This pre-and post-test data was collected from a unit of ELA using the following standard:
ELA.4.R.1.3: Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character perspective in a literary text.
DATA ANALYSIS
The purpose of this assessment was to measure students’ ability to identify the narrator’s point of view and differentiate it from a character’s perspective in a literary text, as outlined in ELA.4.R.1.3. A pre-assessment was administered before instruction to gauge prior knowledge, followed by targeted lessons and activities. A post-assessment then measured student growth.
The class average for the pre-assessment was 44%, indicating that many students had limited understanding of the standard. The assessment results showed Common misconceptions including confusing first-person and third-person narration.
Many students struggled to distinguish between the narrator’s perspective and a character’s perspective within a story.
Some students correctly identified the point of view but could not explain how it influenced the story.
Using the pre-assessment data, I tailored my instruction to address these gaps by explicitly teaching the differences between first-person, second-person, and third-person narration. I used anchor charts and graphic organizers to compare a narrator’s point of view with a character’s perspective. I also incorporated mentor texts where students identified and discussed different perspectives in literature. My centers focused small-group instruction and guided practice for students who needed additional support. Another week, I created a center that engaged students in writing exercises, where they rewrote passages from different points of view to deepen their understanding.
After targeted instruction, the class average for the post-assessment increased to 67%, demonstrating significant improvement. Students showed better accuracy in identifying first-person vs. third-person narration. More students were able to explain how the narrator’s point of view shapes the story and differs from a character’s perspective. Some students still struggled with analyzing more nuanced perspectives, such as limited vs. omniscient third-person narrators, indicating a need for further practice.
The data indicates that instruction effectively improved students' understanding of ELA.4.R.1.3, but further reinforcement is needed to achieve mastery. Moving forward, I will provide more practice with complex texts that include shifts in point of view, use student-led discussions where they analyze and debate perspectives, and continue incorporating formative assessments to track ongoing progress. By using assessment data to guide instruction, I was able to address learning gaps and significantly improve student comprehension of narrator’s point of view and character perspective in literary texts.