Analysis of Student Learning

After reviewing the pre and post tests I can see that the majority of the 1st grade
class improved when learning about citizenship. I analyzed in depth three students they
are student 3, student 9, and student 16.
Student 3 is an above level student. She gets 100%on her spelling tests every
week. She is currently on a 16 reading level which is where she should be at the end of 1st
grade. She scored 5 out of 5 on the pretest which didnt really surprise me because of the
level she reads and understand. On her post test she scored 5 out 5 again which is what I
expected, because she understood what a citizen was from the beginning before I even
taught it.
Student 9 is an ELL student. He speaks and understands English, but he does get
confused on using English words the right way, because they mean something else in
Spanish or something else in English and it confuses him. He also is a level 3 on reading
and right now in 1st grade he should be at a level 6 and moving up. He scored 0 out 5 on
the pre test. This was not very surprising to me, because of the language barrier and not
understanding what a citizen was. On the post test he scored 4 out 5. The question he
missed was question 2 it asked if someone was being a good friend and he chose student
instead of friend. This question could have been answered with the answer student, but
because I taught them about being a good friend that was the answer that was expected
based off of what we learned.
Student 16 is my below level student. She is currently a level 1 in reading and she
should be at a level 6 right now and moving up. She really struggles in math, reading,

and writing. We currently have an IEP in process so she can get the assistance she needs
to help her succeed. She scored 0 out 5 on the pretest. Again I was not surprised with her
score based off of how much she struggles in school currently. On her post test she scored
a 3 out 5. What was interesting about her score was that she missed the questions with
words as the answers, but she got the yes and no questions right. This tells me that she
struggles with understanding more information and critical thinking if it involves more
than a yes or no answer.

Whole Class Analysis

I gave a pre-test and a post-test on the 1st grade standard on citizenship. Scores on
the pre-test were obviously lower then the scores on the post-test, because the
information hadnt been taught yet. Both tests were given in the exact same environment
and the exact same way. I read both test to the students and the answers while they
circled which one they felt was correct. Both pre-test and post-test were the exact same
assessments.

Chart A
Citizenship Unit Pre-Test
Students
1
2
3
4
5
6
7

Q.1

Q.2

Q.3

Q.4

Q.5

Score out of
5
3
2
5
3
3
2
1

Citizenship Unit Pre-Test

8
9
10
11
12
13
14
15
16
17
18

0
0
1
3
2
0
1
4
0
0
0
Red Incorrect

Green correct

Chart A shows the results of the pre-test on citizenship. Overall the students did
well. The highest score was 5 out of 5 and the lowest score was 0 out of 5.
Question 1 (a person that belongs to a community is a citizen) was missed by all
students except 1 student.

Chart B
Citizenship Unit Post-Test
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

Q.1

Q.2

Q.3

Q.4

Q.5

Score out of
5

5
5
5
5
5
5
5
5
4
3
5
5
5
5
5

Citizenship Unit Post-Test

16
17
18

3
4
5
Red Incorrect

Green correct

The results of Chart B show that the post-test every student improved their scores
and no ones scores decreased after learning the standard of citizenship. It also shows that
2 students both missed questions 1 and 2 still even after learning. Questions 1 and 2 had
answers that were words and questions 3, 4, and 5 had just yes or no answers. Looking at
the chart and seeing the 2 students that missed questions 1 and 2 as a teacher I realize
they need help with extending their thinking beyond just yes or no answers.

Sub-group Analysis

In this 1st grade class based off of Chart C Pre-test and post-test the students
varied in wrong answers. Questions 1 and 3 were really interesting because more boys
missed those 2 questions and then question 5 more girls missed. Questions 2 and 4 the
same amount of girls as boys missed those questions on the pre-test.

Chart C Pre-Test

Chart D Post-Test

The post-test results were also interesting but not as varied. The graph above in Chart D
shows that 2 girls missed question 1, but only 1 boy. Then question 2 was 2 boys missed

it as only 1 girl did. As for questions 3, 4, and 5 no students missed any of the questions
on the post test.

How evidence from the assessments supports or contradicts pre-assessment findings

From the pre-assessment I realized that many of my students didnt understand what a
citizen was or that they were a citizen. When teaching about being a good friend my students
grasped that concept right away and was able to give me a great discussion. The litter lesson I
taught my students said all the right things and did all the right things for my formative assessment
during the lesson. I decided as a continued formative assessment I would watch my students at
recess for the next several weeks and see if they really did learn from my lesson and if they would
pick up trash as they passed it. To my surprise 95% of my students picked up trash on the ground if
they saw it this was reconfirmed when I had the vice-principal pull me aside during lunch one day
to tell me how he loves my 1st graders, because they truly care about our school and at lunch my 1st
grade class picked up over 100 pieces of trash on their own. The lessons about safety rules and
classroom rules during the formative assessments the students did get in understanding the rules,
however as I continue to assess them I realize the students know the rules, but they dont always
follow them which doesnt surprise me for 1st graders they seem to want to test the boundaries. On
the Post-test all the students got the rules questions right so this tells me they understand and know
them, but still want to see how far they can push it. The expressing feelings lesson went really well
as I taught it and my formative assessment confirmed this as my students expressed to me how we
express our feelings and how our words hurt other people and we may not realize it. As I continue
to observe my students I see they are expressing their feelings the right way. I had one student that

would have sudden crying out bursts since the beginning of the year. He would just start to cry out
of no where extremely loud and I would have him to go the hall until he could come down and then
come back to class. At the beginning of the year he would have these crying out bursts at least twice
a week, but after I taught this lesson over a month ago he has not had one crying outburst. So I feel
that if I was able to reach that one student then my lesson was successful.

Discuss the assessment instruments to determine the validity of questions used to measure
learning

The pre and post assessments included 5 questions based off of citizenship. Question 1 was
about who was a citizen. Question 2 was about being a good friend. Question 3 was about safety.
Question 4 was about team work. Question 5 was about littering and keeping the school clean.
These questions are valid because they were pulled from the core standards that every 1st grader
needs to know.
Lesson 1 included the pre-assessment as a formative assessment, because all students need
to follow along so I had to give explicit instructions to my students.
Lesson 2 had a formative assessment of me observing the students picking up trash. This is
valid because I had to watch the students pick up the trash to verify they comprehend the lesson I
taught.
Lesson 3 had a formative assessment of working in a group on an activity as a team. This
was a valid assessment because it follows the objectives in the lesson plan and unit plan.

Lesson 4 had a formative assessment of the students acting out how to be safe in the
classroom. This was a valid assessment because it followed the unit plan objectives as well as the
core standards.
Lesson 5 had a formative assessment of saying the rules as the ticket out the door. This was
valid assessment because it showed me each individual student understood the rules and could tell
them to me as well as it followed the core standards.
Lesson 6 had a formative assessment was students saying how they express their feelings
and how their words affect others. This assessment is valid because it follows the objectives in the
lesson as well as the unit plan.
Student 3
Student 3 got 100% on the pre assessment as well as the post assessment. She
participated in all of the discussions often leading them when I was teaching the lessons.
She grasped the concepts right away about being a good friend, littering, team work,
safety rules, school rules, and expressing her feelings and this was valid based off of all
the formative assessments I performed.
However, even though student 3 was able to show during the formative
assessments that she mastered all these concepts her actions have spoken louder the past
month. She has started to act out and not follow the school rules. She has begun to hit and
bully students. She can turn her tears on just like that and them off just as fast, she
doesnt seem to be expressing her feelings appropriately. I find this extremely interesting,
because obviously this student is very bright and she knows right from wrong, but when
it come to socially she seems to be lacking in those skills and trying to compensate in the
wrong ways which is getting her in trouble.

Student 9
Student 9 is my ELL student. On the pre assessment he didnt exactly what I
expected and that was to miss all of them. I expected this because of the language barrier
and the confusion with it. However as I taught the lessons he seemed to really grasp the
content. He was a little confused about the being a good friend, but when I explained the
assessment more one on one he understood it more, but couldnt tell me why someone
was a good friend just that they were a good friend. He really grasped the lesson about
littering and he truly cares about our schools this is valid because he is one of many
students that still continues to pick up trash at recess as well as in the classroom with out
being asked. The post assessment proves that the language barrier is still their as far as
confusion and that student 9 was still confused on being a good friend. This just tells me
that I need to be clearer to my ELL students when I teach so they clearly understand and
are not left confused at all.

Student 16
Student 16 missed all of her questions on the pre assessment, but improved on the
post assessment by only missing 2 questions. Student 16 is a hard student for me it is
almost like she isnt even their when I teach. Because of this we are in the process of
getting her an IEP. During the lessons students 16 tries to participate and I often call on
her knowing she isnt going to give the right answer, but I dont want her to feel like she
cant answer something.

During the lesson of being a good friend I was writing on the board as students
told me what qualities a good friend has and student 16 raised her hand so I called on her.
She said Mrs. Taylor I like your shirt. Completely relevant to what the lesson was about
but I spun it and said oh thank you for the compliment, see giving compliments is being
a good friend.
Student 16s comment wasnt out of the ordinary she often makes comments like
that and struggles in many areas besides just this lesson. I am positive once we get her
IEP officially going we can work as a team to figure out the best way to help her learn
and succeed.
She struggles throughout the lessons as I taught them. When I asked what a good
friend was her reply was a good friend. When I asked why do we not litter her reply was
trash. She understood the formative assessments about safety rules and school rules
which surprised me, because the schools rule she had to tell them to me as she walked out
the door.
On the post assessment my assessing of the formative assessments was correct
because she still missed questions 1 and 2. What was interesting about this was that
questions 1 and 2 were questions that you had to choose between 3 possible choices and
questions 3, 4, and 5 were yes or no answers. She was able to answer the yes or no
questions just fine once she learned the content, but the questions where she had to
choose between 3 possible answers she couldnt answer. The first question was are you a
citizen, boy, or girl and on both the pre assessment and post assessment she chose girl.