VI.

Assessment Data and Analysis:

Both the pre and post-test assessments were created on Google Forms and
were intended to be traditional assessments with multiple choice and fill in the
blank questions; however, the post-test does include some videos and pictures but it
is still traditional. I chose to create a traditional assessment only because it is easier
to analyze that kind of data for the Teacher Work Sample requirements. The pretest was intended to only acquire students background knowledge. There was a
modified pre-test but not a modified post because the one student who required
modifications had made significant improvements and I believed that he could take
the regular post-test. That particular student did not take the post-test and was
therefore omitted from the data. The pre-test consisted of 15 questions and was
graded using standards based grading, one point for each question: IE = below 50%,
1= 50-69%, 2= 70-79%, 3= 80-89%, 4= 90-100%. The post-assessment was created to
be graded the same but with 30 questions instead of 15.
Student

Pre-Test

Post-Test

Gain

Male/Female

Student 1

Student 2

IE

Student 3

IE

Student 4

IE

Student 5

IE

Student 6

IE

Student 7

Student 8

Student 9

IE

Student 10

IE

Student 11

Student 12

IE

Student 13

IE

Student 14

IE

Student 15

Student 16

IE

Student 17

IE

Student 18

IE

Student 19

Average Gain Score: 2.3

Average Female Gain Score: 2.5
Average Male Gain Score: 2.1

The pretest reflected that the students new very little about Shakespeare and
literary devices. I used this more as a stepping stone than anything else and so I
had low expectations for their prior knowledge to begin with. I was disappointed in
some of the post-test scores because I know through the formative assessments that
were completed in the classroom, that many of the students knew the correct
answers to the questions that they missed. However, this was a good practice for
understanding how to create more effective assessments. Obviously, the gain scores
show that learning did occur and because the tests were fairly parallel, they learned
what was intended. However, I could clearly see where I had missed important
questions or where questions could have been confusing or tricky. I think the scores
would have been higher had I had time to review before the test. This whole unit
ended up being rushed and therefore the traditional assessment suffered.
Individual students all made a gain score of at least one, which is excellent.
The cluster analysis was interesting to me because although the genera gain scores
between males and females were relatively close the difference in pre/post scores
were significantly different. In general, the female students did much better than
males as far as pre to post scores were concerned.