Standard

IV:
Analysis of Student Learning

Student Performance Assessment

According to the Habitat pre and post-assessment, I can acknowledge that many students did
improve their understanding regarding habitats and living things. As I assessed the pre-test,
52% of students came in with at least 80% knowledge of habitats and living things, according to
their pre-test. In regards to the post-test, 90% of students left with at least 90% knowledge of
habitats and living things. Figure 1 represents students results regarding the habitat pre and
post-test. Students are able to receive up to 12 points, or 100% on both tests. According to the
graph, the total out of 10 points is recorded on the x-axis and the students number is recorded
on the y-axis.

12
10
8
Pre-Test

Series 2

4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Figure 1

Student 6 is an advanced student in our class. She is not considered GATE, and has not been
tested, but overall she exceeds in her schoolwork. She entered this habitat/living things unit
with a great amount of knowledge. She received a 9 out of 10 on the pre-test. The only
question that she missed was in regards to what a habitat actually is. She answered that a
habitat is, shelter and space, the answer was all of the above meaning a habitat is, shelter,
space, air, water, and food. On the post-test she did receive 100% by answering 10 out of 10
questions correctly.
Student 14 is an English Language Learner (ELL) student in our class. He tries his best
academically, but is in our lower student-groups in both reading and math. (These
math/reading groups are based on assessments given throughout the school year) He is pulled
out for Imagine Learning 2-3 times a week for a half hour. On the pre-test he answered 5 out of
10 questions correctly. He did not understand what living things need, what does a habitat
mean, what it means to adapt, as well as what it means to migrate. He also did not know what
animals use to help them fight, hide, or get out of danger. According to the post-test, he
answered 9 out of 10 questions correctly. He improved by 40%. The question he did not

answer correctly was, what does it mean to adapt. He did answer this question incorrectly on
the pre-test as well.
Student 16 has a Speech IEP and is in our lowest reading and math groups. (These
math/reading groups are based on assessments given throughout the school year) She has not
reached 2nd grade reading level, which is a level 24. She is on a reading level of 14. This student
does receive leveled literacy interventions 4 days a week for a half hour. Also, she is pulled for
Speech once a week for a half hour. According to the pre-test, she answered 7 out of 10
questions correctly. She did not answer the following questions correctly: what does a habitat
mean, the desert is home to which animals, and what do animals use to help them fight, hide, or
get out of danger? On the post-test she received 100% by answering 10 out of 10 questions
correctly. She improved by 30% according to these assessments.
Figure 1b indicates the comparison of the whole class average compared to student 6, 14, and
16. The blue bar represents the score on the pre-test and the red bar represents the score on
the post-test. As you can see, student 6 and 16 exceeded the scores of the class average in
regards to both the pre-test and post-test. Student 14 received a lower score on both the pre-
test and post-test than the class average.
12
10
8
6

Pre-test
Post-test

4
2
0
Class Average

Student 6

Student 14

Student 16

Figure 1b

Whole Class Analysis
I gave the students a pre and post-test for the habitat and living things unit. Both assessments
were the exact same and where given in the same classroom environment.
Figure 2 represents the pre-test. The green indicates questions answered correctly, and the red
indicates questions answered incorrectly. The highest score was 10 out of 10, student 7s score.

The lowest score was student 8 who received 2 out of 10. Question 5 was answered incorrectly
by the most students, 16 students. There was no question that was answered correctly by
every student.

Question Question 2
1

Question
3

Question
4

X

X


X
X


X


5

X

X


X









X


X


5

Habitat
and
Living
Things
Unit

Pre-test
results

Student

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21


Total
missed

X


X

X


X


X
X
X

X


X


9

Incorrect:
Figure 2

Question 5 Question
6

Question
7

X
X
X


X
X

X
X

X



X


X


10

X
X

X



X
X
X
X
X
X
X
X

X
X
X
X
X


16

Correct:

X









X





2

Question Question
8
9

Question
10

Score
out of
10

X









X





2

X







X

X





3

X
X



X

X


X


X


6

X
X


X
X
X

X

X
X


8

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

Figure 3 indicates the results from the post-test. The results of the post-test specify that all
students improved on their post-test; no students lowered their score from the pre-test. All 21
students answered questions 3, 7, and 8 correctly. One or two students missed questions
1,2,4,5,6,9, and 10. Out of 21 students, 17 students received 100%. One student received the
lowest score of 50%. One student received 70% and two students received 90%.

Question Question 2
1

Question
3

Question
4

Question 5 Question
6

X














1

X





X








2

X


1

Correct:

Habitat
and Living
Things
Unit

Post-
test

Student

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

Total
missed:

X














1

Incorrect:
Figure 3

X

1

Question
7

Question
8

Question Question
9
10

Score
out
of 10

X












X

2

X












X

2

10
10
10
10
10
10
10
5
10
10
10
10
10
9
10
10
10
10
10
9
7

Sub-Group Analysis
Gender Scores
Figure 4 and 5 indicate the difference between what the girls and boys scored on the pre-test.
The amount of students who received the score is indicated on the x-axis and the scores are
indicated on the y-axis. One boy did receive 100% on the pre-test. The lowest score on the pre-
test for the boys was 2 out of 10, or 20%. Most girls received 8 or 7 out of 10 on the pre-test.
The lowest score for the girls was a 0 out of 10.

Boys Score on Pre-test

4
3
2
1
0

Boys Score on Pre-test

1 out of 2 out of 3 out of 4 out of 5 out of 6 out of 7 out of 8 out of 9 out of 10 out of
10
10
10
10
10
10
10
10
10
10

Figure 4

Girls Score on Pre-test

4
3
2
1
0

Girls Score on Pre-test

1 out of 2 out of 3 out of 4 out of 5 out of 6 out of 7 out of 8 out of 9 out of 10 out of
10
10
10
10
10
10
10
10
10
10

Figure 5

Figure 6 and 7 indicate the boys and girls post-test results. The x-axis indicates the amount of students
who received a score and the y-axis indicates the score. Both boys and girls improved the test results
since the post-test. Out of 9 boys, 7 boys received 100%. The lowest boy score was 5 out of 10 on the
post-test. Out of 13 girls, 11 received 100% on the post-test. The lowest score for the girls was 7 out of
10.

Boys Score on Post-test

8
6
4
Boys Score on Post-test

2
0
1 out of 2 out of 3 out of 4 out of 5 out of 6 out of 7 out of 8 out of 9 out of 10 out of
10
10
10
10
10
10
10
10
10
10
Figure 6

Girls Score on the Post-test

15
10
5
0

Girls Score on the Post-test

1 out of 2 out of 3 out of 4 out of 5 out of 6 out of 7 out of 8 out of 9 out of 10 out of
10
10
10
10
10
10
10
10
10
10

Figure 7

Figure 8 represents the breakdown of ELL students scores compared to the class average
scores. The class average pre-test score was 6.8 out of 10 questions answered correctly. The
class average post-test score was 9.5 out of 10 questions answered correctly. Student 14 had
the lowest pre-test score of all the ELL students. Student 10 did have a higher post-test score
than the class average; he received 100%. Student 14 and 20 received a lower post-test score
than the class average.
12
10
8
6

Pre-test

Post-test

2
0
Class Average

ELL Student 10

ELL Student 14

ELL Student 20

Figure 8

Figure 9 represents a comparison of the class average scores and the advanced student in our
class. The advanced student did receive a higher score in both the pre-test and post-test in
comparison with the class average. He did receive 7 out of 10 on the pre-test and 10 out of 10
on the post-test.

12
10
8
6
4
2
0

Pre-test
Post-test

Advanced Student

Class Average

Figure 9

Figure 10 represents the comparison of students with speech IEPs and the class average.
Student 1,4,16, and 21 all have speech IEPs. As you can see, student 1,4, and 16 received both
higher scores on the pre and post-test than the class average. Student 21 received lower scores
than the class average. She received a 3 out of 10 on the pre-test, and a 7 out of 10 on the post-
test.
12
10
8
6
4
2
0

Pre-test
Post-test
Class Average

Student 1

Student 4

Student 16

Student 21

Figure 10

How evidence from the assessments supports or contradicts pre-assessment findings

As I assessed the pre-test, I realized many students did not have an understanding in
regards to what migration includes. Almost all students who answered in incorrectly answered
that migration means to sleep through the winter. As I assessed my pre-test I knew that
migration was a concept that we needed to focus on and correct any misconceptions students
had. Also, many students did not understand what it means to adapt. Those who answered
question 4 incorrectly answered that adapt means to stay the same. Obviously students did not
have an understanding of adaptation. As I taught this lesson I made sure to make connections
to students and their lives. We discussed different ways that animals adapt, and we even
connected it to migration (which was a concept students needed exposure to). Overall, on the
post-test only two students missed this question. Also, many students did not know what a
habitat includes. They did not understand that a habitat needs air, water, food, shelter, and
space. Throughout the unit we discussed and referred to what a habitat needs in every lesson,
so the students would get multiple exposures to this concept. On the post-test only one student
missed this question. As I was assessing students understanding through formative

assessment, I was able to see students progress and solidification with concepts. Throughout
formative assessment, I realized how important it was to make connections between pre-taught
concepts and concepts I was still teaching. By doing so, it helped bridge any gaps. Overall, post-
assessment results seemed accurate. I was able to accurately compare students progress from
the pre-test to the post-test, because both assessments were the same. All students test scores
improved on the post-test. In regards to the questions concerning migration, adaptation, and
habitat, overall all students answered these questions correctly on the post-test besides one or
two students. Their overall understanding of habitat and living things improved.
Discuss the assessment instruments to determine the validity of questions used to
measure learning.
The pre and post assessment include 10 questions regarding animals of the Tundra, Desert,
Ocean, and Rainforest habitats. It also includes questions regarding what a habitat is, what
living things need, how animals survive, and how they adapt. These assessments were valid,
because they assessed students understanding and learning. They are also a common
assessment developed by the district and used in second grade classrooms.
Lesson 1 included the pre-assessment as a form of pre/formative assessment. We also created
a needs of living things foldable as a form of formative assessment. Students were able to
show their knowledge by creating a foldable that indicated the needs of living things, and why
they are needs. This form of assessment is valid because it aligns with the unit plan and the
core standards that students need to achieve.
Lesson 2 included a form of formative assessment. The formative assessment included
students creating a rainforest mural. They labeled the different layers of the rainforest and
included animals that would live in each layer of the rainforest. This assessment is valid
because it aligns with the lesson and objective, as well as the pre and post-test.
Lesson 3 has a form of formative assessment that includes a desert animal graphic organizer.
Students learned about different desert animals and their characteristics. Along with learning
about these animals they learned about the desert habitat characteristics. This assessment is
valid because it aligns with core standards that students need to achieve.
Lesson 4 has a form of formative assessment that includes an ocean booklet that students
completed. As they completed the ocean booklet they were able to learn about the ocean
habitat and the different animals and plants that they could find there. This assessment is valid
because it aligns with their pre and post-test.
The formative assessment for lesson 5 included an arctic tundra animal scene. Students read a
story about the arctic tundra habitat and animals that they could find there. Along with reading
about the animals, they read about their characteristics. As they read the story, they created an
art scene. They were able to incorporate arctic tundra animals and labeled their characteristics.
This assessment is valid because it aligns with the core standards and pre/post-test.
Lesson 6 has a formative assessment that includes a wetland habitat graphic organizer.
Students watched a movie regarding the wetland habitat. Then they created a graphic
organizer, which included a picture of the wetland habitat and a description. They also chose 2

animals to draw and described these animals and how they survive in the wetland habitat. This
assessment is valid because it is aligned with the lesson and objective.
The formative assessment for lesson 7 included an animal adaptation worksheet. Students
learned about different ways that animals adapt, which included migration. They read about
these adaptations and then wrote about how these adaptations have helped animals to survive.
This assessment is valid because it is aligned with the core standards that students need to
achieve, as well as the pre and post-test.
Analysis of Learning on Various Assessments-Student 6
In regards to lesson 1, student 6 was able to achieve a perfect score of 10 out of 10. She was
able to list the 5 needs of living things. She also correctly described why each of these was a
need and drew a picture along with her description. Overall, this shows me that she met the
lesson objective.
In lesson 2, student 6 also received a score of 10 out of 10. She was able to correctly label the
layers of the rainforest. She also included the different animals we learned about in each
rainforest layer. This shows me that she met the lesson objective.
In lesson 3, she received a score of 12 out of 12. She correctly described two characteristic of
each desert animal we learned about and how they are able to live in the desert. Along with her
description, she included a picture of each animal. This assessment indicates that she met the
lesson objective.
According to lesson 4, she received a perfect score of 12 out of 12. She correctly completed her
ocean booklet, which incorporated ocean animals and the ocean habitat. This shows me that
she met the lesson objective.
In lesson 5, she received a 9 out of 10 on her assignment. She created an arctic tundra scene
with the correct animals and she did label their characteristics. She missed one point, because
it is hard to read her characteristics that she wrote.
In regards to lesson 6, she received a score of 10 out of 12. She had correctly chosen two
animals that live in the wetland habitat and wrote a description of how these animals survive in
the wetland habitat. She did draw a picture of the wetland habitat, but she missed points,
because she did not write a description of the wetland habitat.
Lastly, according to lesson 7, she received a score of 12 out of 12. She correctly wrote about
animals and their adaptations that help them survive in their habitat. Overall, she met the
lesson objective.
Analysis of Learning on Various Assessments- Student 14
According to lesson 1, this student received a score of 10 out of 10. He correctly labeled the
needs of living things, as well as describing why these are needs and drawing pictures of them.
Overall, this shows me that he met the lesson objective.

In lesson 2, student 14 received a score of 10 out of 10. He correctly labeled the layers of the
rainforest, as well as including different animals that can be found in each rainforest layer.
Overall, this shows me that student 14 met the lesson objective.
Student 14 received a score of 12 out of 12 in regards to lesson 3. He correctly described two
characteristics for each desert animal he read about. He also drew pictures of each desert
animal. Overall, this shows me that he met the lesson objective.
According to lesson 4, student 14 received a score of 12 out of 12. He correctly completed his
ocean booklet as he learned about the ocean habitat and animals found there. Overall, this
shows me he met the lesson objective.
Student 14 was absent for lesson 5.
In regards to lesson 6, student 14 received a score of 10 out of 12. He correctly drew a picture
of the wetland habitat, as well as drew a picture. He did draw two wetland animals, but he only
described the characteristics of one animal, not both.
Lastly, student 14 received a score of 11 out of 12 on his lesson 7 assignment. He correctly
wrote about the animals and their adaptations, but he missed 1 point, because he forgot to
write the name of one animal.
Analysis of Learning on Various Assessments- Student 16
According to lesson 1, student 16 received a score of 10 out of 10. She was able to correctly
label the needs of living things. She also described how these are needs of living things and
drew a picture. This shows me that she met the lesson objective.
In lesson 2, student 16 received a score of 10 out of 10. She correctly labeled the layers of the
rainforest. Also, she included animals that would be found in each of these layers. This shows
me that she met the lesson objective.
Student 16 was absent for lesson 3.
In regards to lesson 4, student 16 received a score of 12 out of 12. She correctly completed her
ocean booklet by learning about the ocean habitat and animals found there. This indicates that
she met the lesson objective.
In lesson 5, student 16 received a score of 8 out of 12 on her arctic tundra scene. She included
the correct arctic tundra animals. She did label the characteristics of the arctic tundra animals,
but on two animals, she did not go into depth about how these characteristics help the animal.
According to lesson 6, student 16 received a score of 12 out of 12. She correctly drew a picture
of the wetland habitat and described it. She also drew two wetland animals and described their
characteristics that help them live in the wetland habitat. This shows me that she met the
lesson objective.

Lastly, in lesson 7, student 16 received a score of 12 out of 12. She correctly wrote about
different animals and their adaptations that help them to live in their habitat. Overall, this
shows me that she met the lesson objective.