COYNE 1

Teacher Work Sample 6

Analysis of Student Learning Rubric

Whole Class
Students Assessment Margin Shape Blade Veins Stem Total

Student 1 Pre-Assessment 1 1 1 1 1 5
+ Post-Assessment 1 1 1 1 1 5
Student 2
Student 2 has been out due to illness.

Student 3 Pre-Assessment 0 1 1 1 1 4
* Post-Assessment 1 1 1 1 1 5
Student 4 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 5 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 6 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 7 Pre-Assessment 0 0 1 1 1 3
- Post-Assessment 1 1 1 1 1 5
Student 8 Pre-Assessment 0 0 1 1 1 3
Post-Assessment 1 1 1 1 1 5
Student 9 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 10 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5

+ high achieving student

* average achieving student
- low achieving student
 COYNE 2

The graph informs me that my students understand the information in the lesson. My students

can call upon previously learned knowledge to identify different parts of leaves. They are also able to

understand that each leaf, though different, has margins, shapes, blade, stem and veins. All nine of my

students who have completed the lesson can identify the different parts on each of the leaf rubbings

they create every time they create them.

Subgroups

Boys vs. Girls

Learning Goal: The student will call upon prior knowledge to verbally identify parts of the leaf.
 COYNE 3

This combined graph shows that the girls were more verbal when recalling information to

identify the different parts of the leaf. Below is a break down between each of the two categories.

Boys

Student 1 Pre-Assessment 1 1 1 1 1 5
+ Post-Assessment 1 1 1 1 1 5
Student 2
Student 2 has been out due to illness.

Student 7 Pre-Assessment 0 0 1 1 1 3
- Post-Assessment 1 1 1 1 1 5
Student 8 Pre-Assessment 0 0 1 1 1 3
Post-Assessment 1 1 1 1 1 5
 COYNE 4

Girls

Student 3 Pre-Assessment 0 1 1 1 1 4
* Post-Assessment 1 1 1 1 1 5
Student 4 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 5 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 6 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 9 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
Student 10 Pre-Assessment 1 1 1 1 1 5
Post-Assessment 1 1 1 1 1 5
 COYNE 5

Individual

Student 1 Pre-Assessment 1 1 1 1 1 5
+ Post-Assessment 1 1 1 1 1 5
Student 7 Pre-Assessment 0 0 1 1 1 3
- Post-Assessment 1 1 1 1 1 5
+ high achieving student

- low achieving student

When finding a class average for overall class understanding and growth, it is important to look

at both the highest achieving student and the lowest achieving student. Every student in the class will

fall somewhere along the spectrum between these two students. It is important to review and analyze

the data from the whole range of the classroom. This lets the teacher know where students are in

understanding the lesson. When specifically looking at the individual students it is important to look at

the highest achieving student to know what went right in the lesson to recreate it or modify it to help

other students. It is important to look at the lowest achieving student to understand where the learning

did not work for this student and how to modify it to better help this student and other students

understand the information being taught.

 COYNE 6

Highest Achieving Student:

Student 1 represents the highest achieving student. This student is the highest achieving student

because they verbally answered all questions asked to the whole class during the pre-assessment,

correctly handled the materials by using the pincer grasp for the during-assessment and can identify the

different categories on their rubbings for the post-assessment. This student mastered this lesson.

Lowest Achieving Student:

Student 7 represents the lowest achieving student. This student is the lowest achieving student

because they did not verbally answer all the questions asked to the whole class during the pre-

assessment, they correctly handled the materials by using the pincer grasp for the during-assessment,

and can identify the different categories on their rubbings for the post-assessment. This student

mastered this lesson.