TWS Standard 6

Teacher Work Sample Standard 6 Anthony DeSantis October 20, 2013 EED/495 Debi Stewart

TWS Standard 6 Teacher Work Sample STANDARD 6 Analysis of learning results The students were assessed in a multitude of formats. Formal assessments were evaluated from the social studies packet that the students filled out throughout the unit. A whole group summative assessment was done in a traditional paper/pencil format. The voting process posed as an additional summative assessment in a performance format. Results from both formative and summative assessments displayed a variety of information about how specific subgroups of students responded to the unit. WRITING SELECTION One of the formal assessments assigned was for the students to produce an opinion piece for a newspaper. The objective for the writing was for the students to develop a sense of persuasion in their writing. Students with higher reading levels were able to perform better than those who struggled in reading. A correlation between sentence fluency, handwriting, and quality of work coincided with the students ability to read. When analyzing the subgroups of students,

TWS Standard 6 this student teacher observed that the higher grades were given to the population of girls. The

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ratio of boys to girls is about 2.5 to 1.

Throughout the unit, this student teacher observed

the role of gender while the students worked in their collaborative groups. Once the campaign teams were assigned, the students job was to fill out the information sheet about their teams. Each team had at least one girl in the group. It was the girls that took the leadership role upon initial meeting. Their role as leaders continued during the unit. The scores from the girls are a direct result of having leadership in the group and then having the ability to form adequate work. THE WRITTEN SUMMATIVE ASSESSMENT

TWS Standard 6 The last day of the social studies unit required the students to take a formal written assessment on the material and concepts that were taught during the election process. This student teacher focused on the role of racial diversity and learning. Each student was exposed to the same material. Reviews for the summative assessment were given several times. The results from the written assessment shown below revealed that a gap between diverse subgroups of students.

Assessment Results Based on Racial Diversity Class: 22 students Caucasian: 12 African American: 8 Hispanic: 1 Indian: 1

TWS Standard 6
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The bar graph above states the number of students who received a score within the marked percentage scores on the assessment. Information based on small group of students does not provide an accurate statement on how students with diverse background perform, but this student teachers knowledge students in each group, would have predicted a similar outcome. Based on other assessment scores in other subject areas, the African American students in the classroom perform lower when scaled within a percentage. Individual Results Although the results from the written assessment show that the African American students scored lower, one of the top performing students in the class falls in that subgroup of students. One of the lower performing students in the class is Caucasian, which alters the information simply based on race. The African American girl student is a leader in any type of group driven assignment. Her ability to relay information to peers is often used during instruction as a model for other

TWS Standard 6 students. During the social studies unit, this student found deep interest in the subject of politics. This student teacher observed her role as a leader and gave the student extra duties to perform within her campaign team. A lower performing Caucasian boy student struggled among other students in his group. The challenge for this student was keeping up with the others and feeling that he was contributing quality work. This student teacher assigned the role of presentation to him so he was noticed for his ability to perform verbally as opposed to focusing on his struggle to read and write.

PERFORMANCE ANALYSIS Once the formal assessments were completed students were able to apply their knowledge of the voting process by performing a mock election. Each student stood in line and followed a procedure. The students were excited by the process and felt official as they cast their vote for their favorite candidate. Each student was able to perform the procedures accurately and it was observed that valuable information aligned with real world application was learned from the social studies unit.

TWS Standard 6