PreandPostAssessment:AnalysisofStudentLearning

StandardIV:AnalysisofStudentLearning

Table1.1:PretestResultsforeachstudent
Pretest
Scores

QuestionNumbers
*
meansacorrectanswer
/
meansanincorrectanswer

Student
Number

1
0

1
1

1
2

1
3

1
4

1
5

1
6

1
7

1
8

1
9

Student
1

Student
2

Student
3

Student
4

Student
5

Student
6

Student
7

Student
8

Student
9

Student
10

Student
11

Student
12

Student
13

PreandPostAssessment:AnalysisofStudentLearning
2

Student
14

Student
15

Student
16

Student
17

Student
18

Student
19

Student
20

Student
21

Student
22

Student
23

Student
24

Table1.2:Posttestresultsforeverystudent
Posttes
t
Scores

QuestionNumbers
*
meansacorrectanswer
/
meansanincorrectanswer

Student
Number

1 2

10 11 12 13 14 1
5

16 1
7

1
8

19

Student
1

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bargraph.

PreandPostAssessment:AnalysisofStudentLearning
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Student
2

Student
3

Student
4

Student
5

Student
6

Student
7

Student
8

Student
9

Student
10

Student
11

Student
12

Student
13

Student
14

Student
15

Student
16

Student
17

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bargraph.

PreandPostAssessment:AnalysisofStudentLearning
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Student
18

Student
19

Student
20

Student
21

Student
22

Student
23

Student
24

AnalysisofStudentLearning:
PreandPostTestResults:EntireClass
ThelessonswerecreatedformyTeacherWorkSample(TWS).ThestandardsI
usedwerefromthefourthgradecommoncorestandardsforscience.Theconceptsthat
wereincludedintheselessonswerefocusedonvocabularyandthefunctionsofthe
watercycle.Studentswererequiredtoreadandinterpretdifferentmodelsanddiagrams
ofthewatercycle.Itaughtmylessonsoverathreeweekperiodandthelessonswere
aboutanhourlongeach.Thethreeweekswerebrokenupbyspringbreak.Ihave
wonderedifthisaffectedmystudentsscoresinanyway.Thepreandpostassessments
weregivenonthestudentsiPadsusinganappcalledschoology.Theapprecords
therescoresforthemultiplechoicequestions,butrequirestheteachertogoinand
correcttheshortanswerquestions.

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PreandPostAssessment:AnalysisofStudentLearning
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Thepreassessmentwascreatedbyallofthefourthgradeteachersonmyteam.
Itconsistedof19questions,5ofthemareshortanswerandtherestaremultiple
choice.Threeofthemultiplechoicequestionsrequiredstudentstolookatadiagram
anddecidedwhichlettercorrespondedwiththequestionbeingasked.Theresultsof
thispreassessmentcanbefoundinTable1.1.Theclassaveragewas48%onthispre
assessment.Onlyonestudentwasabsentthedayofthepreassessment.
Thepostassessmentwastheexactsameassessmentasthepreassessment.
TheresultsofthepostassessmentcanbefoundinTable1.2.Theclassaveragewas
78%onthepostassessment.Allofthestudentswerepresentthedayofthe
postassessmentandallofthemcompleteditonthesameday.
PreandPostAnalysisofStudentLearning:EntireClass
Table1.3:Pretestscores*

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bargraph.

PreandPostAssessment:AnalysisofStudentLearning
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Thepreassessmentwasgivenpriortoteachingmyunitonthewatercycle.
Whengivingthepreassessmentmoststudentshadrememberedafewthingsabout
thewatercyclefromsecondgrade.Thestudentshadalsowatchedademonstrationon
thewatercycletheweekbeforeduringanassembly.Whengradingthepreassessment
itwasevidenttomethattheyhadalreadyhadsomepriorknowledgefromthesetwo
differenttimes.ThescoresofthepreassessmentcanbefoundaboveinTable1.3.the
classaverageforthepreassessmentwas48%.

Table1.4:PosttestResults

ThepostassessmentwasgivenafterIhadfinishedteachingmyunitonthe
watercycle.Whengivingthestudentsthepostassessmentthestudentswereoptimistic
andpreparedtotaketheassessment.Whengradingtheassessmentitwascleartome
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PreandPostAssessment:AnalysisofStudentLearning
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thatallofmystudentshadgrownintheirlearningofthewatercycle.Thescoresforthe
postassessmentcanbefoundaboveinTable1.4.12ofthe24studentsintheclass
scoredabovean80%onthepostassessment.Theclassaverageofthe
postassessmentwasa79%.

Table1.5:Pre/PostAssessmentComparison

PreandPostComparison:EntireClass
WhencomparingthescoresofthepreandpostassessmentshowninTable1.5
above,therewasaconsiderablegrowthbythemajorityofthestudentsintheclass.On
thepreassessmentonestudentdidnotgettotakeitbecausetheywereabsent.Onthe
preassessment:1studentscored11%(2correct),1studentscored21%(4correct),2
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PreandPostAssessment:AnalysisofStudentLearning
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studentsscored26%(5correct),3studentsscored32%(6correct),1studentscored
37%(7correct),3studentsscored42%(8correct),2studentsscored47%(9correct),
2studentsscored58%(11correct),1studentscored63%(12correct),4students
scored68%(13correct),2studentsscored74%(14correct),and1studentscored79%
(15correct).Onthepostassessment:1studentscored32%(6correct),1student
scored37%(7correct),1studentscored42%(8correct),1studentscored58%(11
correct),1studentscored63%(12correct),3studentsscored68%(13correct),1
studentscored74%(14correct),3studentsscored79%(15correct),1studentscored
84%(16correct),2studentsscored89%(17correct),5studentsscored95%(18
correct),and4studentsscored100%(19correct).Whenlookingatthesecomparisons
moststudentsmadeasignificantincreaseontheirscore.Theassessmentwasthe
exactsameassessmentsoIfeelthatthisdefinitelyshowsthestudentsgrowthonthe
subject.Iamstillconcernedwiththe3studentsthatscoredbelow50%onthe
postassessment.AlloftheassessmentsusedinthisTWScanbefoundinAppendixB.

PreandPostResults:StudentschosenforindepthAnalysis
Thedateforthethreestudentschosenforindepthanalysiscanbefound
highlightedinTables1.1and1.2.Aspreviouslystatedallofthelessonsfrommy
teacherworksamplewerebasedofthecommoncorefourthgradesciencestandard.
Thepreandpostassessmentswerethesameexactassessment.Thishelpedtoreally
showthestudentsgrowth.Thepreassessmentscoresforthethreestudentsare

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PreandPostAssessment:AnalysisofStudentLearning
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student#9scoring47%(9correct),student#19scoring68%(13correct),andstudent
#21scoring26%(5correct).
Thepostassessmentwasthesameassessmentusedforthepreassessment.
ThesescorescanbefoundinthehighlightedportionofTable1.2.Thepostassessment
scoresforthethreestudentswerestudent#9scoring74%(14correct),student#19
scoring95%(18correct),andstudent#21scoring63%(12correct).BelowIwill
compareeachofthestudentspreandposttestscoresandshowavisualgraph.
Student#9:PreandPostComparison
Student#9isoneoftheEnglishLanguageLearners(ELL)intheclassroom.I
selectedthisstudentbecausenotonlyisheanELLstudentbutheisalsoonanIEPfor
reading.Heisaveryhardworkerandusuallyshowsquiteabitofgrowthbetweenhis
preandpostassessments.Onthepreassessmentthisstudentscoreda47%meaning
thathegot9questionsright.Thiswasactuallyasurprisetomebecauseheusually
scoresalotloweronpreassessments.Onthepostassessmenthescore74%meaning
hegot14questionsright.Thisshowsthathisgrowthwas27%fromhispretohispost
assessment.Hemaynothavescored100%buthestillshowedasignificantamountof
growth.Belowisagraph(Table1.6)thatshowsthecomparisonofhispreandpost
assessments.
LookingfurtherintohisstudentslearningInoticedthatthreeoftheproblemshe
missedonthepostassessmentwerequestionsaboutcondensation.Chancesarehe
probablydidnotunderstandwhatcondensationwasinthewatercycleandthatcaused
himtomissthethreequestionsonthepostassessmentthatwereaboutcondensation.

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PreandPostAssessment:AnalysisofStudentLearning
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Healsomissedthosesamequestionsonthepreassessment.Only40percentofthe
classgotquestionnumber4correctonthepostassessmentandthatwasoneofthe
questionsaboutcondensation.WhenlookingathisformativeassessmentsIcouldsee
thatinmostoftheassignmentsthatinvolvedcondensationhelabeleditasevaporation
insteadofcondensation.Thiscouldhavecontributedtowhyheansweredthese
questionswrong.AllevidenceofthisstudentsworkcanbefoundinAppendixCunder
theELLstudenttab.
Ifeelthatthebestwaytohelpthisstudentwouldbetoreteachcondensation.
Havehimdrawapicture,writemultipledefinitions,saytheword,andlookatitin
diagrams.
Table1.6:ELLPreandPostComparisonGraph

Student#19:PreandPostComparison
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PreandPostAssessment:AnalysisofStudentLearning
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Student#19isoneofthehigherlevellearnersinthisclassroom.Iselectedthis
studentbecausesheusuallyhasoneofthehighestscoresintheclass.Iwasnt
surprisedwhenshescoreda68%onthepreassessment.Iwashoweversurprisedthat
shemissedaquestiononthepostassessmentandonlyscore95%.Comparingthepre
andpostassessmentshehada27%growthonherscore.Whenseeingthattwoofthe
threestudentsIchosemadea27%growthIthoughtthatitwasaprettydecentamount
ofgrowth.Belowisagraph(Table1.7)showingthecomparisonofthisstudentspreand
postassessmentscores.
Afterfurtherinspectionofthisstudentslearningandlookingattheformative
assessmentsInoticedthattheonlyquestionthatshemissedwasquestion17.Only
30%ofthewholeclassgotthisquestioncorrect.Itwastheonequestionthatthewhole
classmissedmorethananyother.ThismademethinkthatIprobablydidntcoverthis
subjectverywellandmightneedtodosomereteaching.ThequestionaskedHow
mightwaterfromanoceanenduponafieldinUtah?Thisismoreofanabstract
questionandrequiresthestudentstothinkabouthowthewaterinthewatercycleis
recycledandcanmovetomanydifferentplaces.Alistofallofthequestionsforthepre
andpostassessmentcanbefoundinAppendixB.
Ifeelthattohelphermostwouldjustbetoreteachaboutthewatercycleand
howitrecyclesitselfalloverandyoucouldbedrinkingwaterthatusedtobeinAfrica.
Table1.7:HighlevelPre/PostComparisonGraph

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PreandPostAssessment:AnalysisofStudentLearning
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Student#21:PreandPostComparison
Studentnumber21isoneofthefewstudentsintheclassroomthatareonan
IEP.Iwasnotsurprisedthatsheonlyscored26%onthepreassessmentbutwas
surprisedthatsheonlyscoreda63%onthepostassessment.Whenlookingatthe
growththatshehadfromthepreandpostassessmentshegrewawhole37%.Thisis
tenpercentmorethantheothertwostudentsthatIchose.Belowisagraph(Table1.8)
comparingherpreandposttestscores.
Whenlookingmoreindepthtothequestionsshemissedonthe
postassessment.Threeoftheproblemstodowithevaporationandtwoofthemhadto
dealwithprecipitation.Whenlookingatherformativeassessmentssheseemedto
understandwhatprecipitationwasandsometimesstruggledwithcondensation.I
wonderedifsomeoftheproblemsshewashavingwasstrugglingtoreadthequestions
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PreandPostAssessment:AnalysisofStudentLearning
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withallofthebigwords.IfIweretogivehertheassessmentagainIwouldreadthe
questionsoutloudtoherandseeifthathelpedtoraiseherscore.
Thisstudentisveryquietinclassandrarelyasksforhelpwithanyassignments.
Ithinkthatmostofherstrugglescomefromhershyandquietness,whichmakesit
scaryforhertoaskforhelp.Iwilltrytobemoreawareandprovideherwithmore
assistanceevenifshedoesntaskforitsinceIknowthatsheisveryshy.
Table1.8:IEPPre/PostComparisonGraph

Table1.9:Pre/PostGrowthComparison
Student#

PreAssessment

PostAssessment

Growth

58%

89%

31%

37%

68%

31%

68%

89%

21%

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bargraph.

PreandPostAssessment:AnalysisofStudentLearning
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26%

42%

16%

68%

100%

32%

32%

68%

36%

58%

95%

37%

32%

58%

26%

47%

74%

27%

10

21%

37%

16%

11

42%

68%

26%

12

N/A

95%

95%

13

42%

100%

58%

14

42%

95%

53%

15

11%

32%

21%

16

47%

80%

33%

17

74%

95%

21%

18

68%

100%

32%

19

68%

95%

27%

20

74%

79%

5%

21

26%

63%

37%

22

63%

100%

37%

23

32%

79%

47%

24

74%

84%

10%

ClassTotalGrowth 46%

79%

33%

AssessmentFindings/Growth

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PreandPostAssessment:AnalysisofStudentLearning
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Theamountofeachstudentsindividualgrowthcanbefoundaboveintable1.9.
Onthepreassessmenttheclassaveragewas46%,butonthepostassessmentthe
averagewas79%.Therewasadecentamountofgrowthbeingthattheaveragewent
up33%.Icouldreallyseethestudentsunderstandingofthewatercyclegrowingwhen
theywereaskedtocreatetheirownwatercyclediagramormodel.Whencreatingthis
theynotonlyhadtolabelallofthepartsbutalsohadtowritedowndefinitionsofeach
ofthewords.PicturesoftheseposterscanbefoundinAppendixC.Itwasalsoevident
tomethatthestudentswerebeginningtounderstandwhentheystartedtolinkittothe
presentationtheysawaweekbeforeandalsoreferringbacktowhentheylearned
aboutthewatercycleinsecondgrade.Thestudentsreallybegantousethescientific
wordsandbecomeminiscientists.
ValidityofQuestions
AlloftheassessmentsthatIusedforthisTeacherWorkSampleweretakenfrom
analreadywrittenscienceassessment.Ihadremovedonequestionfromthe
assessmentthatdealtmorewithweatherthanwiththewatercycletakingthe
assessmentfrom20questionstoonly19.Theclasswasexposedtoallofthesetopics
throughoutmylessons.AfterlookingatthepostassessmentIsawthatIwouldneedto
betterexplainhowthesamewaterisontheearthandhowwaterfromtheoceancould
landonafieldinUtah.Thisquestionwasmissedbymostoftheclasswhichshowsme
thatitmaynothavebeenaveryvalidquestiontoincludeinmypreorpostassessment.
DisaggregationofSubgroups

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PreandPostAssessment:AnalysisofStudentLearning
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Table1.10Pre/PostAssessmentAverageGenderGraph

Table1.10showsthegrowthaveragebasedongender.Bothofthesegroups
showedasignificantamountofgrowthfromtheirpreassessmenttotheir
postassessment.Thereisanequalamountofboysandgirlsinthisclassroom.The
differenceinthetwogrowthsismainlybasedonthefactthattheiraremorehighlevel
boysintheclassroomthantherearegirls.

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PreandPostAssessment:AnalysisofStudentLearning
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Table1.11:Pre/PostAssessmentIEPAverage

Thepre/postassessmentaveragescoreforallofthestudentsintheclasson
IEPsisshownaboveintable1.11.AccordingtothegraphtheIEPstudentsmadealot
ofgrowthbetweenthepreandpostassessments.Thishasagreatdealtodowiththe
factthatoneofthestudentsonanIEPscoreda100%onthepostassessment.The
IEPstudentsmadeanaveragegrowthof34%/Thisisonepercentageabovethewhole
classgrowthaverage.Outofthesesixstudentsonlyoneofthemreachedproficiency
onthepostassessment.ThisshowsmethatIneededtoprovidemoredifferentiation
andinterventionsfortheseIEPstudents.

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PreandPostAssessment:AnalysisofStudentLearning
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Table1.12:ELLPre/PostAssessmentAverageGraph

Thepre/postassessmentELLaveragescoreisshownontable1.12above.Of
the3studentsinthissubgroup2ofthemarealsoonIEPs.Theoverallgrowthforthese
studentsfromthepreassessmenttothepostassessmentwas23%.Ifeelthatthisisa
verylowgrowthpercentageandfeelthatitshouldbemuchhigher.Ialsothinkthatthe
reasonthisgrowthissolowisbecausethestudentsarenotonlyELLbuttwoareon
IEPs.InowknowthatIneedtoprovidemoretiertwoinstructiontomyEnglish
LanguageLearners.

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PreandPostAssessment:AnalysisofStudentLearning
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Table1.13:Pre/PostAssessmentHighLevelAverage

Thepre/postassessmentHighLevelLearneraveragescoreisshowabovein
table1.13.Thereareonlythreestudentsinthissubgroupandoutofthethreestudents
oneofthemwasabsentthedayofthepreassessmentandneverendeduptakingit.
ThegrowthoftheHighLevelLearnerswas28%.Theonlywaythatthiscouldhave
goneupwouldbeiftwoofthethreestudentshadntmissedoneproblemonthe
postassessment.AfterseeingthisscoreIcanseethatIdidafairlygoodjobof
providingextensionactivitiesformyhighlevelstudents,andthattheyallalmostscored
100%onthepostassessment.

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PreandPostAssessment:AnalysisofStudentLearning
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Table1.14:Pre/PostAssessmentBehaviorAverage

Thepre/postassessmentaveragescoresforthebehaviorstudentsisshown
aboveinTable1.14.Therearetwobehaviorstudentsintheclassroom.Lookingthat
thisgraphtheydidmakeimprovementbetweentheirpreandpostassessmentsbut
theyarestillverybelowtheclassaverage.Thegrowthofthissubgroupwas28%thisis
alsobelowtheclassaveragegrowthwhichwas33%Whenlookingattheirformative
assessmentsIcanseethattheywerentpayingattentionordoingtheirworkwhenthey
weresupposedtobe.Ithinkthatthemnotdoingtheformativeassessmentsiswhat
reallyimpactedtheirgrowthbetweenthepreandpostassessment.Iwilldefinitelyhave
tofigureoutwaystokeepthemmoreinvolvedandpayingattentionthroughouteach
lesson.

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