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TWS Standard The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. Task Analyze your assessment data, including pre/during/post assessment data summary ( ormati!e " summati!e# to determine students$ progress related to t%e unit o&'ecti!e(s#( Use !isual representations and narrati!e to communicate t%e per ormance o t%e )%ole class and t%ree (*# indi!idual students (one lo), one a!erage, and one %ig% per ormer#( Conclusions dra)n rom t%is analysis s%ould &e pro!ided in t%e +,e lection, -el .E!aluation, and /ro essional De!elopment0 section( Prompt 1n t%is section, you )ill analyze data to e2plain progress and ac%ie!ement to)ard unit lesson o&'ecti!e(s# demonstrated &y your )%ole class and t%en ocus on t%ree (*# indi!idual students (one lo), one a!erage, and one %ig% per ormer#( Whole class: 3o analyze t%e progress o your )%ole class, create a ta&le t%at s%o)s pre. and post. assessment data on e!ery student on eac% unit o&'ecti!e(s#( 3%en, create a grap%ic summary t%at s%o)s t%e e2tent to )%ic% your students made progress ( rom pre. to post.# to)ard t%e learning criterion t%at you identi ied or eac% +s%o)case0 lesson o&'ecti!e(s#( (3%ese assessments s%ould &e identi ied in your +Assessment /lan0 section#( -ummarize )%at t%e grap% tells you a&out your students$ learning in t%is lesson (i(e(, t%e num&er o students met t%e criterion#( 3%is section s%ould pro!ide an analysis o your student assessment data relati!e to student learning and meeting t%e o&'ecti!es o t%e unit( -ection s%ould include t%e ollo)ing4 Assessment ,esults 5%ole Class4 Data ta&le )it% pre. (i applica&le# and post scores ( or indi!idual students# and summarize data to include a!erage( 3%e use o a clear and accurate grap%ic to supplement your discussion (i(e(, ta&le, grap%, &ar c%art, picture o student pre/post per ormance, copy o 65L.pre/post#( Indi iduals: -elect t%ree students t%at demonstrated di erent le!els o per ormance( E2plain )%y it is important to understand t%e learning o t%ese particular students( Use pre., during, and post. assessment data )it% e2amples o t%e students$ )or7 to dra) conclusions a&out t%e e2tent to )%ic% t%ese students attained t%e unit o&'ecti!es( 8rap%ic representations are not necessary or t%is su§ion( Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, Reflection, Self-Evaluation, and Professional evelop!ent"# 3%is section s%ould report t%e results o * 1ndi!idual -tudent$s /er ormance (one lo), one a!erage, one %ig% per ormer#( -ection s%ould include t%e ollo)ing4
An analysis and discussion o t%e impact o instruction on student learning in meeting all lesson o&'ecti!es s%ould &e pro!ided( 3%is is your results section( Discussion s%ould include4 An o&'ecti!e analysis o * students$ per ormance relati!e to ac%ie!ement o selected lesson o&'ecti!e(s# (9uantitati!e data# (e(g( percentage o responses correct, : o items on a 65L, percentage o students mastering s7ills on a c%ec7list, etc(#; An o&'ecti!e analysis o * students$ per ormance relati!e to ac%ie!ement o selected lesson o&'ecti!e(s# (9ualitati!e in ormation# (i(e(, class/indi!idual dispositions or attitudes to)ard t%e content, participation/e ort, actors associated )it% instructional space, etc(#( Student -tudent 1 (A!erage /er ormer# -tudent > -tudent * -tudent 4 -tudent @ -tudent 6 (Lo) /er ormer# -tudent ? -tudent < -tudent = -tudent 1B -tudent 11 -tudent 1> -tudent 1* -tudent 14 -tudent 1@ (Cig% /er ormer# -tudent 16 -tudent 1? -tudent 1< -tudent 1= -tudent >B -tudent >1 -tudent >> Pre-Assessment !" correct# <6 =* =6 =6 =* @@ =* =6 1BB =< <= <B <= =* =6 =6 <4 =1 <4 =< AB-EA3 AB-EA3 Post-Assessment !" correct# =4 => =? =6 =6 6< AB-EA3 =1 =? =6 =< <* <B =@ =< =6 <= <= =* =* =6 <>
Post-Assessment =1(4 =4 =6 *B
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Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14
Pre-Assessment Post-Assessment
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3%e a&o!e ta&le and c%art &ot% display pre and post assessment data or t%e >> students present or my instructional unit on multiplication( 3%e ra) data rom t%e pre.assessment indicates t%at 6BD o t%e students %ad an A (=*.1BBD#, >BD o t%e students %ad a B (<@.=>D#, 1@D o t%e students %ad a C (?@. <4D#, BD o t%e students %ad a D (?B.?4D#, and @D o t%e students %ad an E (F?BD#( 3%e mean or t%e pre.assessment data )as =B(*D correct( 3%e median o t%e data set )as =*D, )%ile t%e mode or t%e set )as =6D( 3%e range o t%e set )as a )ide range o 4@( ($t should be noted that two students were absent the day the pre-assess!ent was %iven"# 3%e ra) data rom t%e post.assessment does not demonstrate muc% gro)t% on t%e sur ace( 3%is data indicates t%at 6>D o t%e students %ad an A (=*.1BBD#, 1=D o t%e students %ad a B (<@.=>D#, 14D o t%e students %ad a C (?@.<4D#, BD o t%e students %ad a D (?B.?4D#, and @D o t%e students %ad an E (F?BD#( 3%e mean o t%is data set )as =1(4D correct, )%ile t%e median )as =4 and t%e mode =6( 3%e range o t%is data set )as *B( 3%ese num&ers s%o) !ery little c%ange o!erall rom t%e pre.assessment results( 1 one )ere to loo7 deeper, %o)e!er, gro)t% can &e disco!ered( 6B D o students increased t%eir percentage score or remained constant rom pre. to post.assessment( *BD o students increased &y more t%an > percentage points( 3%e mean increased &y 1(4D )%ile t%e range decreased rom 4@ to *B( ($t should be noted that the two students that did not ta&e the pre-assess!ent did ta&e the post-assess!ent"# *@D o t%e students decreased t%eir percentage score rom pre. to post. assessment( 4*D o t%ose t%at decreased, %o)e!er, %ad an A on t%e pre.assessment and a slig%tly lo)er A on t%e post.assessment( 3%ey still demonstrated understanding on t%e post.assessment despite decreasing in percentage correct( 3%e largest increase )as o&tained &y -tudent :6( Ce increased &y 1* percentage points; %o)e!er, %e increased rom @@D to 6<D( 3%e largest decrease )as o&tained &y -tudent :1*( -%e decreased &y = percentage points rom <=D to <BD( G!erall, t%e class really seemed to demonstrate an understanding o multiplication &ased on t%e results o pre. and post.assessment data presented in t%e a&o!e ta&le and c%art( Indi iduals: 1t is important to analyze student per ormance care ully( Gne )ay to do t%is is to e2amine students t%at demonstrate di erent le!els o per ormance on t%e gi!en tas7( 1t is important to understand )%at caused t%is di erence in per ormance( 5as it due to an instructional decisionH 5as it due to t%e student$s attitude t%at dayH 5%y )as instruction more e ecti!e or one student &ut not t%e ot%erH 3%ese are t%e types o 9uestions t%at need to &e ans)ered to properly re lect on student per ormance to impro!e instruction or t%e uture( 1 per ormance di erences )ere due to actors under t%e control o t%e teac%er, t%is s%ould &e understood and impro!ed upon or t%e ne2t lesson( 3%e ultimate goal is to %a!e all students per orming at t%e %ig%est le!el( 3%e t%ree students t%at 1 %a!e c%osen to more closely analyze or t%is assessment are -tudent :1@ (%ig% per ormer#, -tudent :6 (lo) per ormer#, and -tudent :1 (a!erage per ormer#(
Student '() !high performer# scored =6D on t%e pre.assessment (see attachment 6.0#, and %e scored =<D on t%e post.assessment !see attachment 6.2#( Bot% scores or t%is student )ere a&o!e t%e class a!erage, and %is post.assessment score )as tied or t%e %ig%est &y any student in t%e class( 3%is student
%as consistently demonstrated a cogniti!e a&ility ar a&o!e most students at t%is time in t%eir li!es( 5%ile %e is not al)ays acti!ely engaged in lessons, %e is al)ays a)are o )%at )e are )or7ing on and is al)ays ready to accurately ans)er 9uestions o ered up &y t%e teac%er( 1 &elie!e %e %as ully ac%ie!ed t%e unit o&'ecti!e o understanding multiplication( Cis understanding %as e2tended to a conceptual understanding o t%e content presented(
Student '6 !lo* performer# scored @@D on t%e pre.assessment !see attachment 6.3#, and %e scored 6<D on t%e post.assessment !see attachment 6.5#( Bot% o t%ese scores )ere ar &elo) t%e class a!erage and )ere actually outliers or t%e t)o sets o data( 3%e closest score to %is on t%e pre.assessment )as *@ percentage points %ig%er (<BD#, and t%e closest score to %is on t%e post.assessment )as >> percentage points %ig%er (<BD#( 3%is student %as di iculty remaining ocused on a daily &asis; %o)e!er, %e o ten s%o)ed engagement t%roug%out t%ese mat% lessons( Ce e!en s%o)ed 7no)ledge o t%e content during ormati!e assessments suc% as class discussion and guided practice( Based on past e2perience )it% t%e student, 1 7no) %e %as trou&le remaining ocused on a test( Cis attention span is s%ort, and %e is easily distracted( G ten times t%e results o %is assessments %a!e not matc%ed t%e 7no)ledge t%at %e %as demonstrated t%roug%out a gi!en lesson( Ce cannot e2press )%at %e truly 7no)s, and it is rustrating or &ot% student and teac%er( Erom t%ese results, it seems t%at %e %as not reac%ed t%e unit o&'ecti!e o understanding multiplication( 5%ile a&le to demonstrate some understanding in small and )%ole group settings, t%is student is not capa&le o applying t%e s7ills and concepts &eing taug%t independently(
Student '( !a erage performer# scored <6D on t%e pre.assessment !see attachment 6.6#, and s%e scored =4D on t%e post.assessment !see attachment 6.8#( Cer score )as a&out 4 percentage points &elo) t%e a!erage (=B(*# on t%e pre.assessment, and %er score )as a&out * percentage points a&o!e t%e a!erage (=1(4# on t%e post.assessment( 3%e student demonstrated a deeper understanding t%roug% during assessments as t%e unit progressed( -%e )as a&le to demonstrate and apply t%at understanding on t%e post.assessment &y impro!ing %er score < percentage points( 3%is student o ten demonstrates %ig% potential or academic ac%ie!ement, &ut s%e does not al)ays produce )or7 to matc% t%at potential( -%e is some)%at tal7ati!e during lessons and is o ten called do)n or &eing so( Despite t%at, s%e %as a positi!e attitude to)ards sc%ool and tries to remain engaged during lessons t%roug%out t%e day( Based on t%e progress during t%e unit and t%e results o t%e post.assessment, 1 &elie!e t%is student ac%ie!ed t%e unit o&'ecti!e o understanding multiplication(