Veronica Van Erem

ELM-490

11-11-18

Instructor: Ericka Spiezio

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class -

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 7 16

Proficient
(80%-89%) 0 2

Partially
Proficient
7 1
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Test Analysis: Whole Class

The student’s learning based on the analysis of the whole class post-test data was remarkable. The
number of student’s pre-test to post-test that were highly proficient more than doubled in size.
The assessment was created specifically to include the concepts of digraphs, word endings, and
plural endings. Throughout the unit lesson those concepts were practiced in multiple ways which
increased students learning to master them.

The effectiveness of instruction based on the post-test data was successful. This was because of
many different activities that were used throughout the lesson to master the new concepts. Such
as whiteboard dictation, decodable books, anthology reading, spelling words, worksheets, and big
book sing-a-longs. Instruction followed the layout of the curriculum, so each skill was taught
thoroughly. Students learned and practiced the skills in multiple ways which allowed them
opportunities to master the new concepts.
Post-Assessment Analysis: Subgroup Selection
The subgroup that I chose is the ELL population and that is because there are five students in the
classroom that are ELL. A few of which mix the vowel sounds when spelling out words so using
the assessment to view the pre and post results showed if those particular students were still
mixing up vowel sounds or had successfully learned the differences between them.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 4

Proficient
(80%-89%) 0 0

Partially
Proficient
2 1
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Assessment Analysis: Subgroup

The ELL student learning based on the post-test data was encouraging. Only one student was
highly proficient pre-test but post-test there were four. So, out of all five ELL students only one
scored partially proficient post-test. That proved the ELL students learning was successful. The
students took the new digraph, word endings, and plural endings and used them correctly in
words that were in the assessment. Two students had only gotten three correct pre-test however
significantly improved post-test. All the repetition of using the new skills in multiple ways really
increased their knowledge.
The effectiveness of instruction for the ELL students was successful. This was because the
students not only received whole-group instruction on the new concepts but were pulled out with
their ELL teacher to practice them. Since, the new concepts were a skill taught the year before it
was a great refresher for students to help trigger their prior knowledge that may had forgotten.
The one student who got partially proficient had improved more than double on the post-test so
that growth was enough evidence for this unit. However, keeping in mind to incorporate the unit
concepts into other lesson to aid the students understanding further in the future.
Post-Assessment Data: Remainder of Class
 Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 12

Proficient
(80%-89%) 0 2

Partially
Proficient
2 0
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The data of the ELL students compared to the remainder of the class from pre-test to post-test
was dramatically different. Only one ELL student was highly proficient compared to twelve
of the remainder students in the class. This showed that providing the ELL students with
additional pull-out support with their ELL teacher was an effective strategy in helping
students be successful. Having time to practice the skills in a small group environment and
with other students who speak their same native language was very helpful.

Based on analysis of student learning the next step for instruction would be to include the new
concepts into everyday learning. Whether it be in spoken language, assignments, activities, or
any other subject. An objective that would build upon the content taught in this unit of
instruction would be to encourage students to look for the concepts learned in their daily
lives. Such as around the classroom, in books, at home, and create a list of words that include
the digraphs, word endings, plural endings in their vocabulary journals that they will share
with other classmates and family members throughout the year.