Education 429 Analysis of Student Learning

Holliday 1

A) Pre-assessment, During-assessment, and Post-assessment Scores:

Pre-assessment Scores: CCSS.ELA-Literacy.RL.9-10.5 Analyze how an authors choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.RL.9-10. Determine the meaning of words and phrases as they are used in the text
including figurati!e and connotati!e meanings" analy#e the cumulati!e impact of specific word choices on meaning and tone $e%g% how the language e!o&es a sense of time and place" how it sets a formal or informal tone'% !y Pre-assessment inc"uded a"" t#ree o$ t#ese o%&ecti'es t#at are seen a%o'e. ( as)ed a"" o$ t#ese *uestions ora""y, so ( do not #a'e actua" mat#ematica" graded scores. +o,e'er, ( &udged t#at t#ese students -ro%a%"y on"y )ne, a%out .0/ o$ t#e in$ormation. 0#e -re-assessment *uestions are $ound %e"o,.

Pre-assessment: ( will as& the students )uestions orally to see what they remem*er+&now a*out tension in literature% 1% ,hat is tension./ension is an aspect used in the creation of dramatic wor&s% /ension is anything that is used to &eep the audience or reader intrigued or interested% /he use of tension engages the performers and audience in the dramatic action% /ension is often coupled with suspense and elements of conflict in most literary wor&s% 2% 0i!e some examples of tension.Some examples of tension would *e conflict personality traits of characters humor irony etc% 1% How is a drama different from a no!el.Drama is essentially written to *e performed% (n a drama people things e!ents must *e present through a dialogue% A no!el on the other hand is a story written to *e read as opposed to *e performed% 4% /herefore how might tension in a drama *e different from tension in a no!el- 0i!e specific examples% ./ension in a drama could *e seen through actions music etc% 2or example3 (n phantom of the 4pera they use a lot of music to create tension% 5% How does word choice affect a drama.(t shows the setting and tone% Answers will !ary% (f students cannot answer these )uestions then ( will go *ac& o!er tension and gi!e specific examples% ( will then in return as& them these )uestions again until they can answer them correctly%

Education 429 Analysis of Student Learning Post-assessment Data: 1rou- 2um%er 1 2 1 4 5 9 :lass A!erage

Holliday 2

Score 166 78 94 71 166 166 94

4n the post.assessment students were tested on the same o*;ecti!es and made significant progress% Student Progress $rom Pre to Post-assessment 1rou- 2um%er 1 2 1 4 5 9 Pre-assessment 96 96 96 96 96 96 Post-assessment 166 78 94 71 166 166

3)

After the pre.assessment we went o!er tension and word choice and the different ways that it is shown in drama% After that we *egan the during.assessment% During this ( met with each group and explained that there was more than ;ust a few ways to de!elop tension and use word choice% After ( met with each group they really *egan to ta&e off writing their short scenes% ,hen they finished they presented their short scene% /hey acted it out and then they explained how they de!eloped tension and the reasons they used word choice and what it did for their short scenes% /he students made significant progress in understanding what tension and word choice in drama does%

A) Ana"ysis o$ 4 Students5 Learning

1rou- 2um%er 1 2 4 Pre-assessment 96 96 96 Post-assessment 166 78 71

/hese students were tested on the a*o!e lesson o*;ecti!es% /here are three of them% Each group consisted of students with different personalities and a*ilities%

Education 429 Analysis of Student Learning

Holliday 1

3) E6-"anation:
/he first group consisted of students who !ocali#ed their ideas% /hey got off to a slow start *ut once ( assisted them and met with their group they *egan to ta&e off% /hese students are !ery social and li&e any acti!ity that they can acti!ely participate in or *e the center of attention" so this assessment was perfect for them% ,hile they did not understand at first the post.assessment moti!ated them and pushed them to understand analy#e and create a wor& of drama that consisted of many uses of tension and they used dialect in their word choice to show the ages and region where this short scene they created too& place% /his group was the higher scoring group% /he a!erage performing group was group two% During the pre.assessment these students did not answer any of the )uestions% /hey seemed to understand partially what we were discussing as a class% /hey made an 78 on their post.assessment% /hese students are not as out going as the first group or as creati!e% /hey understood what tension was *ut could not implement it in more than one way% /hey only implemented it through irony *y ha!ing a mom and son go to the pet store *ecause the mom promised the *oy that he could get a puppy% Howe!er she gets frustrated when they arri!e and tells her son he cannot ha!e one% /he lac& of dri!e and creati!ity with this group is what led to their score% /he last group which was group four was a group of three la#y girls% /hey also did not answer any )uestions during the pre.assessment% /hey made an 71 on their post.assessment% ( met with them and explained all the different ways that they could implement tension and word choice% ( also ga!e the different examples or scenarios that they could write a*out% Howe!er they only wrote a*out 4 actual lines down with a few stage directions% /hey did not implement word choice as well as (<d hoped and only included one use of tension%