Standard IV: Analysis of Student Learning

Student
Number/Gender
1/Boy/ Struggling/SPED
2/Boy/Struggling
3/Girl
4/Girl/Advanced
5/Boy/Advanced
6/Boy/Advanced
7/Boy/Advanced
8/Girl/Advanced
9/Girl/Advanced
10/Boy/Vision
11/Girl/Advanced
12/Boy
13/Boy
14/Girl
15/Boy
16/Girl
17/Girl
18/Girl

Pre-Test

Post-Test

15%
15%
20%
30%
40%
90%
55%
70%
85%
30%
70%
65%
45%
30%
50%
40%
20%
50%

72%
69%
82%
91%
89%
97%
95%
95%
100%
89%
91%
82%
85%
82%
77%
74%
69%
85%

Graph of Class/ Sub-Groups Pre-Post Test Scores

According to the data, all students had marked improvement in their understanding
of the water cycle after the unit plan instruction.

18/Girl
17/Girl
16/Girl
15/Boy
14/Girl
13/Boy
12/Boy
11/Girl/Advanced
10/Boy/Vision

Post-test

9/Girl/Advanced

Pre-test

8/Girl/ Advanced
7/Boy/Advanced
6/Boy/Advanced
5/Boy/Advanced
4/Girl/Advanced
3/Girl
2/Boy/Struggling
1/Boy/Struggling/SPED
0%

20%

40%

60%

80%

100%

120%

Analysis of Data

As mentioned above all of the students showed improvement and learning gains from the
pre-test to the post-test including struggling students. During the unit plan instruction each
lesson had formative assessments that aligned with each lesson objective. From these formative
assessments I was able to gather evidence along the way that supported that my students were
ready to successfully move on in the unit instruction. The positive assessment data was
encouraging evidence that learning goals and objectives had been met during unit instruction.
The assessment instrument I used for the pre-test and post-test aligned to the state
standards. I used the unit assessment to create, through backwards design, my unit and lesson
plans. I created the formative assessments in each lesson based upon the objectives and student
need. I used graphic organizers, investigations, and oral presentation to determine student
learning throughout.
I determined from the data that even the advanced learners benefited from instruction.
Every student made learning gains from the unit instruction. Through pre-test data analysis a few
advanced learners scored high on the pre-test most scored average or below. The pre-test data
helped me to assess which advanced learners could use extension activities on the water cycle
along with the general unit instruction. Advanced student #11 was one of the advanced learners
that was provided extension activities. Both struggling students made marked improvement. I
found it interesting that the struggling learner #1 that receives special education services
performed better than struggling student #2 that does not receive these services. After reviewing
the assessment data analysis this may be enough evidence to make the referral for SPED services

for struggling student #2. Student #10 also showed strong learning gains from the pre-test to the
post-test. This evidence confirms that his vision struggles were not an issue with content
understanding; and that the enlargement of the worksheets, and handouts at 129% was an
effective accommodation made for their learning success. Most students struggled with questions
20 -24 these questions asked on the post-test required them to interpret a graph in order to
answer the question correctly. From this discovery I feel I should include in my unit lessons
opportunities for instructions how to read and interpret a graph correctly.
In conclusion, I am pleased with the overall success of all the students gaining more
knowledge about the water cycle and its processes on Earth. For those struggling students that
did not meet the passing criteria of 75% on this assessment; re-teaching for these students will
take place in the subject areas that are not clearly understood.