Kayla Robichaud (Cushard) 

Student Learning Analysis 

Introduction 

Assessing students' learning is a crucial part of teaching. Not only 

does it allow you to make an educated decision about where to start in a 
lesson or where the students stand at the end of the content but also to 
show growth in your students’ learning which shows a teacher how well 
their techniques are working. In this case we want to see how well the 
teaching techniques worked so we want to see student growth. The 
students completed a Pre-test, whole group lesson, online activities, skill 
sheets and a Post-test. All these instructional activities were produced by 
Math Expressions. We covered the information from unit two lesson one 
and two. 

Goals and Standards 

At the end of the two lessons in the math curriculum students will be 
able to use arrays to model multiplication of ones, tens, and hundreds. 
Students will also be able to use place value reasoning to multiply. These 
goals were created based on two common core standards listed below.  

4.NBT.A.1 

Recognize that in a multi-digit whole number, a digit in one place 

represents ten times what it represents in the place to its right. For 
example, recognize that 700 ÷ 70 = 10 by applying concepts of place value 
and division.  

4.NBT.B.5 

Multiply a whole number of up to four digits by a one-digit whole 

number, and multiply two two-digit numbers, using strategies based on 
place value and the properties of operations. Illustrate and explain the 
calculation by using equations, rectangular arrays, and/or area models.  
 
 
 
 Assessment Information Gathered 
Instructional Plan  
Day 1  Day 2  Day 3  Day 4 
Pre-Test  Whole Group Instruction  Online Activities  Post- 
- Followed lesson 1 and 2  - Students completed 10  Test 
from textbook  questions: 5 from lesson 1 and 
- Went over   5 from lesson 2. 
questions from the  Worksheets 
Pre-Test  - Based on pre-test 
performance students 
received practice sheets or 
challenge sheets. 

 
Student Analysis  
Student  Pre-Test  Post-Test  Student  Pre-Test  Post-Test 
Score  Score  Score  Score 
Student 1  31  55  Student 14  23  67 

Student 2  38  89  Student 15  54  89 

Student 3  77  100  Student 16  62  89 
Student 4  69  89  Student 17  77  100 
Student 5  46  89  Student 18  62  78 
Student 6  62  67  Student 19  85  89 
Student 7  46  67  Student 20  62  89 
Student 8  38  56  Student 21  38  78 
Student 9  46  44  Student 22  31  67 
Student 10  54  89  Student 23  54  89 
Student 11  54  89  Student 24  77  89 
Student 12  15  67  Student 25  54  100 
Student 13  77  100  Student 26  n/a  89 

 
Key  
Students that have mastered the content are highlighted in blue. <70  
 
Post-Test scores that have increased since the Pre-Test.  
 Analysis of Students Thinking and Students Feedback 

Students were confused by the wording of the assessments. I knew 

that after I gave the pre-test from Math Expressions but I wanted to still 
use the post- test because it is the only equivalent to see if the students 
grew in their understanding. Before the post-test I went through each 
question of the pre-test and explained to the students what they are 
asking and different ways to find it. Overall, students expressed that they 
liked doing activity sheets and liked doing the online activities. The data 
shows that 69% of students mastered the content and 92% of students 
showed growth from the Pre-Test to the Post-Test. 
 

Future Instruction  

In future instruction I would like to change the setup of my 

instruction. I felt that I introduced the information too quickly and that 
may have confused students. Introducing the two lessons separate and 
having them do activities after will help with students understanding. I 
would also investigate other forms of pre-test and post-test that did not 
use complicated wording. We did not practice problems with complicated 
wording, like presented in the test, in the lessons which made 
understanding the test much harder for the students.  

 
Day 1  Day 2  Day 3  Day 4  Day 5 
Pre-Test  Lesson 1 whole  Lesson 2 whole  Assign online  Post-Tes
group  group  activities and  t 
instruction  instruction  go over 
followed by  followed by  questions from 
practice or  practice or  the pre-test 
challenge skill  challenge skill 
sheets  sheets 

 
 

Conclusion 

The learning analysis allowed me to reflect on the instruction and 

plan to improve it for the future. The data that I have provided shows that 
I have a positive impact on my students' learning. Overall, this was a great 
opportunity to see where I am as an effective teacher and where I can 
improve.