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 4

Proficient
(80%-89%) 0 13

Partially
Proficient
3 10
(70%-79%)

Minimally
Proficient
26 2
(69% and below)

Post-Test Analysis: Whole Class

After looking over the data, I am excited that students are understanding the concept and being
able to apply it to the post-assessment. One example of student growth is that I had students work
on an entrance ticket and most of the class successfully answered 2 of 3 questions correctly.
Another example is that students were helping each other with their classwork and explaining the
steps.
Based on the whole class post-test data, student growth is apparent. Looking at the pre-test, most
students did not even try to attempt to solve the problems. However, I noticed that those same
students were showing their work, has illustrations, which made it easier for me to see what they
were thinking to solve the problems. Before I started the lesson, I played a video that got students
interested and started to think about triangles in a real-life situation. My mentor teacher reminded
me how important it is to use visual aids for students, especially with my classroom
demographics.
Post-Assessment Analysis: Subgroup Selection

The subgroup population that I am going to focus on for this analysis is the ELL population
because they require a range of accommodations in order for them to be set up for success.

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 1

Proficient
(80%-89%) 0 1

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
3 1
(69% and below)

Post-Assessment Analysis: Subgroup

One student has an IEP, but he is strong in Math and struggles in Language Arts. The one student
that is classified under minimally proficient got frustrated and thought that it was easier to just not
finish the post-assessment. The other two students were able to use the graphic organizers to their
advantage, which helped to guide them through the steps.

I believe that my instruction was helpful, but I could definitely use more differentiation strategies
to make sure that I always meet them where they are at. For the students that did not master the
objectives, I will have them make a foldable. It will allow students to algebraically solve step by
step, understand the vocabulary, and visually see what it should look like. One day, I would have
students work on a Kahoot.it quiz that will engage students while being able to review the
content.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 3

Proficient
(80%-89%) 0 12

Partially
Proficient
2 9
(70%-79%)

Minimally
Proficient
19 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

All but one student passed the post-assessment. Through data, I know that my instruction is
effective. The remainder of the class did very well on the post-assessment because they were
showing their work and processing. I think that my instruction can be more effective if I used
different ways to teach the information. For example, I could show a video that relates to the topic
or asking more real-world applications in which students need to solve for missing angles.

Based on my analysis of student learning, the next steps that I would take is to first use more
differentiation strategies to tier the class. I would like to also use more graphic organizers that the
students can refer back to. This would help the entire class, but more so for the ELL population
and IEP population. Students will be able to understand theorems and be able to apply theorems
accurately.