6. Analysis of Student LearningShowcase lesson (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) to determine students progress related to the lesson objective(s) in your "showcase" lesson. 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). Conclusions drawn from this analysis should be provided in TWS section 8 - Reflection, Self-Evaluation, and Professional Development.

Prompt
In this section, you will analyze data to explain progress and achievement toward "showcase" lesson objective(s) demonstrated by your whole class and then focus on three (3) individual students (one low, one average, and one high performer).

Whole Class 6.0- Pre-Assessment, Post Assessment, and Growth Chart Student Number Pre-Assessment Post-Assessment Score Score (___/9) (___/9)
1 2 3 4 5 (average) 6 7 8 9 10 11 (high) 12 13 14 15 16 17 (low) 18 19 20 21 22 23 7 2 6 7 5 8 3 1 5 8 7 7 8 3 7 7 3 2 2 6 6 5 Absent 6 7 9 9 6 8 8 6 5 8 8 8 9 8 7 9 8 7 9 8 9 8 6

Growth

-1 +5 +3 +2 +1 0 +5 +5 0 0 +1 +1 +1 +5 0 +2 +5 +5 +7 +2 +3 +3 +6

6.1- Pie Chart of Assessment Gains from Pre to Post Assessment

Assessment Gains from Pre to Post

9% 4% 17% Regression No Gain Little Gain (1 to 2) 39% 31% Moderate Gain (3 to 5) Great Gains (6 to 8)

Overall, I was impressed with the result of the pre-assessment, as the scores were far better than I expected. My impression was that the majority of the students in my class were going to score between a 1 and 2, due to the fact that the students had not been exposed to the material in any other grade-level. As indicated in the chart (4.2), one student scored a 1 out of 9 (4%), three students scored a 2 out of 9 (14%), three students scored a 3 out of 9 (14%), zero students scored a 4 out of 9 (0%), three students scored a 5 out of 9 (14%), three students scored a 6 out of 9 (14%), six students scored a 7 out of 9 (26%), three students score an 8 out of 9 (14%), and zero students received a perfect 9 out of 9 (0%) on the pre-assessment. I was content with the results of the results of the post-assessment. With the students being introduced a tremendous amount of new information (Transformation of electrical energy and the part of circuit), the results were quite thrilling. With the results of the post-assessment, one student only had a score for the post-assessment, as she was absent the previous day when the students took the pre-assessment. One student regressed, scoring below her pre-assessment score. Four students (17%) had the same score for both of the assessments, thus showing no gains. Seven students (31%) made a little bit of a gain (1 to 2 points higher) on the postassessment than the pre-assessment. Nine students (39%) made moderate gains (3 to 5 points higher) on the post-assessment than the pre-assessment. Finally, two students (9%) made great gains (6 to 8 points higher) on the post-assessment than the pre-assessment. Overall, with the data, I am extremely satisfied, considering that seventeen students improved on the postassessment. This means that the majority of students improved.

 Individuals
During the lesson, I chose three students to analyze their learning during the lesson. I chose a high-performing student (Student #11). Student 11 is a Gifted and Talented student who comes from a high SES household with parents who are both educated and has college degrees. Her grades are all A's. I then chose an average performing student (Student #5). Student 5 is an average student who comes from a middle class household, however, her parents are divorced and the student goes back and forth between homes. Her parents have technical college degrees. Her grades range from high B's to low C's. Finally, I chose a low-performing student (Student #17). Student 17 is a below-average student, who is at least two years behind grade-level. This student has trouble sitting still and staying focused during instructional times. He comes from a low SES household and lives in a single parent family. His parent is currently attending a technical college. His grades range from D's to U's. Student 11 scored 7 out of 9 on the pre-assessment. She received full credit (4 points) on the parts of a circuit. She missed two multiple choice questions. During the .lesson, she was very attentive and was answering questions. She was taking notes, even though the students werent asked to during the first lesson. During the second lesson, the student was once again very attentive and raising her hand to answer questions. It was proven that she was learning throughout the lesson during my checking of her Exit Slips as she would often have three to four paragraphs of information. On the post-assessment she increased by one point, scoring 8 out of 9. The two multiple choice questions in which were marked wrong for the first time, were now correct. However, a question in which she had corrected during the pre-assessment now was marked wrong as she changed her answer choice. Student 5 scored 5 out of 9 on the pre-assessment. She incorrectly answered two multiple choice questions and incorrectly identified two parts of the circuit. During the lesson, she was very attentive; however, she would not speak when answering the questions. She looked as though she was looking for the answer, fearing to be wrong. I assured her that it was okay to be wrong, as this is a learning process. Though this helped a bit, she still did not want to answer questions aloud. During the second lesson, again, the student was very attentive; however, she was more chatty today, talking with the students beside her. She did answer two questions correctly, aloud. It was proven that some learning was taking place, as she was writing great summaries of what she learned in her notebook. On the post-assessment, she improved by one point, scoring 6 out of 9. The two multiple choice questions in which were incorrect the first time, were now corrected. However, a question which she had correct, was now incorrect, as she changed her answer. The two questions about the part of a circuit, which the students marked incorrect, were still marked incorrectly on the post-assessment. Student 17 scored 3 out of 9 on the pre-assessment. He incorrectly marked four multiple choice questions and incorrectly identified two parts of the circuit. During the lesson, the

student sat on the carpet, granted he would get his work done and pay attention. However, with the talking of other student near him, he was asked to go back to his seat. He whined and complained for the first two to three minutes of going to his seat, but soon paid attention. The use of hands-on and real-life examples really motivated this student. During the second lesson, he was once again allowed to sit on the carpet, if he would get his work done and pay attention. He paid more attention this time around and got his work done. It was apparent that learning was taking place with this student. He began asking questions and really paying attention to the material. He wrote to an extent for his exit slip, however, he was more focused on what was going on around him. On the postassessment, he improved the most of all three students, improving by five points, scoring 8 out of 9. He received full credit (4 points) on the parts of a circuit and only missed one multiple choice question. The success of this student really shocked me.
. A complete copy of the pre-assessment and post-assessments for students 11, 5, and 17 are attached as well.

Attachment List
Student 11 Attachments
6.1A- High Performer Pre-Assessment (Front Page) 6.1B- High Performer Pre-Assessment (Back Page) 6.2A- High Performer Post-Assessment (Front Page) 6.2B- High Performer Post-Assessment (Back Page)

Student 5 Attachments
6.3A- Average Performer Pre-Assessment (Front Page) 6.3B- Average Performer Pre-Assessment (Back Page) 6.4A- Average Performer Post-Assessment (Front Page) 6.4B- Average Performer Post-Assessment (Back Page)

Student 17 Attachments
6.5A- Low Performer Pre-Assessment (Front Page) 6.5B- Low Performer Pre-Assessment (Back Page) 6.6A- Low Performer Post-Assessment (Front Page) 6.6B- Low Performer Post-Assessment (Back Page)