Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.
Pre-Assessment is attached.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter "De Delete” or Insert.”" "
Number of Students
Highly Proficient (90%-100%)
# 0
Proficient
(80%-89%)
# 1
Partially Proficient
(70%-79%)
# 5
Minimally Proficient
(69% and below)
# 16
Pre-Assessment Analysis: Whole Class
Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?
My choice for academic standards will remain the same as the standards taught in Geometry are required for the LEAP 2025 at the end of the course. The learning goal and objectives will change as we need to focus more on concepts students will be seeing more of on their unit post-test as well as the LEAP 2025.
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.
Due to the data received above, I will have to make changes to instructional strategies within planning, delivery and assessment of the unit. I will scaffold any prerequisites students need to know to better prepare for concepts and standards being taught in this unit. I will need to plan to implement more strategies that will assist students on concepts. If my students do not understand the concepts in the unit, I will plan a variety of activities to give them different methods of exploring the concepts. If I use activities that integrate technology, it exposes my students to another way of learning. Some students may be visual learners so watching a video might help them more than listening to me and completing notes. The data could change how to present information. It might be beneficial for students to do guided notes. Since the data for this pre-test does not look the best, I will be assessing my student quite often to ensure they are grasping important concepts. This method of thinking will ensure students are mastering standards.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.
Post-Assessment is attached.
Pre-Test & Post-Test Grading Scale
Each question is worth two points
1 point for showing work
1 point for correct answer.
Pre-Test: 10 questions (2 points/question) = 20 points total
Post-Test: 30 questions (2 points/question) = 60 points total