TWS 6 Analysis of Student Learning Data on Whole Class The tables below shows the data I collected before

, during, and after my Showcase Lesson. My objective for this lesson was for the students to hear a read aloud from The Night before St. Patrick’s Day and be able to write an opinion piece about how they would catch a leprechaun. I also talked about the history of St. Patrick’s Day and I put some key words on the board that went along with St. Patrick’s Day. Pre-Assessment Student #’s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Raised Hands X X X X X X X X X X X X X X X X X X X X X X X Correct Answers

Yes

Yes

Yes Yes

Yes

Yes Yes Yes Yes

During Assessment Student #’s 1 2 3 4 5 6 Raised hand during read aloud Answered questions during read aloud At Resource Yes Yes

At Resource X X

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

X Yes X X Yes

X X X X Yes Yes

Post-Assessment Student #’s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Completed Journal Entry X X X X X X X X X X X X X X X X X X X X X X X Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Completed Maze Completed Leprechaun cut out Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Key for Tables:  X means they completed the work or raised their hands to answer questions.  The students that are in bold print are my low, middle, and high students

To summarize, my data showed that my students had an understanding of the concept of how we celebrate St. Patrick’s Day and how people in Ireland celebrate St. Patrick’s Day. They also understood the concept of writing an opinion about how they would catch a leprechaun. They also enjoyed the clover maze and the leprechaun cut out. I used this as an activity for the students to have fun since I taught this lesson on St. Patrick’s Day.

Results on Three Individual Students When I examined the data for my high-achieving student, the pre-assessment showed that the student was able to tell me facts about St. Patrick’s Day and was able to tell me tell me words to put on the board for things associated with St. Patrick’s. During the lesson, the student raised his hand to answer the question if the kids caught the leprechaun or not. The post-assessment showed that the student had a full understanding of how to write in their journal. The student also understood how to complete the maze and the leprechaun cut off without my help. When I examined the data for my middle-level student, the pre-assessment showed that the student could answer questions about what he already knew about St. Patrick’s Day. The student could also tell me some words associated with St. Patrick’s Day. During the lesson, the student answered questions about the story. The post-assessment showed that the student could write in his journal with some help from me. It also showed that the student could complete the maze and the leprechaun cut out with little help. When I examined the data for my low-achieving student, the pre-assessment showed that the student was able to answer questions about what he already knew about St. Patrick’s Day but wasn’t able to give me a lot of answers. During the assessment, the student wasn’t able to be in the room during the read aloud because he was in Resource. But when the student returned, I caught him up with the class. The post-assessment showed that the student needed help with the journal entry because he wasn’t in the room but I caught him up when he returned. The student also needed some help with the maze but did a good job cutting and coloring the leprechaun cut out. It is important to understand the learning of these particular students because teachers need to know the different levels of the students to be able to teach them. They should also be able to realize and understand what those students can and can’t do. As teachers we want our students to learn to their full potential and be able to do the best they can.

Attached, you will find examples of these students’ pre, during, and post assessments. The highachieving students’ work is first. The middle-achieving students’ work is second. The low-achieving students’ work is last.