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
0
(90%-100%) 0

Proficient
(80%-89%) 8 14

Partially
Proficient
7 8
(70%-79%)

Minimally
Proficient
7 0
(69% and below)

Post-Test Analysis: Whole Class

By conducting classroom assessments teachers can properly develop and interpret, assessments that can
help them have a better understanding of the on content their students are taking in. When a teacher
provides assessments they can gather evidence on what students know, and are able to do by identifying
their strengths and weaknesses. After providing lesson plans focusing on nonfiction texts and providing a
post assessment all students are partially proficient or above. Throughout the unit lesson I observed
students learning and progression by doing formal and informal assessments. This allowed me to monitor
how my teaching effected the content and student learning. By doing this I was able to motivate and
adjust the learning and instruction. An example of adjusting the lesson was by holding conferences in
small groups in order to ask questions guide their thinking.

Post-Assessment Analysis: Subgroup Selection

The subgroup population I focused on for this analysis was the seven students that fell under a
minimally proficiency whom also have IEP’s for reading comprehension.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

 Pre-Test Post-Test

Exceeds # #

Meets # #

Approaches 7 7

Falls Far Below # #

Post-Assessment Analysis: Subgroup

After working with this small group of seven students I have found that the vocabulary that was
being used in the unit were difficult for these students to comprehend. This subgroup of students
are below reading level and need texts read out loud to them as well as visuals. The students were
confusing fiction and nonfiction text but after working with them in a smaller group setting and
by giving them an easier text to follow students were able to understand the curriculum.

Although the seven students have not mastered the proficiency standards focused on in the lesson
they were able to make progress with extra support.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds # #

Meets 8 10

Approaches 7 5

Falls Far Below # #

Post-Assessment Analysis: Subgroup and Remainder of Class

Although I put students in groups based off of reading levels, I feel the seven students who
struggled in comprehending the text should have been given an easier text structure. While
conferencing I noticed students had difficulty marking up the text so when I sat with the subgroup
I showed them how to do this. This made it easier for students to summarize the text and point out
the main ideas, and key details.

The next steps for the unit would be to give students different reading level texts that are different
text structures. This not only will help build their reading stamina but build their confidence in
being able to identify different text structures and if a text is a hybrid.