learning needs for the students in each level considering the following questions:
1. What patterns or trends are noted?
HIGH EXPECTED LOW
(Objectives met) (Objectives partially met) (Objectives not met)

These students are
always eager to tap into
discussion and ask deeper
questions. Many of these
students will be on task
while getting my attention
for potential project ideas.
For projects, I am excited
to see what these students
will do creatively. Although
not all of them do well in
the class, their
engagement level is high
and they show an interest
in liberal and artistic
activities. For this lesson, I
thought of Alice and Raven
in particular in enjoying the
gallery walk and
commenting on the
The students that fall into
this category are usually
on the higher spectrum of
the class engagement
level. I could tell that
some of these students
did not benefit from the
group setting and would
have been more
productive by themselves
if I were to enforce that
rule. The problem for
most of this group is not
the level of difficulty but
the amount of
engagement. I focused on
this group when
developing the gallery
This group let me down today.
I think that they dont benefit
from being in groups with their
friends because they promote
each other to give the not
giving a care mentality. This
is reflected from their answer
of getting lit as an important
aspect of teenage life. I chose
this content (Enlightenment)
with them in mind because it
breaks up the monotony of art
and history, but their
engagement only raised a
little from the normal level. In
the future, I will connect these
students with others who have
higher engagement in hopes
physical features of the
philosophers (and thats
what they did!). In the
future, I would like to find a
way to transfer the
creativity and engagement
into productivity in the
classroom.
2. Based on the diagnosis of student responses at the high, expected, and low levels, what
instructional strategies will students at each level benefit from? List those instructional
strategies in the table below:
HIGH
(Objectives met)
Headlines: this groups
is dying to be creative
every chance they get.
Headlines are a good
way for them to show off
their word choice and
collection of thoughts to
the class and will give
other students ideas that
are not their own.
Zoom out (with words
walk and question
handout. My hope is that
the change of atmosphere
and lack of lecture would
help these kiddos get
more involved and willing
to put some more effort
in. Their answers to the
question sheets were
great, but they were not
giving the extra effort to
elaborate on answers. In
the future, I will try to find
ways to encourage that
elaboration and build a
comfort level where they
can give me more of their
personal feelings on this
topic.
EXPECTED
(Objectives partially met)
I used to think/now I
think: I think any visual
organizers can help these
students get an idea of
where their thinking is
headed. This structure, or
a KWL, is something they
can fall back on when
they feel that they cant
give anymore
explanations or creative
that the halo effect takes
place. These students may
have a hard time
understanding so much
information at once, so I will
need to scaffold the questions
in a better manner for them as
well as checking for
understanding much more.
On a normal day when Im not
teaching, these students get
along with me and will ask
questions periodically, but I
think everyone has an off day
and they could have benefited
from more intervention from
me. Therefore, I take
responsibility in the fact that
they did not meet the partially
proficient category today.
There is always tomorrow!
LOW
(Objectives not met)
Headlines would give
students responsibility to
come up with a compelling
summary about what they are
learning as a formative
assessment. They would
benefit from the attention of
the class on them to get some
type of assurance when they
come up with a good
headline.
and phrases): Giving input. Exit slip: students (and
just a bit of an The 4 Cs: Focusing people) tend to treat you the
idea/philosophy without primarily on connections way they treat themselves.
any context can bring and concepts, these Rather than intervening on
some creativity to the students need to be them during class time, exit
table. When I let reminded of the big slips can give them an
students make picture once in awhile. opportunity to tell me what
inferences even before When the the lecture has they think about the class
they get all the taken place, its easy to without one-on-one
information, they will be get lost in all the connections and where they
able to create their own information and how it are having trouble. Whatever
frame of mind about connects, no matter how they say can give me a hint
morals, the role of many questions I ask as to where they are not only
government, and other them or connections I in class but in life, and I can
big ideas mentioned make. When I give do my best to tend to that or
before we finish students time to write nurture it.
introducing the activity. down their ideas, we can What makes you say that?:
Then, theyll have more take the pressure off of a After the summative
time to develop in words long class period and let assessment, I will grab their
what their mind is them take a break and jot papers and approach them on
thinking. down their thoughts what they mean by their
(every 20 minutes or answer. I will ask them to
between extended elaborate with me (person to
activities). person) rather than writing it
Cold Call: My voice isnt on a piece of paper. Some
awesome to listen to students in this category can
forever. Student-driven benefit from undivided
ideas and discussions attention because they dont
can help them focus on have to structure clean or
each other rather than complete sentences; they can
me. Because they are in do it in a relaxed
the same position, it helps conversation. After a good
to hear a peers voice conversation with thoughtful
collect thoughts on what answers, I can use that time
is going on in lecture. as a teachable moment and
Cold call can be scary for promote them to write down
students (and me!), but it their thoughts next time
also helps bring some because their ideas are very
tangents on the fly that valuable.
connect concepts and
relatable ideas.