6. Analysis of Student LearningUnit (LO 4.1 & 4.

2) (APS 3 & 7)
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
(formative & summative) to determine students progress related to the unit objective(s).
Use visual representations and narrative to communicate the performance of the whole
class and three (3) individual students (one low, one average, and one high performer).
Prompt
In this section, you will analyze data to explain progress and achievement toward the unit
lesson objective(s) demonstrated by your whole class and three (3) individual students
(one low, one average, and one high performer).

Whole class:
To analyze the progress of your whole class, create a table that shows pre- and postassessment data on every student for each unit objective(s). Then, create a graphic
summary that shows the extent to which your students made progress (from pre- to post-)
toward the learning criterion that you identified for your unit lesson objective(s). (These
assessments should be identified in TWS section 4 - Assessment Plan). Summarize what
the data table and graphical summary reveal about the impact the interventions had on
student learning.
This section should prove an analysis of your student assessment data relative to student
learning and meeting the objectives of the unit. Section should include the following:
Assessment Results Whole Class:
Data table with pre (if applicable) and post scores (for individual students) and
summarize data to include average.
The use of a clear and accurate graphic to supplement you discussion (i.e. table,
graph, bar chart, picture of student pre/post performance, copy of KWL pre/post
chart).

Pre-Assessment Table
(Anecdotal Records)

Student #

Did they
know what a
good was?

Did they
know what a
service was?

1 (Average)
2
4
5
6
7
8
9
10
11
12
13
15 (Above Average)
16
17
18
19 (Below Average)
20
21
22

No
No
No
No
No
No
Yes
No
No
No
No
No
No
No
No
No
No
No
No
No

No
Yes
No
Yes
No
No
No
No
No
No
No
Yes
Yes
No
Yes
No
No
Yes
No
No

Could they
give an
example if
they did know
what either
one is?
N/A
Yes
N/A
Yes
N/A
N/A
Yes
N/A
N/A
N/A
N/A
Yes
Yes
N/A
Yes
N/A
N/A
Yes
N/A
N/A

Did they
know the
value of
each coin?

No
No
No
No
No
No
No
No
No
No
No
Yes
Yes
No
No
No
No
Yes
No
No

The majority of the class did not know what either a good or service was. Five percent of
the class knew what a good was, which means ninety-five percent of the class did not
know what a good was. The five percent that did know what a good was, were able to
give an example of a good. Thirty percent of students were able to define what a service
was which means that seventy percent of the student did not know what a service was of
that thirty percent all were able to give an example of a service.

Graphics for Data in Table:

Did they know what a good was?

21; 5%

7; 95%

Did they know what a service was?

30%
70%

Post Assessment Table

(Worksheet)

Student #

Did they
know what a
good was?

Did they
know what a
service was?

1 (Average)
2
4
5
6
7
8
9
10
11
12
13
15 (Above Average)
16
17
18
19 (Below Average)
20
21
22

Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes

Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

Could they
give an
example if
they did know
what either
one is?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
N/A
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

Did they
know the
value of
each coin?

Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes

After the post assessment ninety-five percent of students were able to define what a good
and service were and give an example of each.

Goods and Services Post Assessment

5%

95%

Individuals:
Select three students that demonstrate different levels of performance. Explain why it
is important to understand the learning of these particular students. Use pre-, during,
and post-assessment data with examples of the students work to draw conclusions
about the extent o which these students attained the unit objectives. Graphic
representations are not necessary for this subsection. NOTE: You will provide
possible reasons for why you students learned (or did not learn) in this next section.
This section should report the results of 3 individual students performance (one low,
one average, and one high performer). Section should include the following:

An analysis and discussion of the impact of instruction on student learning in

meeting all lesson objectives should be provided.

Quantitative Data:
The post assessment for this unit was the students had to be able to tell me what a good
and service was. Since a major part of this unit was learning about money, the student
also had to be able to tell me how much each coin is worth. The students had the option
of writing the amount in dollar form or cent form. Below is data on each student base on
the number they go correct.

Student

Number of Questions
Correct Out of Seven

Percentage Correct

Below Average

71%

Average

100%

Above Average

100%

Qualitative Information:
Below Average Student: This student has a very hard time staying focused. Her
neighbors often distract her, which is why half way through the unit I rearranged the
room and moved her away from her friends. I have noticed this student seems to enjoy
math more than she does any another subject. Math is during the second part of our day,
after lunch, and I have noticed she pays more attention during the afternoon. I think the
goods and services concept was difficult for her to grasp. As you can see her answer was
things that grown on a farm. Things that grow is something we talked about and I think
she overgeneralized and forgot the second part of the definition.
Average Student: This student is right on grade level in reading and she really loves
learning. She is very curious and likes to ask questions. I think this is why this student
was so successful during this unit. This student loves to talk and often gets distracted as
well but during this unit and the lessons she was very excited and interested in the content
we were learning.
Above Average Student: This student loves any subject in school as well. Although this
student is well above grade level in reading, he does the bare minimum. Throughout this
unit I noticed that he likes to do things but only what is asked and not too much more
than that. Looking at the work samples I have attached below you can see that my
average student put how many of each coin it takes to make a dollar, which is very
impressive, but this student does only what I asked him to. There is nothing wrong with
that because clearly, it is working for him but I would like to see him try a little harder
because I know he could do so much more.

Student Work Examples: (Post Assessment)

Below Average Student:

Average Student:

Above Average Student: