TWS 6: Analysis of Student Learning

Data on Whole Class:

The following table is a representation of the students performance for the pre, during, and post
assessment. The objective that relates to the assessment is After reading a story about
Thanksgiving, the students will be able to write at least 3 facts and 3 opinions related to the
given topic with 100% accuracy. The pre-assessment shows which students responded to the
question asking if they knew what a fact and an opinion was and if they were able to provide an
accurate example. The during-assessment is showing which students identified a fact or an
opinion from the story. The post-assessment shows how many facts and how many opinions
each student came up with relating to the given topic; Thanksgiving. A loss or gain of
knowledge is represented by the (+) and (-) sign and the percentage is what the students scored
overall for the lesson. The class average was more gains than losses with an overall percentage
of 75% mastery.
Student

Pre-Assessment
Did the students define
a fact or an opinion

During-Assessment
Did the student identify
a fact or opinion in the
story

PostAssessment
Did the
students
provide 3 facts
and 3 opinions

Gain or
loss of
knowledge

Opinion is you think

Yes, fact (Thanksgiving

is in November)

3/3

100% +

2
3

Said we prove a fact

We all watch football
(opinion)

3/3
2/0

100% +
33% -

3/3

100% +

3/3
5/3

100% +
100% +

3/3

100% +

2/3
2/1

66% +
50% -

3/3

100% +

4/2
3/3

80% +
100% +

2/1

50% -

Yes, opinion (pumpkin

pie is tasty)

5
6

7
8
9

Yes, opinion (the harvest

was great) noted that the
word great makes it an
opinion
We all eat turkey
(opinion)
We go to school (fact)

10
11
12
13

Today is Wednesday
(fact)

No, stated fact that

should be an opinion (we
all pray to God)
Yes, fact (Pilgrims ship is
called the Mayflower)

14

Thanksgiving is fun
(opinion)

15

Yes, opinion (the

Pilgrims and Indians are
best friends)
Yes, fact They planted
crops (they being the
Indians)
No, stated an opinion that
should be a fact (we
celebrate just like the
Pilgrims with same food
and decorations)
Yes, fact (the pilgrims
learned to hunt)
Yes, fact (some Pilgrims
died in the winter)
Yes, opinion (all of the
food is wonderful)

16

17

18
19
20
21

Food is nasty (opinion)

4/1

70% +

5/1

70% +

3/3

100% +

1/1

33% -

2/3

83% +

3/1

66% +

3/3

100% +

3/3

100% +

Green indicates my high performing student.

Yellow indicates my medium performing student.
Red indicates my low performing student.

Results on 3 individuals (high, medium, low):

Based on the results from these students, I feel that the lesson was successful but some students
didnt take the assignment seriously therefore lowering the mastery percentage even though the
majority of the class mastered the objective.
My high performing student responded during the pre-assessment by stating that an opinion is
something that we think. This student strengthened the response by giving an example of an
opinion. For the during-assessment this student stated a fact from the story saying that
Thanksgiving is celebrated in November. For the post-assessment, the student was able to
correctly identify three facts and three opinions that related to the topic Thanksgiving. Due to
time constraints, I reduced the number of facts and opinions from 5 to 3. This student was
successful in all three areas for pre, during, and post. The student gained no knowledge on the
subject because the student was already knowledgeable on distinguishing facts and opinions.
My medium performing student did not respond during the pre and during assessment but was
able to correctly identify at least two facts and one opinion about Thanksgiving. I used this
students work for my medium performer because of the responses made on the post-assessment.

This particular student didnt identify at least 3 facts or opinions but the ones that were stated,
related to the given topic. The other facts and opinions made were not related to the topic. The
responses were average and expected for a student who had no prior knowledge on facts and
opinions. After the lesson was over, the student gained more knowledge on the topic. When
asked to give me more examples, the student was able to do so.
My low performing student did not correctly identify facts or opinions related to Thanksgiving.
For the pre-assessment the student stated what they thought was an opinion but was a fact. I
asked the student to make the statement into an opinion by changing the wording but he could
not do so. The students responses were incomplete and very vague. The student could not
correctly distinguish between facts and opinions even when asked and given examples. The
student gained no knowledge on the content and needs to be given further instruction presented
in a different way. I feel bad that the student gained no knowledge but he is one of the students
who misbehaves and gets distracted very easily. I think that a different approach to the objective
will be more successful for this student.
It is important to understand the learning of these three students because it gives you a greater
understanding of how well or poor the lesson went. Also, it gives you an analysis of student
performance so you can change and adjust instruction as needed. For the high performing
student I know that they need no further instruction and can move on or be given an advanced
assessment on the subject. For the average student you can modify the instruction to give them
more examples so they can be more fluent. The low performing student needs to be given more
instruction in a different way. Having results from three different students at different levels of
learning can help you determine what you as the teacher can do differently so all students can
reach mastery.
High

Medium

Low