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
(90%-100%) 0 0

Proficient
(80%-89%) 0 1

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
1 0
(69% and below)

Post-Test Analysis: Whole Class

The students were able to comprehend the lesson but had a hard time putting the activities in
motion. The students could tell mw what needed to be done to get the answer but had a hard time
showing me how to do what was needed to get the answers correctly.

The teaching of the class of 2 students was not difficult. The issue that was the most difficult was
getting the students to think along the same lines and not try to correct the other student to show
their way was the best way to do the problem. The two students are on different levels in reading
but the same level in math, so the thinking process and how they explain things are different.
Erik wanted to measure everything with both the yard stick and the one-foot ruler to verify his
measurement was correct. Jacob wanted to hurry and zip through things and not justify anything.
So, they would argue when they were working together. I had to change the way I presented the
lesson to teach them one-on-one to not cause confusion for Erik.

Post-Assessment Analysis: Subgroup Selection

The Asian student, Erik, was more difficult to teach due to the differences in the language he
speaks at home, Spanish, and speaking English at school. This has not been much of an issue
before but due to measuring and how we measured to find the answers, Erik needed more
justification to be sure his answers were correct. Erik tends to want to justify the things he is
having a hard time understanding. He is also struggling with social issues and being wrong is a
big deal to him.
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 0 0

Meets 0 1

Approaches 1 1

Falls Far Below 1 0

Post-Assessment Analysis: Subgroup

This information is the same as whole class due to this class being a self-contained Autism
classroom with multiple grades. We have 2 fourth graders and those were the students
being taught in this unit

This information is the same as whole class due to this class being a self-contained Autism
classroom with multiple grades. We have 2 fourth graders and those were the students
being taught in this unit

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds NA NA

Meets NA NA

Approaches NA NA

Falls Far Below NA NA

Post-Assessment Analysis: Subgroup and Remainder of Class

This information is the same as whole class due to this class being a self-contained Autism
classroom with multiple grades. We have 2 fourth graders and those were the students
being taught in this unit

Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next step of analyzing the student will be to practice the activities that were performed to make sure
the students retained the information. I would also have the students start converting the measurements to
be able to add and subtract them so that if they needed to do such a thing, they would have that
knowledge.