Whole class: The following table displays the pre- , during, and post-assessment scores of the students in my third

grade clinical class. Student Number 1 2 3 4 5 6 (low performer) 7 8 (Average performer) 9 10 (High performer) 11 12 13 14 15 16 Pre-Assessment Scores 3 2 1 3 1 2 2 3 1 4 2 1 2 3 3 4 During Assessment Scores 4 4 4 4 3 4 4 3 4 4 4 3 4 4 4 Post-Assessment Scores 3 4 2 3 4 2 4 4 3 4 3 3 2 4 4 4

Overall, I think the class scored fairly well on their assessment. I expected the scores on the preassessment to be a little higher for some of my average learners because the concept of sound was not completely new to them. 25 percent of the students in the class scored a one on the pre-assessment. These students answered only one of the two questions, and the answer they gave was not correct. 31 percent of the students in the class scored a two on the pre-assessment. These students answered both of the questions but not correctly on the assessment. 31 percent of the students in the class scored a three on the pre-assessment. These students correctly answered one of the two questions on the assessment. 12 percent of the students in the class scored a four on the pre-assessment. These students answered both of the questions correctly on the assessment. On the pre-assessment, only two of my students knew that vibrations cause sound and the other question was just a matter of opinion so everyone who answered within reason got at least one point. The During assessment showed that the students were really engaged in the exploration activity and that the partner groups stayed on task. I did have to monitor some groups more than others, which included guiding them with a few questions in order for them to remain on task, but that was to be expected. For this portion of the assessment a score of four represented that the student was on task for the majority of the activity, and worked well in communicating information to their partner. A score of a three represented the student being off task for the majority of the activity, and lacking effective

communication between their partner. 81 percent of the students in the class scored a four on the during assessment, and 18 percent of the students in the class scored a three on the during assessment. The Post-assessments showed that the students gained new knowledge about sound from the lesson. I was very satisfied with the results of this portion of the assessment, and my students exceeded the expectations that I had for them. 0 percent of the students in the class scored a one on the postassessment. A score of a one would mean that they got only the participation question correct. 18 percent of the students in the class scored a two on the post-assessment. These students correctly answered two of the four questions on the assessment. 31 percent of the students in the class scored a three on the post-assessment. These students correctly answered three of the four questions on the assessment. 50 percent of the students in the class scored a four on the post-assessment. These students correctly answered four out of four questions correctly on the assessment. The class percentage of students scoring a four went up 38 percent from the pre to the post assessment. This increase in scores means that my students responded well to the lesson, and made progress on their knowledge about sound.

Individuals: I chose three individual students to analyze their learning during this lesson. I chose a high performing student, student #10; a average performing student, student #8; and a low performing student, student #6. Student #10 scored a four on the pre-assessment. She answered both of the questions with logical and clear answers, and she even drew a picture to demonstrate her first answer. During the lesson, the student seemed to speed through the exploration portion of the activity which created a distraction for her partner, and to the other students around her as well. After speaking with the student she understood that she needed to take more time exploring each station and the behavior changed. I gave this student a four on the during assessment portion after she took the initiative to correct her behavior and explore the stations more effectively. This student completed her work and gave many details to support her answers. On the post-assessment this student scored a four; she got all the questions correct. Student #8 scored a three on the pre-assessment. He answered one of the questions correctly with a logical and clear answer. However, he incorrectly answered one of the questions with an answer that did not show he had any prior knowledge of sound, which he should have. During the lesson, this student was very engaged in the activity, which gave him a during assessment score of a four. This student also completed his work and gave many details to support his answers. On the post-assessment this student scored a four; he got all the questions correct. Student #6 scored a two on the pre-assessment. Although he did attempt to answer the questions neither were correct. During the lesson this student was off task, and he did not communicate well with his partner even after me encouraging him. He received a three on this portion of the

assessment for his lack of effort. At the end of the lesson his t-chart was not complete and lacked the proper labeling. On the post-assessment this student scored a two; he answered two out of the four questions incorrectly.