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%) 10 21

Proficient
(80%-89%) 15 8

Partially
Proficient
3 1
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Test Analysis: Whole Class

Based on the results of the post-test assessment, I have concluded that the students are
understanding the lesson. In the pre-test only 10 students got a highly proficient. After the lesson
was taught 21 students reached a highly proficient grade. That was more than half of the class.
There was only one student in the post-test that received a partially proficient grade, and none
received a minimally proficient grade. In the pre-test, students were asked to write an IVF based
on a short story they were provided with. The sentences were incomplete, and students were not
using the correct verbs. In the post-test students were able to write a proper sentence with the
correct verbs.

Based on the whole class post-test grades I can see that students understood and learned the
lesson. I extended the lesson one more day because I felt that the students were still confused.
After giving them this extra day of lesson and examples, I felt confident that they were ready for
the post-test. I think what helped students immensely was having the verbs available to them and
writing IVF’s for different short stories (both fiction and nonfiction).

Post-Assessment Analysis: Subgroup Selection

I focused on my students who have IEP’s/504’s. In this specific class there are 4. 2 of them
scored in the minimally proficient category in the pre-test. However, after the lesson and some
one on one time they were all able to score higher in the post-test. I truly believe that the one on
one time they received reflected their post-test grade.
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%) # #

Proficient
(80%-89%) # 3

Partially
Proficient
2 1
(70%-79%)

Minimally
Proficient
2 0
(69% and below)

Post-Assessment Analysis: Subgroup

I felt very confident with the one on one teaching that I did with the 4 students. I gave them
a “cheat sheet” that they could refer to while writing the different IVF’s for the short
stories. This helped them understand that kind of verbs they were looking for. I also
provided them with a copy of notes taken in class (per their IEP).

None of the 4 students have mastered the lesson. My plan for helping them master this unit is by
allowing them to go to their resource teacher for more one on one help. In this case, they leave
my classroom (push out) to receive additional help and tools to help them. There was only 1
student in the partially proficient which I can easily see moving up to the proficient section, and I
can see the other 3 moving up to highly proficient without a problem

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 10 21

Proficient
(80%-89%) 15 5

Partially
Proficient
1 #
(70%-79%)
Minimally
Proficient
# #
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

I feel as though the subgroup did just as well as the remainder of the class. They were all able to
move up after learning the lesson. Even those that may have remained in the proficient did go up
in grade (but not category). Which leads me to believe that the lesson was carried out successfully
and with a good amount of time.

Now that the students have learned how to properly write an IVF sentence the next goal would be
to write a well written summary, which uses their IVF sentence as their first sentence in the
summary. The first thing we would need to focus on is proper writing format (what constitutes a
paragraph and how much they need to write).