Analysis of Student Learning

Accurate and clear summary of individual student performance on assessment: From the Pre, and post-assessment, I can see that all the students who had been in class during my lessons had great improvement. I looked in depth at three students, student 4, student 11, and student 13. I would have chosen student number 10, but she has missed the post-test and at least three days during my lessons. She is my only ELL students but she misses too much school to have quality data. Student 4 is a high ability student. He or She lives with his or her grandparents. His or her mom is in jail. He or she has been bounced from house to house, but finally has found a stable home at his or her grandparents. His or her grandma comes to help in our class quite often. He or she is the happiest student in our class. He or she has one of the most positive attitudes about life. He or she is a talker. He or she has a goal right now in our class to have ten days where he or she raises his or her hand and waits to be called on. She is such a hard worker and everything she does is neat and her best work. She really loves art and drawing. When she took the pre-assessment, she received the highest score out of the whole class. Her score was 9 out of 11. (Pre-assessments are in appendix A) I encouraged him or her to to try his or her best not thinking he or she would know this stuff, but he or she knew a lot about it. From analyzing her summative assessments, I noticed that he or she was doing really well. (Summative assessments are in appendix B) She got every single answer right. The one thing I noticed she was struggling with not talking during the test. For example, he or she would put the answer and then start saying why he or she knew it was right. When I noticed this, I worked with him or her and we

were able to break this habit. On his or her post-assessment, student 4 scored 11 out of 11. This really shocked me in a good way. Student 11 scored 3out of 11 on his or her pre-assessment. He or she needs glasses, but never wears them at school. He or she often complains of headaches because of the strain on his or her eyes to read. He or she is a student that often gets distracted and unmotivated because he cant see the board. We have placed him at the front of the classroom so he can see the board more clearly. If we are sitting at the rug he or she has a special spot close to the teacher. He or she is on grade level, but has a hard time staying focused. On student 2 post-assessment he or she got 9 out of 11. He or she had the biggest gain in improvement from the pre-test to the post-test. The two problems he or she missed were problems dealing with drawing the equator and coloring the united states on a world map. There was only one lesson out of the six that taught those subjects and they were on the same day. During the lesson that day we were having problems with the projector so I don't think he could see the information on the board. This is the reason that I feel he or she missed the two world problem questions on the post-assessment. Student 13 is on of our very low students. He or she is in the process of being tested for ADHD. He or she has the hardest time staying on task. He or she is easily distracted. He or she also is a helpless hand-raiser. He or she is the baby of his family. Normally Mrs. Leavitt, my mentor teacher, is sitting by him or her when I teach. She sat with him or her on three of my lessons to calm him or her down because it was a change from the normal. He or she struggles with keeping his or her hands to himself or herself. He is always distracting the students that sit by him or her. We have a special reward for him or her everyday if he or she can go one hour without having to move his or her clip

down. It is working so well. He or she is attached to everything in the class. If something moves, he or she freaks out. He or she has to have things stay the same. He or she doesnt like changes. He or she scored a 0 out of 11 on his or her pre-test. This is not a good score to start out with before the lessons were even taught. I guess it is ok though because he cant get a worse score on the post test. He or she missed all the questions on the Pretest. From the answers he or she put, it was clear to me that he or she did not have any idea on how to do problems. On his or her post-assessment, he or she did a little better. He or she got 4out of 11 questions correct. I feel like if he or she could have paid attention more, he or she could have easily grasped this concept. I did an intervention with him or her after the lessons were taught and he did so much better one on one. The students used the map of the world and the map of the United States to answer some of the questions. Student 11 just colored on the wrong map. I bet if he or she would have colored on the right map he or she would have got the problem correct. This proved to me that he or she really did understand the concept of how to do this problem; he or she just had a minor confusion and mixed up the maps. Formative assessments used throughout unit: 1. I will notice if the students make a picture of a pumpkin with their clues. Students will put their hand on their head if they understand. I will notice to see if students are writing the correct word under the correct direction. I will walk around to assess whether or not the students are getting cardinal directions or not. Walk around and listen to assess what the students learned. Ticket out will be checked after each lesson to see if they need a little more clarification on the main topic.

2. We did an interactive SMART board activity. The students had to place certain word strips on the right place on the Venn diagram. I used this information to assess if they knew the concept. They demonstrated to me that they could match a picture with the words that were written. They talked with their knee-to-knee partners and I listened in to see if they understood the concept. Ticket out will be checked after each lesson to see if they need a little more clarification on the main topic. 3. I had the students work in groups to play a direction game. Each student helped them to find the right direction to write under a picture. They had to draw a pumpkin by using the directions I gave them. They had to start at the spot the previous clue stopped on. They then played a four corners game. This showed me if they knew the symbols of the directions. Ticket out will be checked after each lesson to see if they need a little more clarification on the main topic. 4. I will ask questions and scaffold answers. Label correctly where we live on a map. Will have them show me the physical feature on a map and globe. Will play a continent game and sing a song. This will help me to know if they know the continents because they have to point them out in the game. Ticket out will be checked after each lesson to see if they need a little more clarification on the main topic. 5. Each student had a personal whiteboard. I held up a picture that represented birds eye view. The students were to draw a picture of what it was in real life. There were a few students who were hesitant because they did not want to get the answer wrong, but most students were able to do this well. They proved to me that they could match the Birds eye view to the real life object. They played concentration with the map key. This helped

me to know if they understood the concept. Ticket out will be checked after each lesson to see if they need a little more clarification on the main topic. 6.I had the students come up with map with all the things we had learned about in the precious five lessons. This showed me what I need to do tier 2 interventions on. I re taught lesson numer 5 on the world again to the whole class because they didnt grasp it the first time. I just did this lesson on Friday. It helped them more fully understand the concept. Ticket out will be checked after each lesson to see if they need a little more clarification on the main topic. This was a good assessment to see if students could take what we learned and apply it to real life. Some students had difficulty with this, but with some prompts, they could all come up with a Map of their home. Explains how evidence from assessments support or contradicts pre-assessment findings: From the pre-assessment, I realized that many students did not know much about maps. Most students knew where Utah was on a map, but not much really past that. The main thing I realized from the pre-assessment was that no students fully understood cardinal direction. I spent a lot of my time teaching about cardinal directions when we were at lunch or at recess. I think this helped them have more exposures to the concept. Almost every student missed the two questions dealing with the world. They didn't know what a continent was or where the equator was meant to be. When I was assessing the progress of my students using their summative assessments, I realized that most students grasped the main concept of maps after I taught the lessons. The students also did surprisingly well with the world problems on their summative assessments for only

having one lesson involving the world and continents. The post-assessment results seemed accurate as to their knowledge dealing with maps and cardinal directions. Relevant student performance documentation presented in charts, graphs, etc. PRE-TEST Students Boys 1 2 5 6 7 9 11 13 14 16 19 21 22 TOTALS WRONG Students Girls 3 4 8 10 12 15 17 18 20 23 24 TOTALS WRONG CLASS WRONG 1 0 0 1 1 0 1 1 1 1 1 1 1 2 0 0 0 0 0 0 0 1 1 1 1 1 3 1 1 0 0 0 0 1 1 0 1 1 1 4 0 0 0 0 0 0 0 1 1 0 1 1 5 0 0 0 0 0 0 1 1 1 1 0 0 6 1 1 1 1 1 1 1 1 1 1 0 1 7 1 1 1 1 0 0 1 1 0 1 0 0 8 1 1 1 1 0 0 1 1 0 1 0 0 9 0 0 0 0 0 0 1 1 0 0 0 1 10 1 1 1 1 1 1 1 1 1 1 0 1 totals 11 wrong 0 5 0 5 1 6 0 5 0 2 0 3 0 8 1 11 0 6 0 8 0 4 0 7

9 0 0 1 1 0 1 0 0 1 0 4 13

5 0 0 1 1 1 1 0 1 1 1 7 12

7 1 0 1 1 0 1 0 1 1 0 6 13

4 1 0 1 1 1 1 0 1 1 0 7 11

4 0 0 0 1 0 1 0 1 0 0 3 7

11 0 1 1 1 1 1 1 1 1 1 9 20

7 1 1 1 1 1 1 1 1 1 0 9 16

7 1 0 1 1 1 1 1 0 1 0 7 14

3 0 0 0 1 0 1 0 0 0 0 2 5

11 1 0 1 1 1 1 1 1 1 1 9 20

2 0 0 0 1 0 0 0 0 0 0 1 3

70 5 2 8 11 6 10 4 7 8 3 64 134

POST-TEST Students Boys 1 2 5 6 7 9 11 13 14 16 19 21 22 TOTALS WRONG Students Girls 3 4 8 10 12 15 17 18 20 23 24 TOTALS WRONG CLASS WRONG 1 0 0 0 0 0 0 0 1 0 1 1 1 4 0 0 0 0 0 1 0 1 0 2 6 2 0 0 0 0 0 0 1 1 1 1 1 1 6 0 0 0 0 1 1 1 0 0 3 9 3 0 1 0 0 0 0 0 1 0 1 1 1 5 0 0 0 0 1 1 1 0 0 3 8 4 0 0 0 0 0 0 1 1 1 1 1 1 6 0 0 0 0 0 1 1 0 0 2 8 5 0 0 0 0 0 0 0 1 0 0 0 1 2 0 0 0 0 1 1 1 0 0 3 5 6 0 0 0 0 0 1 0 1 0 0 0 1 3 0 0 0 0 0 1 1 0 0 2 5 7 1 0 0 0 0 0 1 0 1 0 0 1 4 0 0 0 0 0 1 1 0 0 2 6 8 1 0 0 0 0 0 1 0 1 0 1 1 5 0 0 0 0 0 1 1 0 0 2 7 9 10 0 1 0 0 0 0 0 0 0 0 1 0 1 0 0 0 2 0 0 0 0 0 0 0 1 1 0 1 0 1 1 6 0 0 0 1 1 1 totals 11 wrong 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1

3 1 0 0 0 2 7 6 6 4 6 9 44 0 0 0 1 4 9 8 2 0 24 68

0 1 0 1 0 0 0 5 2 11

Qualitative narrative: The test I gave was a show map test. This test had them doing things. They had to know which way to go and to count up to 5. They also had to know about North and South Poles. They had one question about the Equator and where it was on a map. There was a question to find our country on the map of the world. They also had to find our state on a map of our country. I taught the students how to take the test, by modeling what a good test taker would do. First, I will read the instructions on the top of the paper. Then, I told the class I would read through the question and all the steps. I told them to make sure they don't go ahead on the test, because they needed the oral information. I told them why it was important to know this information Purpose of the Assessment The purpose of this assessment was to find out what they knew before the lessons, and what they knew after learning the lessons. I gave the students the same pre and post-

test. I did this so I could see the correlation between the exact same questions and how many students got them correct. Administer Assessment I administered the assessment to every student That was in the class each day. For the pre-test we had 2 absent. One of the students, student 17, moved in to our class the last day of the lessons. He or she only heard one lesson on the subject before she took the Post-test. 22 students took the pre-test. 3 students were absent for the post-test. 21 students took the post-test. The test was given in the classroom. The test was given in the afternoon after lunch. No students appeared to be nervous or anxious about taking the test. The class Analyze
25 20 20 16 15 13 12 9 6 5 2 0 #1 #2 #3 #4 #5 Pr-test #6 #7 #8 #9 #10 #11 Post-test 13 11 8 8 7 5 5 7 5 3 1 14 11 20

10

This graph shows the questions marked wrong on the test. It breaks it down into Pre and Post-test. Out of the 11 questions on the pre-test not one student got 100 percent. Out of the 11 questions on the post-test seven students got 100 percent. The class average for the pre

test was 44 percent. The class average for the post-test was 71 percent. This shows that the class average increased 27% after teaching the lesson. This graph shows that the question missed most often on the pre-test was number 6 and 10. The question missed least often on the pre-test was question 11. This graph shows that the question missed most often on the post-test was number 10. The question missed least often on the posttest was question 11.

10 9 8 7 6 5 4 3 2 1 0 2 4 3 3 2 3 3 7 6 7

9 7

2 1 0 0

Pre-test

Post-test

This graph shows how the females did on the pre and post-test. The female class average on the pre-test was 42 percent. The female class average on the post-test was 76 percent. The male students did 8 percent better than the female students. This shows that the females average increased 34 percent after teaching the lesson. This graph shows that the question missed most often by females on the pre-test was number 6, 7, and 10. The question missed least often on the pre-test was question 11. This graph shows that the

question missed most often by females on the post-test was number 10. The question missed least often on the post-test was question 11.

12 10 8 6 6 4 4 2 2 0 5 5 4 4 9 7 6

11

11

7 6 5 4

3 2 2 1

Pre-test

Post-test

This graph shows how the males did on the pre and post-test. The male class average on the pre-test was 42 percent. The male class average on the post-test was 67 percent. This shows that the males average increased 25 percent after teaching the lesson. This graph shows that the question missed most often by males on the pre-test was number 6 and10. The question missed least often on the pre-test was question 11. This graph shows that the question missed most often by males on the post-test was number 2, 4, and10. The question missed least often on the post-test was question 11.

30 25 20 13 15 10 5 0 11 0 12 11 0 0 13 8 0 0 4 0 0 12 13 7 11 16 20 17 10 0 0 4 0 0 19 14 20 21 5 3

Question Description

Number of Students with Correct Response

This chart shows how the students did on each question on the pre-test. It breaks the whole class down into how many students got a particular question right or wrong.
30 25 20 13 15 10 5 0 11 0 12 11 0 0 13 8 0 0 4 0 0 17 10 0 0 4 0 0 12 13 7 11 16 20 19 14 20 21 5 3

Question Description

Number of Students with Correct Response

This chart shows how the students did on each question on the post-test. It breaks the whole class down into how many students got a particular question right or wrong.

Uses assessment data to draw conclusions about all students through evaluation:

From the assessment gathered, I see that all students improved immensely. From evaluating the assessments, I feel confident that the students truly understand what maps are and how we can use them in our daily lives. Disaggregates data to make informed conclusions about subgroups student learning: I noticed that the students who really struggled in the post-assessment were students that missed two or more of the lessons. My ELL student missed the post-test and a few lessons. He or she is having financial problems at home and cant afford to stay at their house right now. I was pleasantly surprised at how much he or she had learned throughout this map unit for how little she was in class. I feel that I can make an informed conclusion that all my students that were here for all six lessons gained more understanding.