TWS 11: Analysis of Learning

Trull 1

Throughout this unit, the intention was for students to develop the content knowledge and
understanding regarding the impact of events that led to the ratification of the United States Constitution and
Bill of Rights as well as understand the significant factors that affected the development of Georgia between
1789 and 1840. The pre-test was a K-W-L chart that tested the students knowledge of the major concepts
mentioned above. When comparing pre and post tests it was difficult to determine true student progress
because some students failed to mention their understanding of all concepts; therefore, I had no way of
obtaining an understanding of their current knowledge. In the future, a more tangible and consistent preassessment will be implemented, such as a written test that will correlate with the future post-test. The
summative post-test was a formal assessment that consisted of multiple choice, matching, and short answer
questions. The test covered the seven main topics discussed throughout the unit. To develop an
understanding of whether the student did not meet, was approaching, met, or exceeded each concept, I
determined the amount of questions on the post-test that tested the understanding of each concept.
Depending on the number missed within each cluster of concept questions the student would then fall in the
appropriate category for that concept. After analyzing the differences between the pre and post assessments
and synthesizing the data gathered, I have determined that each student developed in their understanding of
the content and over 80 percent of the class met or exceeded each concept.
The four major expectations for what students would be able to do by the conclusion of the
unit are as follows: use and analyze primary and secondary source documents; write
informative/explanatory texts; produce clear and coherent writing; and use multiple perspectives to
engage in critical and reflective thought. I also intended for students to possess the non-academic
traits of social compassion and fairness, cultural sensitivity and awareness, and value of diversity
while respecting equality. After analyzing the summative essays where students took on the role of
a tortured slave or a frightened Cherokee, I found that not only did the students improve upon the
skills assessed at the beginning of the unit, but they also exceeded my expectations in terms of the

TWS 11: Analysis of Learning

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skills measured and their use of creativity. The aforementioned expected dispositions of this unit
were evident throughout each students paper through their ability to take on the role of either a
slave or Cherokee, thus proving their ability to recognize and value multiple perspectives. In their
narratives, they were also able to depict the inequality and unfairness experienced by the Native
Americans and slaves during that time period. Overall, I am overjoyed and proud of the success and
achievement these students have experienced as a result of this unit. In the future, when I
implement this unit again, I will make sure to focus more on the concepts of the Georgia
Constitution and the Removal of the Cherokee as well as the skill set of using and analyzing
primary documents because these seem to be what the students had the most trouble with
throughout the unit as evidenced through their post-test and post-essay data.
As a middle level educator, it is imperative that I understand that the development of all
young adolescents occurs within the context of not only the classroom, but also through families
and the community. Therefore, it is important that I communicate my teaching practices, student
learning, and assessment information to students families and the overall community. Not only will
this help me to build respectful and effective partnerships, but it will also enhance the learning and
well being of all students. Throughout the unit, families were notified, through a monthly meeting
held by GCEC, of the current teaching practices, what their students were learning, and how they
were learning. In regards to assessment results, families and the student were notified of their
students progress throughout the unit through frequent formative assessment grading. As this
information was relayed to both students and families, the information also helped to inform my
instruction and assessment practices to promote student achievement and learning. If students were
not developing as expected within a concept of understanding, I would then revise my instruction to
better benefit student learning of that concept. For example, when I gave the quiz over the first
standard, it was evident that most students were not meeting the knowledge expectations that were

TWS 11: Analysis of Learning

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intended; therefore, I retaught the information in a way that better benefited their learning and
development. As result of this unit through of my experiences with both student learning and the
effectiveness of instruction, I have learned the value and importance of communicating effectively
with both family and community to improve the success of all young adolescents.
When analyzing the data received from the two featured students, Justin and Derrick, pre
and post tests/essays, it seemed that the two students are on opposite ends of the spectrum in terms
of their achievement and success obtained throughout the unit. Derrick met the expectations for
most content concepts except the U.S. Constitution and the Bill of Rights. Derrick was the only
student who failed to meet or exceed the expected skill and disposition obtainment intended for this
unit. He seems to be approaching the mastery of the skills of analyzing primary and secondary
documents, writing informative texts, and considering multiple perspectives; however, he does not
meet the expectations for the required skill of producing clear and coherent writing. Justin was one
of the many students to meet and exceed all expectations concerning the content concepts, skills,
and dispositions anticipated. Based on the data of the overall class, the analysis of learning done
through the comparison of the pre and post test/essay data of each student shows the effectiveness
of the unit I created with the concern to student success and achievement. However, in regards to
individual student achievement, I plan to initiate collaboration with colleagues and the community
to figure ways in which I can improve my instruction and assessment. The above assessment
practices as well as my continued collaboration with family, students, colleagues, and the
community show the effectiveness of my ability to scaffold and facilitate student learning in order
to help students reach high levels of achievement. The synthesis of the information contained from
the pre and post assessments also provides evidence of my ability to create developmentally
responsive curriculum and assessment practices for all young adolescents.
Graphic Representations

TWS 11: Analysis of Learning

Name

Trull 4

Pre-Test Data vs. Post-Test Data

E: Exceeds M: Meets A: Approaching N: Does not Meet
Georgia
Articles of
US
Bill of Georgias
Constitution 1777
Confederation
Constitution
Rights
Growth
1789-1840

Slavery

Removal
of the
Creek and
Cherokee

Kaleb
Kaleb
Jack
Jack
Dylan

N
A
N
A
A

N
E
N
M
N

N
E
N
M
A

N
M
N
A
A

N
M
N
E
N

A
M
N
E
A

N
A
N
E
N

Dylan
Xavier
Xavier
Matthew
Matthew
Justin
Justin
Carter S
Carter S
Duncan
Duncan
Ryan
Ryan
Dustin
Dustin
Derrick
Derrick
Joe
Joe
Chris
Chris
Alex
Alex
Chandler
Chandler
Bill
Bill
Isaac
Isaac
Randy
Randy
Hannah
Hannah

N
N
M
A
M
N
M
N
M
N
M
N
M
N
M
N
M
N
M
N
N
N
M
N
M
N
M
N
M
N
M
N
M

M
N
M
N
A
N
M
N
E
N
M
N
M
N
M
N
M
N
M
N
E
N
M
N
A
N
E
N
E
N
A
N
M

M
N
M
A
M
N
M
A
M
A
M
N
M
N
M
N
A
N
M
N
M
N
M
N
A
A
M
A
M
A
M
N
M

E
N
E
A
E
N
M
A
M
A
M
N
E
N
M
N
N
N
M
A
M
A
M
N
M
A
E
A
E
A
N
N
M

M
N
M
N
E
N
M
N
M
N
M
N
E
N
M
N
M
N
E
N
M
N
M
N
E
N
E
N
E
N
M
N
M

M
N
M
A
E
A
E
A
M
A
A
A
E
A
M
A
M
A
M
A
M
A
M
A
M
A
M
A
E
A
A
A
M

M
N
M
N
M
N
M
A
E
N
M
A
E
N
M
N
M
N
E
A
M
N
E
A
M
N
A
A
M
A
A
N
M

TWS 11: Analysis of Learning

Danielle
Danielle
Arthur
Arthur
Carter M
Carter M

N
M
N
M
N
M

N
E
N
M
N
E

A
M
A
E
N
M

A
E
A
M
N
M

Trull 5
N
M
A
M
N
M

A
M
A
E
N
M

A
A
N
E
N
M

Precentage of Meets/Exceeds: Post-Test

GA Constitution
13%

Article of Confederation

13%

US Constitution
Bill of Rights

14%

15%

GA Growth
Slavery
Cherokee & Creek

15%

16%
14%

Name

Pre-Essay Data vs. Post-Essay Data

E: Exceeds M: Meets A: Approaching N: Does not Meet
Identify, use, and
Write informative/explanatory
Produce
analyze
texts
clear and
primary/secondary
coherent
source documents
writing

Use of multiple
perspectives

Kaleb
Kaleb
Jack
Jack
Dylan

N
M
N
E
N

N
M
N
E
N

N
M
A
M
N

N
M
N
E
N

Dylan
Xavier

A
N

E
N

E
N

E
N

TWS 11: Analysis of Learning

Xavier
Matthew
Matthew
Justin
Justin
Carter S
Carter S
Duncan
Duncan
Ryan
Ryan
Dustin
Dustin
Derrick
Derrick
Joe
Joe
Chris
Chris
Alex
Alex
Chandler
Chandler
Bill
Bill
Isaac
Isaac
Randy
Randy
Hannah
Hannah
Danielle
Danielle
Arthur
Arthur
Carter M
Carter M

M
N
A
N
E
N
A
N
E
N
A
N
A
N
A
N
A
N
E
N
E
N
N/A
N
M
N
E
N
M
N
M
N
E
N
E
N
A

M
N
E
N
E
N
M
N
M
N
E
N
M
N
A
N
M
N
E
N
E
N
N/A
N
M
N
E
N
A
N
M
N
E
N
E
N
M

Trull 6
M
A
M
A
E
N
A
N
M
A
E
N
E
N
A
A
E
A
M
A
M
N
N/A
N
E
N
E
N
E
A
E
A
E
M
E
N
M

M
N
M
A
E
N
M
N
A
A
E
N
E
N
N
A
E
A
E
N
E
N
N/A
A
M
N
E
N
M
N
E
A
E
A
E
N
E

TWS 11: Analysis of Learning

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Percentage Meets/Exceeds Post-Essay

27%

19%

Primary/Secondary
Documents
Write informatively/explantory
Produce clear/coherent
writing

27%

Multiple perspectives

27%

Formative vs. Summative

120

100

80

60

40

20

Quiz (before Revision)

Quiz (after revision)

Test

Essay

TWS 11: Analysis of Learning

Quiz (before
Revision)

Quiz (after
revision)

Trull 8

Test

Essay

Justin

75

100

87

100

Dustin

62

96

73

85

Joe

100

------

83

93

Dylan

83

------

76

99

Kaleb

79

92

70

79

Hannah

67

96

79

93

Danielle

75

100

73

100

Ryan

75

92

90

97

Chris

54

83

84

96

Isaac

62

83

88

98

Duncan

46

100

63

83

Alex

67

100

85

97

Matthew

71

--------

78

89

Carter M

83

--------

84

88

Arthur

100

--------

90

98

Derrick

67

83

68

52

Randy

75

83

50

83

Bill

67

100

78

87

Jack

71

87

80

94

Carter S

71

92

84

81

Xavier

79

100

73

86

Chandler

58

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67