Some TWS 6 Analysis of Students Learning Lesson #1-Place Value Students 1. 2. 3. .!igh Student ". 6.A#erage Student $. %. &.

Lo' Student 1(. 11. 12. 13. 1 . 1". 16. A#erages Pre-assessment 3 3 3 3 3 2 3 3 3 3 2 3 3 2 3 1 2.7 Post-assessment 2 2 2 2 2 2 2 1 1 2 2 1 2 2 1 2 1.8

Key 3-Student answered the problem(s) without any assistance. 2-Student needed a small amount of assistance to solve the problem 1-Student relied heavily on assistance while solving the problem 0-Student could not find the correct answer even with assistance

Whole Class Performance Analysis

During the pre-assessment, the students showed a great amount of knowledge of how to count base 10 blocks. ost students clearl! understood how to count bundles of tens, units or

ones, and then combine them together to create a double-digit number. "here were onl! three students who needed a little assistance and one student who relied hea#il! on assistance. "here were not an! students that recei#ed the score of a $ero, meaning the! could not calculate the answer e#en with help. "he class ended up with a successful a#erage of a 2.7 on the preassessment. %owe#er, the post-assessment did not turn out as well. &ot a single student in the class could complete the worksheet indi#iduall!. "wel#e out of si'teen students recei#ed a score of two on the post-assessment. "his was because of a couple of reasons. (tudents were gi#en base ten block manipulati#es to work with. )fter reflecting on the lesson, * came up with the conclusion that the base ten blocks seemed to be more of a hindrance to the students rather than a helpful tool. "he reason for this is because the students had ne#er used the base ten block manipulati#es before. an! seemed confused. "he! could not grasp the concept that the bundles

of tens made up the tens place #alue. +or man! students * onl! had to show them one time how to use the base ten blocks. ,thers howe#er, needed more much more assistance and did not pick up the concept. -#en one of the highest students in the class struggled with understanding how to use the manipulati#es. "he student did correctl! answer the .uestions on the post-assessment howe#er, the child, did need help. %e also noticed a patterned in the worksheet and was able to complete the remaining portion of the worksheet without assistance and without using the manipulati#es. ,ne a#erage student in the class scored two/s on the pre-assessment and the postassessment. "herefore, the student did not show an! impro#ement throughout the lesson. )lthough the student did need help in the beginning of the post-assessment, she immediatel!

picked up the concept of the worksheet. * was surprised to see how well one of the lower students in the class performed during the pre-assessment. "he student scored a three on the preassessment and a one on the post-assessment. %owe#er, b! his participation in the pre and during assessment the child seemed to understand the concept of place #alue. 0ike most of the class, the student was confused about the manipulati#es and did not understand the tens and ones place on the post-assessment. "he student relied hea#il! on the assistance of the shadow during the e#aluation. "he a#erage of this post-assessment ended up being a 1.8. %igh 1erformer )#erage 1erformer 0ow 1erformer 2lue "e't 1ink "e't 3reen "e't

Student e ample of postassessment.

Lesson Plan #2-Four Phases of the Moon

Students 1. 2. 3. .!igh Student ". 6.A#erage Student $. %. &.Lo' Student 1(. 11. 12. 13. 1 . 1". 16. A#erages

Post-assessment 1 0 1 Did not turn in 405 1 1 1 0 0 1 1 0 0 1 )bsent 0 637

!ey 1- Students properly listed three facts that they learned. 0- Students did not list at least three facts or the items listed were not acceptable facts.

8hole 9lass 1erformance )nal!sis )t the beginning of the lesson, students completed the :;< portion of a ;80 chart for the pre-assessment. "he pre-assessment results are not attached because it was completed on the smart board and the chart was not sa#ed. (tudents knew a little information about the moon. "he! could tell me that it changed shapes, it had holes in it, and that it was made of rocks. %owe#er, students did ha#e a few misconceptions about the moon. "he! thought that the moon was what pro#ided the light during the night. -#en though this is a #alid thought, students later learned during the lesson that the sun shines on the moon causing it to look as if it gi#es off light. +or the post-assessment, students were to tell me three things that the! learned during the lesson. (ome students did well with these others did not. )t the end of the lesson man! students could name some phases of the moon, e'plain that the moon rotates, and understood that the moon does not produce light. %owe#er, others had a hard time with this. ) possible reason wh! could be that the! ha#e ne#er e'perienced an assessment like that before. "he! ma! ha#e been

able to orall! tell me things that the! learned but the! could not transfer their thoughts to paper. )nother reason could be that man! students get ner#ous when the! write because their writing is slopp! and the! cannot spell correctl!. "his could ha#e caused these students to gi#e up more easil!. ,#erall, 637 of the class showed a better understanding of the moon at the end of the lesson. "he post-assessment consisted of students creating the moon phases with ,reo cookies. "he higher student was not allowed to turn in the post-assessment because the student chose to spit and slobber all o#er his paper to make the ,reos stick. "herefore, * do not ha#e the higher student/s post-assessment results. "he a#erage student in the class successfull! completed the post-assessment. "he student said that the moon is made up of rocks, the sunshines on the moon gi#ing off light, and that the moon is sometimes out in the da!. "he a#erage child participated #er! well during the pre-assessment and was #er! interested in the #ideo that was shown. * was happ! with her performance on the post-assessments. ,n the other hand, a low student in the class did not perform well on the post-assessment, e#en when the student was offered help from another student/s shadow. "he shadow assisted the student during the ,reo acti#it! and the child seemed to do well. %owe#er, the student did not attempt to list three things that was learned during the lesson. * e'pected more from this student since help was offered. +or the student to turn in a blank page was not acceptable.

Student e ample of postassessment.

Lesson Plan #3-Adjectives

Students 1. 2. 3. .!igh Student ". 6.A#erage Student $. %. &.Lo' Student 1(. 11. 12. 13. 1 . 1". 16. 1$.

Pre-assessment 0 0 2 1 1 1 2 0 1 0 0 0 2 0 )bsent 1 ,

Post-assessment 2 Did not turn in paper 2 2 1 2 2 0 ,ut of room 2 1 2 1 1 )bsent 1 1

Key Pre-assessment 2- "oth #uestions on the preassessment were answered correctly 1-only one #uestion on the preassessment was answered correctly 0-neither #uestion on the preassessment was answered correctly

Post-assessment 2-students shows $ #uality ad%ectives 1-student shows less than $ ad%ectives and the ad%ectives may not be of the best #uality 0-the student did not attempt to list any ad%ectives

&hole 'lass (erformance )nalysis *t surprised me to see so many students perform so poorly on the pre-assessments. "ased on the results students mi ed up a noun with an ad%ective. +his surprised me because

students should have somewhat recogni,ed an ad%ective from -indergarten and because they review nouns in class periodically. *n addition. * chose to read the #uestions and answer choices on the pre-assessment aloud to create a better chance for students to perform well. +his was to accommodate low-level readers. /nly three students showed that they had -nowledge of what an ad%ective was before the lesson. +hose three students did not include the highest student in the class. )lthough as a result. the high performer in the class did gain a point and showed an understanding of an ad%ective on the post-assessment. +he higher level student listed ad%ectives to describe his hat such as it has stripes. it has a big hole. the bottom is stapled. and it is made out of paper.+he average student in the class showed the same results as the high performer. +he child scored a one on the pre-assessment meaning the student got one out two multiplechoice #uestions correct. +he average student0s score also increased by a point on the postassessment. indicating she did learn what an ad%ective is. She described her has as red. white. it has stripes. and that it bends. +he low student in the class showed some -nowledge of an ad%ective by scoring a one on the pre-assessment. which did surprise me. 1nfortunately. the student was pulled out of the room for speech during the post-assessment. )lthough * am interested to -now how he would have done after the lesson. /ut of 12 students present in class that day. seven students scored perfectly on the post-assessment. 3ine out of the 12 students score increased to either a one or a two. which is impressive. * was very glad to see many scores go up on the post-assessment. /bviously. the lesson went well and at the end of the lesson. most students could create ad%ectives describing the hat that they made. )ll of the students completed the post-assessment individually so * was very proud when * loo-ed at results.

Students e ample of the pre-assessment (top) and the post-assessment (bottom).

Lesson #4-What is in a community?

Students 1. 2. 3. .!igh Student ". 6.A#erage Student $. %. &.Lo' Student 1(. 11. 12. 13. 1 . 1". 16. 1$.

Pre-assessment 0 0 0 0 0 1 0 1 1 0 1 1 1 0 0 0 )bsent

Post-assessment 1 1 0 1 1 1 1 0 0 1 1 )2) 0 0 1 -arl! Dismissal 1

Key Pre-assessment 1-student mainly chose correct items that e ist in a community 0-student chose items that do not e ist in a community

Post-assessment 1-student was able to fill in bubble map with #uality answers to describe their community 0-student did not use #uality answers to describe their community or there were no answers at all

&hole 'lass (erformance )nalysis

"he chart abo#e shows that out of 1= students present in the class onl! si' students could identif! what resources make up a communit! before the lesson. )fter the lesson, eight students were able to state what resources are in their communit! on the post-assessment. * was #er! dissatisfied with the results because * felt that the lesson went well and the results on the postassessment should ha#e been better than the! were. * was #er! surprised to see that the high performer in the class did not ha#e an! prior knowledge of what a communit! is. %e did howe#er show impro#ement on the post-assessment. %e identified that he could eat in restaurants, that a communit! has streets and buildings, and that he can pla! in parks in his communit!. "hese were #er! acceptable answers and * was glad to see an impro#ement following the pre-assessment. "he a#erage student was able to identif! parts of the communit! in the pre-assessment and the post-assessment. ,n the post-assessment, she recogni$ed that she goes to school in her

communit!, and that she pla!s in parks in her communit!. * would ha#e like to see more than two answers on the post-assessment but * would ha#e needed to modif! the post-assessment to enforce that change. )s for the low student in the class, he seemed to understand parts of a communit! on the pre-assessment. %owe#er, * am wondering if he recei#ed help from the shadow, which he should not ha#e, the pre-assessment was to be indi#idual work onl!. %e should ha#e been able to answer all parts of the pre-assessment because * read the .uestions and answer choices aloud for that purpose. * was disappointed to see that he did not complete the post-assessment. %e onl! filled in one answer and it stated that he could go to 8al- art in his communit!. %e turned in his paper lea#ing three empt! blanks. "wo students did not show an! impro#ement and three student scores decreased rather than increasing. ,ne wa! to impro#e student scores would be to change the post-assessment or ha#e a different assessment all together. * decided that the class did not understand the assessment. 1ossibl! a good assessment for this lesson would ha#e been to retest with the same pre-assessment.

Student e ample of preassessment and post-assessment.

Lesson #5-Non-Standard Unit of Measurement

Students 1. 2. 3. .!igh Student ". 6.A#erage Student $. %. &.Lo' Student 1(. 11. 12. 13. 1 . 1". 16. 1$.

Pre-assessment 1 0 &o paper 1 0 1 1 1 1 )bsent 1 1 )bsent 1 0 1 )bsent

Post-assessment 1 1 &o paper 1 1 1 1 1 (peech 1 1 )2) )bsent 1 0 1 0

Key 1-Students shows a realistic measurement 0-Students answers are not realistic measurments

8hole 9lass 1erformance )nal!sis "he table and graph abo#e shows the pre-assessment and post-assessment results for lesson number fi#e, measuring in a non-standard unit. "en out of +ourteen students showed prior knowledge of measuring with a non-standard unit. "hat is a #er! impressi#e number. )lthough there is a reason behind the results, * first showed students how to measure using their pencils. * did this because students had no prior knowledge of how to measure. "his would be the first time that the! were e'posed to measuring with a non-standard unit. "he high student in the class did #er! well on both assessments. %e showed realistic measurements according to the item being measured and the unit of measurement. "he same goes for the a#erage student. (he performed well on both assessments. )s for the low student, he too showed realistic measurements on the pre-assessment. >nfortunatel!, during the post assessment he was not present in the classroom. * would ha#e liked to see his results because that would ha#e determined if he understood what he

was doing. +or the most part, all students performed #er! well on both assessments. "wo out of three $ero/s, for the pre-assessment mo#ed up to a score of a one. "hat means that the actual lesson was good because there were students who impro#ed.

Student e ample of preassessment and post-assessment.

?eason for )nal!$ing "hree (tudents *t was important for me to pick out and anal!$e three different students on three different instructional le#els because it helps me reali$e if * am teaching to e#er! student on e#er! le#el or if m! lessons are directed more towards one t!pe of student. -ach le#el has different needs. ) higher le#el performer needs more of a challenge, an a#erage le#el performer needs basic teaching but ma! need a push to be successful, and a lower le#el performer needs more one on one help or some t!pe of lesson that gets them more in#ol#ed so that the! can achie#e more. 2! anal!$ing three students, * was able to see if * was meeting their needs to help them grow and achie#e higher scores.