Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students
Pre-Test
Number of Students
Post-Test
Highly Proficient (90%-100%)
# 0
# 2
Proficient
(80%-89%)
# 1
# 7
Partially Proficient
(70%-79%)
# 5
# 8
Minimally Proficient
(69% and below)
# 16
# 4
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
My interpretation of the student learning is majority of my student’s scores increased from the pre-test to the post-test. My students ended the unit with more knowledge base than they did when the lesson began. For example, majority of my students performed poorly on the pre-test. My students lacked the foundations of slopes of parallel and perpendicular lines. Throughout the course of the unit, my students learning has improved based on the data from pre-test to post-test.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.
The effectiveness of instruction and assessment was a major factor when it came to student learning. My students increased their knowledge on the current subject matter. I made sure to plan this unit effectively so students would be able to apply concepts to assessments or any activities given to them. The instruction given to students was very clear and concise. Due to the effectiveness of planning, my students were very successful. They were given opportunities to investigate slopes of parallel and perpendicular lines. With the use of various activities, student were able to practice concepts enough to become fluent. The evidence comes from results of the pretest compared to the posttest.
Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”
Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).
I choose to use my male students who are in my class. This subgroup contains the most students within the class period.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students
Pre-Test
Number of Students
Post-Test
Highly Proficient (90%-100%)
# 0
# 2
Proficient
(80%-89%)
# 1
#2
Partially Proficient
(70%-79%)
# 1
# 4
Minimally Proficient
(69% and below)
#8
# 2
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
As my biggest subgroup in the class, I was pleased with their scores when analyzing their pretest and posttest scores. The learning goals and activities used were planned out thoroughly with student achievement goals in mind for the end of the unit. Most of the students in this subgroup really struggled on the posttest. During the unit, I made sure to address any misconceptions. I also planned for any misconceptions within lessons and activities. When students were able to complete problems on the board and debrief about concepts, I knew this was evidence of student learning.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students' understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.
The effectiveness for student learning in this subgroup was clearly shown in the posttest data. Majority of this subgroup was partially proficient. I can say it would have been more of an improvement if students would have scored proficient or above. This is something I can build on in the future. Students were also given opportunities to attend tutoring along with activities and instruction given in class. I believe if this subgroup would have focused more on studying the difference between slopes of parallel and perpendicular lines, the scores had the potential of being way than they were. I am proud of my students for their performance due to their past experiences with math.
Post-Assessment Data: Remainder of Class
Number of Students
Pre-Test
Number of Students
Post-Test
Highly Proficient (90%-100%)
# 0
# 0
Proficient
(80%-89%)
# 0
# 5
Partially Proficient
(70%-79%)
# 4
# 4
Minimally Proficient
(69% and below)
# 8
# 2
Post-Assessment Analysis: Subgroup and Remainder of Class
Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis.
I believe I was more effective in my instruction for the unit when it comes to the subgroup opposed to the remainder of the class. While analyzing data, I would tell that my male students were more successful than my female students. I believe my male students since they are the majority were more successful on the unit due to the types of activities assigned. I know my male students like to complete activities that do not allow them to move around the room. I catered to their needs throughout this lesson with the types of activities. For example, I used task cards, lots of discussions and kahoot. I know my female students would prefer to do more hands on activities in addition to activities that allow students move around the room (scavenger hunts, etc.).
Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.
In the future, I think I will be more conscious of the different types of activities that cater to all my students needs. I need to ensure all my students are performing and are successful in the future. To do this, I will have to be more mindful when I am planning.