1 Teacher Work Sample: Analysis of Student Learning

Analysis of Student Learning:

From the Pre and Post assessment I can see that Mrs. Stallards fourth grade class
improved in their understanding of the water cycle. This assessment is in appendix A.
Throughout this unit I chose to take a closer look at three of my students work. I chose to
analyze and synthesize the work of Bailey, Jalon and Cole F. I would have chosen my ELL
student but he was absent from a majority of this unit due to a health situation with his family.
The first student, Bailey, has not been tested for the gifted and talented, but is extremely
intelligent. She is a student that always tries her best. She is reading on a sixth grade level and
exceeds in all areas. On the pre- assessment Bailey scored 30 out of the 35 points possible
(86%). She remembered what she was taught before on the water cycle from second grade. She
missed a question that asked her to read a graph to find the answer. She also missed how water
changes forms. She missed a question on collection. Although she scored high on the pre
assessment, she did in fact improve on the post assessment. On the post assessment she scored 34
out of the 35 points possible (97%). One the post assessment she missed a question she had
gotten right on the pre assessment. This question required the student to use a graph to determine
what the temperature of water was doing at melting.
The second student, Jalon, is in special education. He is pulled out numerous times a day.
He has an IEP (Individualized Education Plan) for reading, writing, and math. His IEP is not
available to me. He recently suffered a loss in the family. He has had a hard time adjusting to
school. My mentor and I have observed that he has regressed dramatically. Jalon read on a third
grade level. On the pre assessment Jalon received a 12 out of the 35 points possible (34%). The
test was read to him. Jalon missed quite a few on the different stages of the water cycle and also

2 Teacher Work Sample: Analysis of Student Learning

the questions requiring him to use a chart or graph to read. Throughout the unit I accommodated
for him. He did improve dramatically on the post assessment, scoring a 34 out of the 35 points
possible (97%). The only question he missed on the post was how water vapor changes to water.
This surprised me that he missed this question. I did pull him back after to see if he could explain
this and he could. I was very pleased with his improvement.
The thirst student, Cole F., is on grade level in all areas besides reading. He is
approaching in reading. He is very talkative and has a hard time paying attention during class. He
loves to draw. My mentor and I are constantly reminding him that we cant have art all day long.
I tried to include more art in this unit for him and my other students who enjoy art. On the pre
assessment he scored a 27 out of the 35 points possible (77%). This is still very good for the pre
assessment. He missed a question that asked how water changes different forms. He also missed
the questions that applied the water cycle to wells and farmers. He missed the question that
tested his knowledge on evaporation. He also missed the question on collection. He did raise his
score drastically to a 34 out of the 35 points possible (97%). The only question he missed was
which type of rainfall would be most useful to farmers. This is the same one he missed on his pre
assessment.

Whole Class Analysis:

I gave a pre and post-assessment on the water cycle standard for fourth grade. Scores on the pre
assessment were lower than the scores on the post assessment, which isnt surprising because the
post-assessment was given after instruction of the unit. The tests were given in the same

3 Teacher Work Sample: Analysis of Student Learning

environment, with the same procedure for giving each. The tests were exactly the same. This test
is from the UEN website for this unit.
Pre-Assessment Results:
Chart 1:

Name

Anniyah
Owen
Rylee
Hadley
Marissa
River
Emma
Cole F.
Isaac
Cole H.
Sierra
Daytona
Reese
Jalon
Trinity
Scott
Damion
Beau
Bailey
Daniel
Nevaeh
Cailey
Lacey
Cypruss

Score
35 points possible
22
21
21
19
16
19
17
27
15
29
28
23
27
12
29
23
12
22
30
19
21
26
28
22

Percent

63%
60%
60%
54%
46%
54%
49%
77%
43%
83%
80%
66%
77%
34%
83%
66%
34%
63%
86%
54%
60%
74%
80%
63%

Chart 1 shows the scores of the pre assessment given for this unit. The lowest score from
the class was 34%. The highest score was 86%. No one in the class received 100%. From the

4 Teacher Work Sample: Analysis of Student Learning

data I could see that most students did not understand how water moves through the water cycle.
They were not knowledgeable of the different forms of water. The class did fairly well for this
being a pre assessment. After discussing the results with my mentor, she informed me that this is
the best she has ever had a class do on a pre assessment. I chose to go into depth with my lessons
and provide more activities because of these results.

Post Assessment Results:

Chart 2:
Science Test: Water Cycle March 24, 2015
Name

1
Most
Water on
earth

2
Energy
that

3
Change
To

10

Water

Controls

Where

How can

How does

On which

Where is

does

water

water

kind of

water

liquid,

condensa

vapor in

get into

day is

evaporati

wate

solid

tion

the air

wells?

evaporati

ng?

conden

occur in

return to

on more

the

Earth?

likely to

Refer to

occur?

table

vapor to

causes

Water

Evap.

vapor

X=wrong answer

Water

Gas,

water

X
X

X
X

Refer

table

X
X

X
X

the

ng?

cycle?
1.Anniya
h
2. Owen
3. Rylee
4.
Hadley
5.
Marissa
6. River
7.
Emma
8. Cole
F.
9. Isaac
10.Cole
H.
11.
Sierra
12.Dayt
ona

11

Where

X
X

5 Teacher Work Sample: Analysis of Student Learning

13.
Reese
14. Jalon
15.
Trinity
16.
Scott
17.Dami
on
18.
Beau
19.
Bailey
20.Dani
el
21.Neva
eh
22.
Cailey
23.
Lacey
24.Cypr
uss
Total:

X
X

13

14

15

Which

When

does

type of

does rain

heat

rainfall
would be

sun

What

from the

11

Science Test: Water Cycle March 24, 2015

Name

most

16

Predict

18

19

20
What

21

22

24
Changing

Rivers,

Example

Differen

Changing

Changing

streams,

of

happene

ce

from

from gas

from a

turn to

precipita

might

and

condensa

d to the

during

liquid to

to a

liquid to

snow?

tion are

tempera

the

a solid.

liquid.

a gas.

X
X

happen

oceans

tion

rain,

to a

are all

occurrin

ture

melting

while

point

helpful

hail, and

river

points of

g in the

to

__.

when

__

water

the ice

cycle?

was

boiling

melting?

point.

the soil

Refer to

Refer to

near it.

graph
X

graph

do?

23

what

liquid

farmer?

X=wrong answer

cause
water to

s of

When

Example

17

heavy
rains

and

soak in

1.Anniy
ah
2. Owen
3. Rylee
4.
Hadley
5.
Marissa
6. River
7.
Emma
8. Cole
F.
9. Isaac
10.Cole
H.
11.

X
X

X
X

X
X
X

X
X
X
X

6 Teacher Work Sample: Analysis of Student Learning

Sierra
12.Dayt
ona
13.
Reese
14.
Jalon
15.
Trinity
16.
Scott
17.Dami
on
18.
Beau
19.
Bailey
20.Dani
el
21.
Nevaeh
22.
Cailey
23.
Lacey
24.
Cypruss
Total:

X
X

X
X

X
X
X

X
X

Name

25
Explain why evaporation
would occur more quickly in
St. George during the
summer than in Salt Lake

18

26

27

Final Score

Give three examples of

Label the Water cycle using

what can happen to

the following Vocabulary:

precipitation after it falls

to the ground.

(5 Points)

during the winter.

(3 points Short Answer)
(3 points Short Answer)
1.Anniyah
2. Owen
3. Rylee
4. Hadley
5. Marissa
6. River
7. Emma
8. Cole F.
9. Isaac
10.Cole H.
11. Sierra
12.Daytona
13. Reese
14. Jalon
15. Trinity
16. Scott
17.Damion
18. Beau

97%
-3

-2

-2

-1

66%
74%
94%
80%
94%
83%
97%
83%
97%
83%
80%
97%
97%
86%
97%
69%
86%

7 Teacher Work Sample: Analysis of Student Learning

19. Bailey
20.Daniel
21. Nevaeh
22. Cailey
23. Lacey
24. Cypruss
Total:

-1
Missed A and B

Percent of Students who passed with 75% or higher: 92 %

Percent of Students who did not pass with 75% or higher: 8 %

Chart 2 depicts the scores of the post assessment. You can see that all the students improved
greatly on this post assessment. There were only two students who did not pass. They didnt
score below 60% though on the post assessment. The students that did not pass are in special
education and my ELL student. Normally my ELL student does quite well in science but he was
absent for most of this unit due to health issues with his family. The average score of the class on
this test was 88%. No one in the class received 100%. This surprised me but after going over the
data I can see that the questions most commonly missed were questions 4 and 20. No one
missed questions 1, 15, and 16. Question 20 can be misleading because it gives options of
temperature during the melting point which is not shown on the y axis. This cause the students to
second guess their choices. I feel that because most of the class missed this, even my high
students, that this is a bad question. I should have spent more time on graphs in the unit to
prepare them.

Chart 3:

97%
83%
83%
94%
97%
94%

8 Teacher Work Sample: Analysis of Student Learning

Chart 3 compares all of the students scores on both the pre and post assessment. It is
clear that all the students improved dramatically on their post assessment after the instruction of
the unit.
Sub Group Analysis:
Chart 4 and 5 below compares how the boys and girls did on the pre assessment. The
lowest score on the pre assessment were boys.

9 Teacher Work Sample: Analysis of Student Learning

Girls Score on Pretest

Below 50%
Below 65%
Below 75%
Below 80%
Below 85%

Chart 6 below compares how the one ELL student in my class did compared to the class
average on the pre and post assessment. His score on the pre assessment was about half as much
as the class average. Although he did not pass he did double his pre assessment score on his post.
He is going through a lot right now at home and considering that, he did well.

10 Teacher Work Sample: Analysis of Student Learning

Chart 6:
100
90
80
70
60
Pre Test

50

Post Test

40
30
20
10
0
Class Average

ELL Student

Chart 7 and 8 below compares how the girls did to the boys on the post assessment. The
lowest scores of the post assessment were in the boys graph; however they also had the most
scores above 95%. The girls all passed. Overall they both did very well.

11 Teacher Work Sample: Analysis of Student Learning

Chart 7:

Boys Score on Post Test

Below 70%
Below 85%
Below 90%
Below 95%
Below 100%

Chart 8:

12 Teacher Work Sample: Analysis of Student Learning

Girls Score on Post Test

Below 80%
Belolw 85%
Below 90%
Below 95%
Below 100%

Chart 9 below shows the comparison of the class average score for pre and post assessment to
the average score of the students in this class with an IEP. The average for the pre of the IEP
students was well below the class average. The students with an IEP however were only 6% off
from the class average of 88% on the post assessment. This was extremely impressive. The
students did have more time to take the test and did have the test read to them.
Chart 9:

13 Teacher Work Sample: Analysis of Student Learning

100
90
80
70
60
Pre

50

Post

40
30
20
10
0
Class Average

Student with an IEP Avergage

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

From the pre assessment scores I could see that most students did not understand the source that
powers the movement of water in this cycle. I also could see that they did not know how to apply
this concept in ways to benefit or harm farmers and the land concerning ground water or
precipitation. Most students could not understand the graph used to distinguish the temperatures
in which water changes forms. I should have gone over this concept even more using a graph
specifically. This was a question most students missed on the post as well. Most students missed
the question that asked them to explain why evaporation occurs quicker in St George during
summer than Salt Lake during winter. I hit this concept very hard in the lessons discussing how
the heat from the sun determines the form in which water takes and the stage it is in.

14 Teacher Work Sample: Analysis of Student Learning

Discuss the assessment instruments to determine the validity of questions used to

measure learning:
The pre and post assessment are the exact same. I retrieved this assessment from the UEN
website for the water cycle standard under fourth grade science. The first questions asks where
the water is mostly found on Earth. Questions 2-5 have to do with how water can change into
different forms with the energy given from the sun. Question 6 and 7 have to do the condensation
and precipitation stages of the water cycle. Question 8 asks students apply their knowledge of
ground water to how we get well water here in Utah for drinking. Question 9 asks students on
what kind of day they predict would evaporate the most water. This is asking students to know
that they hotter the temperature from the sun, the more likely the water will evaporate into water
vapor. Questions 10-12 require students to use a model to decide where each stage is occurring.
Question 13 refers to the effect of heat to water. Question 14 asks students to apply what they
know about ground water to pick which type of rain fall would be the most beneficial to farmers.
Question 15 and 16 refers to the precipitation stage. Question 17 has students to predict what
might happen to a river when heavy rains soak into the soil near it, referring to ground water.
Question 18 is referring to the examples of collection. Question 19 is asking what is happening
during the condensation stage. Questions 20 -21 is requiring students to use a graph to determine
what is happening to the water as it changes form. Questions 22-24 are about how water changes
from one form to another. Question 25 is a short answer that asking students why evaporation
occurs more quickly in St George during the summer than in Salt Lake during the winter.
Students are explaining that heat is responsible for evaporation. Question 26 is a short answer
and asks students to give three examples of what can happen to precipitation after it fall to the

15 Teacher Work Sample: Analysis of Student Learning

ground. Question 27 asks the students to use the terms provided to correctly label the diagram of
the water cycle.
The formative assessment I used in the first lesson was a brainstorming activity and
purposes of water. They did this in a group but each had their own paper. Also we did an activity
that the students as a group predicted the percentages of the three categories of water on earth
(salt water, glaciers, and fresh water). They used 100 pennies as manipulatives in this activity
and recorded their predictions and actual amount. Students also wrote where water is found in
their community and what category the water belongs in. These are valid assessments because
they are aligned with the fourth grade standards.
In the second lesson the students are participating in frequent buddy talk as they describe
the different stages of the water cycle. At the end of the lesson the students filled in a diagram of
the water cycle using the vocabulary terms. This assessment is valid because it aligns with the
core standards of this grade.
In the third lesson students are creating a foldable of the four types of precipitation along
with the form them come in (solid, liquid, or gas). The students were required to draw a picture
to represent the type of precipitation as well. This assessment is valid because it is aligned with
the core standards.
In the fourth lesson the students are creating a water cycle story using the correct terms
and explaining how water moves throughout the cycle. This assessment is valid because it is
aligned with the core standards.

16 Teacher Work Sample: Analysis of Student Learning

In the fifth lesson students are working as a group to create their own poster of the water
cycle using correct terms, descriptions, labels, and pictures. The students had to present their
poster to the class. This assessment is aligned with the core standards for this grade.
In the last lesson the student create a foldable of the water cycle using correct
descriptions and drawings. They were asked to explain the process of the water cycle to two
buddies in the class using the vocabulary correctly.
Students also participated in a group while playing jeopardy to review for the summative
assessment. These activities and assessments were valid because they follow the core standards
for fourth grade.

Analysis Student Learning for Various Assessments: Bailey

Refer to Student #1s Work in Appendices
For the formative assessment for lesson 1 I can see that Bailey has a lot of
knowledge of water and the purposes of water. She did very well on her brainstorming activity.
She had a few ideas that some of the students didnt think of. She shared that we use water for
electricity. She tends to think outside of the box. While working with her group she was able to
list the places water and be found. She estimates the percent of each category. Her estimated
percentages were very off but she wrote down the correct ones next to the categories. On the
back of this sheet she wrote down all the places water is found in her home, school, and
community. She even categorized the water in these places as either fresh, salt, or glacier. She
received full credit for these formative and summative assessments. Her work shows me that she
understands where water is found, how it is categorized, and how it affects her specifically.

17 Teacher Work Sample: Analysis of Student Learning

Lesson two Bailey received full points for her diagram of the water cycle. She used the
correct terminology to label the water cycle diagram. This shows me that she understands the
processes of this cycle.
Bailey received credit for her precipitation foldable she made in lesson three. She
understood that water can take many forms. She understood that the temperature determines
what form it will take. She drew correct images to represent each type of precipitation. This
shows me that you understands this stage of the water cycle and the huge role temperature has in
this cycle.
In the fourth lesson Bailey worked very hard on her water cycle story. She received full
credit on this assessment. She used the correct terms and described each process correctly. She
was very creative with her writing. Her diagram was labeled correctly. She understands how
water moves through this cycle and the energy responsible for this is the sun.
On the day of the fifth lesson I gave the students a bellwork that asked them to
distinguish between condensation, evaporation, and precipitation according to the given scenario.
There were twelve questions total. Bailey got full credit. This tells me that she knows the
difference of these stages. In the fifth lesson she was a part of a group. In this group they created
a poster to represent the water cycle. Her group did very well. They drew a correct diagram and
wrote descriptions for each stage. They presented their poster well.
Bailey received full credit on her foldable she created in lesson six. This lesson was a
review before the summative assessment of the unit. She clearly understands the water cycle and
does her very best work on everything.

18 Teacher Work Sample: Analysis of Student Learning

Analysis Student Learning for Various Assessments: Jalon

Refer to Student #2s Work in Appendices
In the first lesson I had to prompt Jalon multiple times to complete his brainstorming
activity regarding the purposes of water. He did finish but his brainstorm was very short. He is
going through a very tough time right now adjusting in school due to a loss in his family.
However he did work better in his group when listing the places water can be found and
estimating the percent of each category. His estimations were wrong but after the lesson he was
able to understand that there is more salt water on earth than fresh. On the back of this sheet he
only wrote two sentences of where water is found in his community. He did not categorize them.
In the second lesson Jalon did very well on labeling the diagram of water. I think that the
word bank helped him a lot. I did prompt him once during this time but after he finished on his
own. From his performance I can see that he is beginning to understand this cycle.
In the third lesson Jalon created his foldable was done correctly. He matched the correct
definition to the terms used for the four types of precipitation. He drew pictures that accurately
represented each type of precipitation. From this assignment I can see that he understands this
stage and the many forms water can take as precipitation. He received full credit.
In the fourth lesson Jalon wrote a water cycle story. He did correctly describe each stage
in the cycle and did so in the perspective of a rain drop. However his hand writing was very
sloppy. Writing is a part of his IEP. He did not label the picture or draw arrows from one stage to
another. His affective filter went off about ten minutes into this activity. I did not push him to
draw or label because I know he can at least describe the stages. In the next lesson he would be
drawing and labeling as well.

19 Teacher Work Sample: Analysis of Student Learning

In the fifth lesson I did give a bellwork that day that asked the students to distinguish
between condensation, precipitation, or evaporation depending on the scenario. There were
twelve questions. He was not prompted and he received twelve out of the twelve. From this data
can I can determine he understands the difference between the three stages. Also for that lesson
that day the students were split into groups. They were asked to create a poster that included
drawings, labels, and descriptions of the water cycle. The students presented their poster to the
class. His group received full credit. He did participate in the group and presented well. I can
determine that he understands this continuous cycle.
In the last lesson the students created a water cycle foldable that included descriptions
and terminology for them to use for studying at home. They shared their foldable with two
classmates as well. He did the bare minimum on this assignment. From his behavior on the water
cycle story and this activity I am inferring that he does not like the drawing aspect if working
independently. Also we played a jeopardy game as a class to review for the summative
assessment of the unit the next day. He did participate well in the group. I did prompt him to use
his references a couple of times.

Analysis Student Learning for Various Assessments: Cole F.

Refer to Student #3s Work in Appendices

20 Teacher Work Sample: Analysis of Student Learning

In the first lesson Cole did very well on his brainstorming of the many purposes of water.
He very much enjoys science and always participates. He though outside of the box on his
responses of the purposes. This shows me he is making connections. While in a group his
estimations of the percentages of each category of water were off but he did record the correct
amount. He listed many places where water can be found. He also wrote many examples of
where water is at in his community and which type of water it is. He received full credit for this
assignment. I can determine that he understands the purposes of water and how we categorize
water from this assessment.
In the second lesson Cole was asked to fill in a diagram of the water cycle. He completed
this task very easily. He got done quite early and extended his learning by reading our science
magazines I had available on water. He received full credit on this assessment. From this data I
can determine that he knows the stages of the water cycle.
In the third lesson Cole created a foldable of the different types of precipitation. He did
very well on this assignment. Cole loves to draw and this motivated him even more to
participate. He correctly matched the definition to the correct type of precipitation. His work was
above and beyond! I can determine that he understands this stage and how water can take
different forms.
In the fourth lesson Cole created a water cycle story. He was asked to tell the story of a
droplet as it moves through the different stages of the cycle. He then had to color and label the
diagram. His story was done correctly and so creatively. He has such an artistic mind! From this
I can determine he knows what process is occurring in each stage and how water is continuously
moving through this cycle.

21 Teacher Work Sample: Analysis of Student Learning

In the fifth lesson I gave a bellwork that asked the students to determine from the given
scenarios which process was occurring. The students had to distinguish between condensation,
evaporation, and precipitation. He received full credit on this assessment. This showed me that
he understands the difference of the three stages given as options. He also worked as a group to
create a poster of the water cycle that included a drawing, labels, and description. The student
presented their poster to the class. He excelled in this area and worked well with his group! His
drawing was accurate and creative. He received full credit. This helped me to determine that he
understands each stage and the source responsible for water to move throughout the cycle.
In the last lesson Cole created a foldable that used the correct terms, descriptions, and
drawing of the water cycle. We made this foldable as a review and a tool for the students to study
for this summative assessment of the unit the next day. His foldable was well done. He received
full credit. I could see from his work that he understood this concept and that it is a continuous
process. We also reviewed as a class playing a jeopardy game. He worked well in his group and
didnt not need to use any of his references. From his assessments I can determine that he
understands the water cycle and how it affects him within his community and everyday life.