Learning Segment: Data Analysis Reflection Commentary

Analyzing Student Learning

1a. Identify the specific learning objectives and standards measured by the assessment you chose
for analysis.
The Assessment Chosen for Analysis is the Unit Summative Test, with 10 of the multiple-choice
questions serving as a pretest at the beginning of the unit. My learning segment occurred during the 6th, 7th,
and 8th weeks of my student teaching experience in a 12th grade economics class. My learning segment
was about economic health, and the three main topics of the learning segment were gross domestic
product, economic growth, and business cycles. The school has a combination of traditional and block
scheduling with eight 45-minute class periods on Mondays and four 92-minute class periods on Tuesdays
through Fridays. This unit lasted six class periods that were 92 minutes each and two class periods that
were 45 minutes each.
Indiana Academic Standards for Social Studies (Economics)
o E.5.1 Explain measures of a country's economic performance such as gross domestic
product (GDP), unemployment, and inflation.
o E.5.3 Explain the limitations of using GDP to measure economic welfare.
o E.5.5 Explain and illustrate the impact of changes in aggregate supply and aggregate
demand.
o E.5.6 Explain the causes and effects of business cycles in a market economy
Indiana Academic Content Area Literacy Standards
o 11-12.LH.4.1: Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
National Council for Social Studies, Thematic Standards:
2. Time, Continuity, and Change
3. People, Places, and Environments
5. Individuals, Groups, and Institutions
6. Power, Authority, and Governance
7. Production, Distribution, and Consumption
8. Science, Technology, Society
9. Global Connections
Specific Learning Objectives
o Gross Domestic Product Objectives
With 80% accuracy, students will be able to:
Define GDP & the 4 main components of GDP (Consumption,
Investment, Government purchases, and Net Exports)
Evaluate an economic activity & whether or not it is counted in GDP
Explain the pitfalls of GDP in measuring economic health
Differentiate between the income & expenditure approach of
calculating GDP
Calculate GDP through the income & expenditure approaches
Differentiate between nominal GDP, real GDP, and GDP per capita
o Business Cycles Objectives
Students will be able to:
 Explain the 4 stages of the business cycle & identify characteristics of
each stage.
Visually illustrate the 4 stages of the business cycle.
Explain the effects of a recession.
o Economic Growth Objectives
With 80% accuracy, students will be able to:
Describe how long-term growth can be achieved in an economy
Understand the importance of physical capital, human capital, and
technology in regards to productivity.
1b. Provide a graphic and narrative that summarizes student learning for your whole class. See
Excel sheet and graphics created based off of class data. Use this data to write a narrative
summary of student learning for the whole class.
There are 40 students in the two sections of economics. 40 students (N=40) completed both the
pre-test and post-test. The pre-test consisted of 10 multiple-choice questions about gross domestic
product, economic growth, and business cycles. These same 10 multiple-choice questions appeared in the
post-test assessment, included in the 50-question assessment. The summative assessment included
multiple choice, multiple response, true/false, and matching objective questions.
State the teaching strategies used to facilitate learning during the unit.
Overall, students in both classes improved on the post-test, as compared to the pre-test scores. In
both classes, the class average increased by at least 30% in each individual class and for both classes
overall. Here is a detailed summary of class performance:
For class 1 (N=15), the average score on the pre-test was 4.2 points (42%). For the pre-test, 0
students earned a 90% or above, 1 student earned an 80%, 2 students earned a 70%, 1 student earned a
60%, and 11 students earned a 50% or lower. In contrast, the average for the post-test in class 1 was 7.8
points (78%), which an average gain of 36% between the pre and post-tests. On the post-test, 5 students
earned a 90% or higher, 2 students earned an 80%, 6 students earned a 70%, 0 students earned a 60%,
and 1 student earned a 50% or lower. For a graphic summary of class 1, please see Chart A and Chart D
(attached).
For class 2 (N=25), the average pre-test score was 4.04 points (40.40%). On the pre-test, 0
students earned a 90% or higher, 1 student earned an 80%, 0 students earned a 70%, 4 students earned a
40%, and 20 students earned a 50% or lower. The post-test average was 7.36 points (73.6%), with a gain
of 33.20% between the pre and post-tests. For the post-test, 6 students earned 90% or above, 6 students
earned an 80%, 6 students earned a 70%, 4 students earned a 60%, and 2 students earned a 50% or
below. For a graphic summary of class 2, please see Chart B and Chart D (attached).
For both classes total, on the pre-test 0 students earned 90% or above, 9 students earned an 80%,
12 students earned 70%, 4 students earned a 60%, and 3 students earned a 50% or below. Overall,
between the two classes, the pre-test average score was 4.1 points (41.4%). On the post-test, the average
score was 7.525 points (75.25%), with a 33.85% increase between the pre and post-tests. Of the 40
students between the two classes, only two students scored lower on the summative assessment, and one
student scored the same. For a graphic summary of overall class improvement, please see Chart C and
Chart D (attached).
Overall, students mastered the identification and definition of class concepts. For example,
questions 1, 5, and 10 require students to properly identify the definitions of our 3 main concepts for this
learning segment (gross domestic product, economic growth, and business cycles). For example, on
question 1 of the post-test, 70% of students correctly identified gross domestic product. On question 5 of
the post-test, 80% of students correctly defined economic growth, and on question 10 of the post-test,
92.5% of students correctly defined the business cycle. The data supports that students properly
understood the basic definitions of these 3 class concepts.
However, the question that both classes struggled with # 8 of the post-test, which requires students
to identify which of the listed factors does not contribute to economic growth in a economy. In Class 1, 50%
of students incorrectly answered this question on the post-test, and in Class 2, 40% of students incorrectly
answered this question. The factors that contribute to economic growth is a skill that needs to be reinforced
to students.
A main factor that contributes to student performance in question #8 of the assessment is the fact
that the contributing factors to economic growth were introduced on Day 4 of the learning segment but not
much reinforcement of this concept occurred throughout the learning segment. A lot of emphasis in the
learning segment was placed on the definitions of the class concepts, but less emphasis occurred for the
details and specifics behind these definitions.
1c. Use evidence found in the 3 student work samples and the whole class summary to analyze the
patterns of learning for the whole class and differences for groups or individual learners relative to:
1) Facts and concepts, 2) interpretations or analyses, and 3) building and supporting arguments.
In this class, 3 students were specifically followed throughout the learning segment. The 3-
featured students in my learning segment are in Class 1 of the data analysis. The 3 students are Students
D, G, and J in the Class 1 Data Analysis. Ironically enough, these three students were chosen for their
consistent attendance patterns leading up to the learning segment, and all three students were absent at
least one day during the learning segment instruction.
Student #1 will be referenced as TB. TB is an IEP student with eligibility for ADHD. TB has a
cumulative GPA of 1.9184. TB ranks 346 out of 422 in the senior class. I chose to follow this student
because the student is an enthusiastic learner.
Student #2 will be referenced JG. JG is an ELL Level 1 student. JG has a cumulative GPA of
2.7174 and a class rank GPA of 3.5210. JG ranks 204 out of 422 in the senior class. JG is eligible to
access the resource room during tests and quizzes with a modified version of the assessments. I
specifically chose to follow the progress of this student because the student is an enthusiastic student who
is eager to learn.
Student #3 will be referenced as AL. AL is an IEP student with eligibility for a specific learning
disability. AL has a cumulative GPA of 2.2174 and ranks 308/422 in the senior class. According to IEP, the
student is able to access the resource room for extra help on tests, quizzes, and assignments. AL is also
eligible to use a calculator for math-related activities. I specifically chose to follow this student because the
student performs well when assisted and guided through instruction.
In regards to the assessment data, JG and AL both demonstrated improvement on the post-test
assessment, in accordance with the class-wide trend between both classes. JG scored 4 points (40%) on
the pre-test, and improved by 5 points (50%) on the post-test, with a score of 9 points (90%). Despite two
absences during the learning segment instruction days, this student still improved throughout the learning
segment.
AL also improved on the post-test. On the formative assessment, AL scored 5 points (50%), and
increased by 3 points (30%), with a final score of 80% on the summative assessment questions. AL also
improved throughout the unit, despite one absence during the learning segment instruction.
However, TB performed opposite of the class-wide trend for the formative and summative
assessments. On the formative assessment, TB scored 6 points (60%), and declined by 1 point to receive a
final score of 50% on the summative assessment. TB is one of the 3 students out of 40 who did not
improve on the summative assessment.
The 3 students highlight patterns that were consistent for the whole class in regards to facts and
concepts and interpretation or analysis. For example, students overall mastered the facts and concepts
associated with the learning segment. Questions 1,5, and 10 of the post-test demonstrate how students
properly identified the terms associated with economic growth, gross domestic project, and the business
cycle. For example, page 1 of the Artifact A displays how student TB correctly identified class concepts and
facts on his gross domestic product review sheet.
While TB and students overall grasped the concepts and facts with the learning segment, analysis
and interpretation were not as strongly displayed. For example, on page 4 of Artifact A, student TB
struggled to analyze the connection between business cycles, economic growth and gross domestic
product. Students struggled with the question posed on the artifact, What is the relationship between
Economic Growth, Business Cycles, and Real GDP? TBs response (highlighted in purple) was a common
response among the other students.

Feedback to Guide Further Learning

2a. In what form did you submit your evidence of feedback for the 3 focus students?
The main form of feedback is written comments on student work. While grading student work, I
made comments, photocopied the student work, and then returned it back to the students. Student Work is
included as artifacts for the data analysis. Artifact A represents work from TB, while Artifact B represents
student work from JG, and Artifact C represents student work from AL. The students work has been
stabled to keep the respective work separate and organized.
A main form of feedback to guide further learning includes correction on submitted work. For
example, the GDP Concept Quiz on page 3 in Artifact A represents this form of feedback. Question #2
(highlighted in pink on the artifact) requires students to describe the difference between nominal and real
gross domestic product calculations. On this assessment, student TB identified the differences between
these calculations but correctly attributed them to the wrong calculation. I provided feedback by telling him
that he had the definitions reversed.
Another example of this form of feedback is included in Artifact C, page 2. This item is a bell-ringer
exercise where students are also asked to describe the difference between real and nominal GDP. My
feedback, which is highlighted in orange, corrects the students thinking that real GDP is affected by
inflation.
2b. Explain how feedback provided to the 3 focus students addresses their individual strengths and
needs relative to the standards/objectives measured.
While these the examples in part 2a. evidence corrective feedback---feedback where I address an
incorrect understanding-----other forms of feedback that focus on students individual strengths is also
included. For example, on page 1 of Artifact B, the student provided a partial definition for gross domestic
product. The response was not necessarily incorrect but rather incomplete. I provided positive feedback
(highlighted in pink) by praising the student for their answer and also reminding them to review the other
parts of the gross domestic product definition.
An example of positive feedback for Student TB is found on page 2 of Artifact A. On this exit slip
question, I encouraged the student by praising his correct answer to why GDP is not a perfect
measurement of economic performance in a country. In this feedback, my goal is to highlight the positive
performance of the student.
Another example of positive feedback, highlighted in purple, is found on page 3 of Artifact C. This
student received 4/18 on the GDP Concept Quiz, and I focused on the students performance by praising
his correct answer in #5. This example is highlighted in orange on the artifact.
Consistent feedback is provided to all 3 students on the Concept Review for the section. As
stated earlier, students grasped concepts and facts for the most part, but struggled to recognize the
connections between the 3 unit concepts. Corrective feedback to the question, What is the relationship
between Economic Growth, Business Cycles, and Real GDP? is provided on page 4 of Artifact A, page 2
of Artifact B, and page 4 of Artifact C.
2c. How will you support students to apply the feedback to guide improvement, either within the
learning segment or at a later time?
The next unit that will be taught after this learning segment is Economic Health Part 2, where the
class will discuss unemployment, inflation, and poverty as measures of a nations economic health. These
3 new class concepts, in conjunction to our 3 class concepts covered during the learning segment (GDP,
business cycles, and economic growth) all address the same essential question: How do we measure the
health of an economy? From this learning segment, it is clear that students struggle less with mastering
facts and concepts and struggle more to forge connections between class concepts. During the next unit,
feedback can be applied through the use analysis activities earlier in the learning segment. For example,
the Economic Health Concept Connection worksheet from Lesson 5 of the Learning Segment occurs
during the summary of the learning segment, but in the Economic Health Part 2 lesson, students can apply
the feedback from the learning segment by making connections between class concepts earlier on in the
unit, rather than during the summary and review of the unit.

Evidence of Language Understanding and Use

3a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language to develop content understandings.
One area where students struggled to use economics language is the terminology associated with
gross domestic product. Overall, I found that students struggled to remember the name of the four
categories of spending (consumption, investment, government purchases, and net exports). For example,
on page 1 of artifact B, highlighted in green, the student used the term consumer goods instead of
consumption and investing instead of investment. Page 1 of Artifact C reflects an identical language
struggle, which is highlighted in green. On the Gross Domestic Product Review, the student again wrote
Consumer instead of consumption.
However, by the end of the learning segment, students grew familiar with the economic content
language. For example, during Learning Segment: Video 2 at time 3:10-3:57, students successfully
interact with the language of the business cycle by labeling the 4 stages of the business cycle. The student
who labeled expansion at 3:45 in the video clip displays language proficiency at time mark 3:55 by
recognizing that economic growth is another term to describe the expansion phase.
Economic content language development is also evidenced through the formative and summative
assessments. Question 10, Which term describes the ability of an economy to increase its output per
person? requires students to identify the appropriate vocabulary word (see attached pre-test assessment).
For the pre-test, 13/40 students (32.5%) correctly recognized economic growth as the appropriate term.
However, in the post-test assessment, 37/40 students (92.5%) recognized the correct term.

Using Assessment to Inform Instruction

4. Based on your analysis of student learning presented in prompts 1b-c, describe next steps for
instruction.
a. Explain how these next steps follow from your analysis of the student learning. Support
your explanation with principles from research and/or theory.
Based on the data, the most effective teaching strategies with this group of students were
reciprocal teaching and cooperative learning, and the least effective strategy was direct instruction. For
example, post-test questions 8 & 9 both address economic growth. In class 1, 50% of students answered
question 8 correctly and 60% of students answered question 9 correctly. In class 2, 60% of students
correctly answered questions 8 and 9 correctly. The main instructional strategy implemented for the
concept of economic growth was direct instruction with guided notes.
In contrast, the concepts that were covered by reciprocal teaching and cooperative learning were
more effective than direct instruction. The concept of the business cycle was addressed on Day 5 of the
learning segment through collaborative learning and reciprocal teaching. The data supports that these
learning strategies were more effective than direct instruction. For example, question 4 and question 6 of
the post-test both address the business cycle. In Class 1, 80% of students and in Class 2, 76% of students
answered question 4 about the business cycle correctly. Furthermore, 80% of students in Class 1 and 84%
of students in Class 2 answered question 6 about the business cycle correctly. Overall, the data supports
that reciprocal teaching and collaborative learning are more effective teaching strategies than direct
instruction.
4b. Explain how these next steps follow from your analysis of the student learning. Support your
explanation with principles from research and/or theory.
Not only are these strategies supported by the class data cited in 4a, but also in educational
research. While the class data evinces the effectiveness of reciprocal teaching compared to direct
instruction, educational research maintains that reciprocal teaching helps students retain information better.
In Bring Learning Alive!, the authors explain how simply recording notes on a lesson does not mean
students have learned information. They must actively do something with the information if they are to
internalize it (Lobdell, Owens, Bower 102). However, direct instruction is certainly beneficial in certain
settings. Kottler and Gallavan explain that direct teaching is helpful for teachers in controlling the pacing,
engagement, and amount of material covered (128). However, in order for teaching to truly be effective,
students must also interact with material in a context outside of direct instruction.
One way for students to interact deeply with material is through reciprocal teaching. The reciprocal
teaching strategy is implemented on the learning segment in days 1 and 5. Reciprocal teaching is a
strategic way for students to take ownership of learning as they instruct one another (Kottler and Gallavan
60). By instructing one another, students internalize material as they teach it to a classmate.
Appendix:
__ Test Questions aligned to Standards and Objectives
1 page of charts to illustrate analysis. You are welcome to include charts from your Excel data to illustrate
your analysis. The charts can appear as appendixes to your 2-3 page write up of the analysis.
__Include a table showing the individual students who took each test (number or letter them for
confidentiality), the grading scale, the grade distribution (number of As, Bs, Cs, etc.) and the average test
scores on both the pre-test and post-tests for each class.
__Include a table comparing the averages for each class in pre-and post testing.*
__Turn in a hard copy of the Learning Segment along with the analysis of assessment data to your
University supervisor. This will be returned to you.