TWS 6

Analysis of Student Learning

Karisma Cruell
TWS 6 April 10, 2014

Data on Whole Class:

The table below shows the data I collected before, during, and after my Showcase Lesson.
My objective for this lesson was: Using examples of natural resources, students will be able to
compare natural resources in South America and North America, through drawings, with 100%
accuracy.
Pre, During, & Post Assessment Results for each Child
Students

Pre-Assessment
Results

1
2
3

Did not participate

Very quiet; Did not

participate very well

4
5
6
7
8
9
10
11
12
13 (Student C)
14 (Student B)
15 (Student A)
16
17
18
19
20
21
22

DuringAssessment
Results
Did not participate

Did not participate

very well

Post-Assessment
Results

To summarize, my data showed the pre, during, and post assessments. For the preassessment, I asked some probing questions (1. What are natural resources? 2. How do we use
natural resources daily? 3. Who can tell me why natural resources are important?). Next, I
explained the meaning of natural resources and talked about how they impact us (North
America) and South America. Then, I showed a part of a video, and a Prezi with pictures of
different natural resources. I recorded the results by using anecdotal records. For my duringassessment, I drew a chart on the board, with one side labeled North America and the other
side labeled South America, and had them call out some natural resources to me and tell me
which side to write the resource on. I used the checklist method to record the results for this
assessment. For the post-assessment, I had them draw examples of a natural resource of their
choice in a map of South America and North America (two drawings). I assessed this by taking
up the maps and checking if they did it correctly by their numbers. (For example, if they
completed and put the correct resource for the right continent, I gave checked it off.) I made
copies of my three students work and returned all of the papers back to the students.

TWS 6
Analysis of Student Learning

Karisma Cruell
TWS 6 April 10, 2014

Results on Three Individual Students:

When I examined the data for my low-achieving student, the pre-assessment showed
that he was very engaged and, although he did not know many of the answers to the probing
questions, he tried to answer them anyway. During the lesson, the student was also very engaged
and tried to give many examples, although he did not remember all of them. The postassessment showed incredible results. He was very engaged and, although I had to help him and
remind him of the directions a few times, his ending results consisted of two drawings in the
continent of North America and one drawing in the continent of South America.
When I examined the data for my middle-level student, the pre-assessment showed the
average amount of participation but she also has a shorter attention span than some students.
During the lesson, the student was responsive, although all of her answers were not correct. The
post-assessment showed great results and I could tell that she was very engaged in the activity. I
had to remind her of the directions a few times but she was very detailed and had one picture
example in drawn both continents.
When I examined the data for my high-achieving student, the pre-assessment showed a
great amount of participation; she was very engaged. During the lesson, the student was very
engaged and she remembered a great amount of answers from the Prezi. The post-assessment
showed great results; she was very detailed in her drawings. She had two picture examples in
both continents and I did not have to help her; she did it without any help.
It is important to understand the learning of these particular students because it is
important to be able to meet the needs of students in a classroom of a variety of learning styles. I
was very confident in my ability to get these three students to be successful during this lesson
and they were all very successful and had great results. That let me know that I am able to meet
the needs of different students by using the same technique but letting them use their own
individuality.
Below, you will find examples of these three students post assessment only because it was the
only tangible assessment. (Results of their pre and during assessments are highlighted
in the chart above.)