Kelly Champ

Grand Canyon University: ELM-490

Instructor Yusra Millenbaugh

March 10, 2019

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 12

Proficient
(80%-89%) 8 6

Partially
Proficient
5 2
(70%-79%)

Minimally
Proficient
7 0
(69% and below)

Post-Test Analysis: Whole Class

Based on my analysis of the post-assessment, I am very pleased with how my class did and feel as
though the delivery of multiple lessons was effective and beneficial for developing student
understanding. One specific example of student learning was when students were completing
their workbook pages. They were able to complete these tasks independently and as they were
doing so, I offered some support. The main questions they had were more about clarifying or
defining a word, not about how to complete the problem. Additionally, while students were
completing a separate writing project (‘Small Moment’ piece), they were able to apply their
knowledge of irregular verbs successfully into their pieces. This let me know that they
comprehended the information and were able to utilize it, even though it was not an explicit
grammar activity.
First, the number of students increased in the ‘Highly Proficient’ area, therefore, it shows that
after teaching the lesson and having students apply knowledge, they were better able to
understand content. While giving instruction, I displayed examples on the board to complete with
the whole group. In doing so, I modeled the first example. For the second and third examples,
students volunteered responses and directly shared knowledge with the group to enhance the
overall learning experience. A different example that shows the effectiveness of my teaching
would be in regard to student questioning. As mentioned above, students seemed to understand
after I taught the lesson, therefore, they did not need more support (from me) or to ask more
questions about how to complete their assignment. Another example of my teaching includes
small group instruction. After teaching the first lesson, I pulled a small group of students that
needed extra support. It was important for them to build the foundation for the unit, so I tried to
scaffold their learning and use games/hands-on experiences to work in more practice. During one
of the games, many of them had an ‘Aha!’ moment where it seemed to click and they were able to
elevate their learning.

Post-Assessment Analysis: Subgroup Selection

For this analysis, I selected to study the girls a subgroup. In this class, there are 12 girls in all. I
selected this group because most of them are within the developmental cognitive range, therefore,
their post-assessment results should portray accuracy and effectiveness of my teaching as a
whole. (To provide context, I currently have 3 boys that are going through the formal evaluation
process with an educational therapist to better understand their needs and learning styles.).

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%) 0 7

Proficient
(80%-89%) 5 5

Partially
Proficient
2 0
(70%-79%)

Minimally
Proficient
5 0
(69% and below)

Post-Assessment Analysis: Subgroup

Based on my analysis of the subgroup post-assessment data, I believe that the students thoroughly
grasped the concepts in each of the lessons and were able to apply their knowledge on the test.
One specific area where students were able to clearly demonstrate their understanding was in
small group work. Here, we were able to focus on irregular verbs through cooperative game-play
and extra whiteboard practice (fill in the blank). Additionally, students used ‘whisper phones’ to
help them read aloud and hear the sentence back when completing their workbook pages. By
listening, students were able to see whether or not a word made sense in the sentence. Throughout
the lessons, students were engaged in the learning, participated and contributed to whole- and
small-group discussions, and asked questions pertinent to the content.

I strongly believe that my instructional delivery and lesson activities were helpful to students
because their post-assessment scores display tremendous growth (i.e. 7 students range within the
‘Highly proficient’ area compared to 0 on the pre-assessment and 0 scored ‘Minimally Proficient’
compared to 5 on the pre-assessment). During each of the lessons, I used a variety of visuals and
slowed down/enunciated my speech in order to make delivery clearer. Additionally, I
incorporated formative assessment methods, such as strategic questioning, discussions, and exit
tickets to quickly gauge student understanding. My intention for doing so was to be more
informed right away and make necessary modifications to better suit students’ needs and learning.
According to the post-assessment results, students mastered the unit objectives, therefore, for this
particular subgroup, I do not feel that more support is needed at this time. As noted on the pre-
test, the objectives were:
Students will be able to:
- Identify the correct past tense form of regular and irregular nouns with 87% accuracy.
- Recognize the noun as singular or plural and select the correct helping verb to fit the
statement with 87% accuracy.
One main student misconception that came about multiple times was that, “I’m just not good at
Language Arts/ It’s not my thing.”. Although this statement was obviously not true, I had a few
girls tell me this. I addressed the misconception by showing them that with continuous practice
exposure to irregular verbs, and by reading aloud, they would catch on right away. By the end of
the unit, their attitude about grammar had changed and they were enjoying the games and tasks
given.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 5

Proficient
(80%-89%) 3 1

Partially
Proficient
3 2
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The remainder of the class includes the 8 boys, compared to the subgroup of 12 girls. Similar to
my subgroup, the remainder of the class did significantly better on their post-assessment. 5 scored
in the ‘Highly Proficient’ range, only 2 scored in the ‘Partially Proficient’ (the 2 that scored were
79% each compared to 70% on the pre-test), and no one scored in the ‘Minimally Proficient’ area.
As previously mentioned, I feel as though my teaching methods and strategies were quite
beneficial for students and they were able to comprehend concepts in a variety of ways. The
remainder of the class can be challenging, as there are currently 3 boys being further evaluated
and 2 with learning differences, but they respond well to game-play and repetition. I definitely
tried to incorporate engaging activities, interactive discussions, and modeling to support learning
experiences after I explicitly delivered instruction.

For the two students that scored 79%, it would be beneficial to continue to work with them in a
small group to reinforce previous learning and in moving forward, preview new vocabulary and
concepts before giving the formal lesson. Based on my analysis of student learning, the next steps
for instruction include learning about adjectives. It will be advantageous to continue incorporating
irregular verbs into our writings and if given a printed sentence, identifying its correct usage/not.
Also, when studying adjectives, we will continue to review nouns (both singular and plural), as
well as have, had, and has in complete sentences. The objective that will build upon content
taught in previous lessons will be:
Students will be able to:
- Identify the correct past tense form of regular and irregular nouns with 93% accuracy.
- Recognize the noun as singular or plural and select the correct helping verb to fit the
statement with 93% accuracy.
- Identify the adjective(s) in the sentence that describe the noun with 80% accuracy.