TWS 5 Prompt: In this section, you will analyze data to explain progress and achievement toward "showcase" lesson

objective(s) demonstrated by your whole class and then focus on three (3) individual students (one low, one average, and one high performer). Whole Class: The table below shows the pre and post test scores for all 24 of my students. Student 1 2 1 3 3 4 2 5 1 6 2 7 1 8 (Average Performer) 1 9 1 10 2 11 3 12 (High Performer) 2 13 2 14 15 16 (Low Performer) 1 17 0 18 19 20 2 2 2 1 2 3 3 1 2 0 2 3 1 2 3 3 2 3 3 2 1 2 3 1 Pre Assessment Score 2 1 Post Assessment Score 3 2

21 0 22 2 23 3 24 Overall, I think my students did well on these assessments. They had never seen this material before, and they were all actively engaged in the lesson. Thats all I could ask for from them. They were interested and they tried. A couple of them, however, did nothing. One student, in particular, did not write down anything even after I prompted him with questions and gave him the answer to one of the problems by helping him solve it. 12.5% of students scored a zero on the pre assessment. 33.3% of students scored a one, 41.6% scored a two, and 12.5% scored a three. Ideally, I would want all 24 of my students to score a 3 on the post test. But, that did not happen, which I expected. Overall, I was very pleased with the grades on the post assessment. I knew it would vary a little when I had to modify the assessment. Most of the students were really honest with what they learned and their measurements were more reasonable than the pre assessment quiz. One student, 4.1% of the students, made a zero on the post test. This student is being tested for special education accommodations and I think that could have a lot to do with this score. 16.6% of students scored a one, 37.5% of students scored a two, and 41.6% of students scored a three. That was great improvement from the pre test. Individuals: I chose three students, a low performing, average performing and a high performing, to analyze their learning during the activity. I chose these before the lesson because I had seen them in different content areas more often than in math. This gave me the chance to see how well they did in math and how it compared to other subjects. Student 16 Low performer Student 8 Average performer Student 12 High Performer Student 16 scored a zero out of three on the pre assessment and a one out of three on the post assessment. As I said earlier, this student is being tested for special education. I chose this student because I know he is capable and thrives when he is able to do hands on activities. I watched him during the activity and he was actively engaged, measuring each of the inventions. He was smiling and talking to his peers, on task. After the lesson, I looked at his chart and it was filled in, correctly, so I knew he understood the directions and his conversions were acceptable. It really disappointed me that he didnt try on either of the assessments. Student 8 scored a one out of three on the pre test and a three out of three on the post test. On the pre test, this student gave me two different heights but did not label the units. On the post test, this 3 2 1

student made a complete turnaround. When I received their paper, it was filled with measurements that were labeled and they had written at least two sentences for each of my other questions. His measurements were spot on to what he measured, none of them being unreasonable. He got everything correct on the post assessment. Student 12 scored a three out of three on the pre assessment and a three out of three on the post assessment. When I asked the students what they knew about measurements and conversions at the beginning of the class, she gave me a good answer and a sentence she used to remember the conversions. I knew at that point that she had retained this information from somewhere outside of the classroom. This child is also in the Gifted and Talented Program, so maybe she learned it from there. She gave me complete answers on both assessments and none of her measurements were unreasonable, even in the pre assessment.