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Pre & Post Assessment Results

Rachel Ball Agawam High School Tennis Unit C Period

Students Name Pre Test Results Post Test Results Difference Between
Pre & Post Test
Ashley 6/10 8/10 2
Nina 5/10 7/10 2
Quinne 2/10 7/10 5
Alyssa 6/10 7/10 1
Taylor 4/10 6/10 2
Rachel 8/10 10/10 2
Shkurte 5/10 8/10 3
Fred 6/10 9/10 3
Matt 10/10 10/10 0
Nick 2/10 7/10 5
Kiera 7/10 9/10 2
Amanda 4/10 10/10 6
Dave 7/10 9/10 2
Joe 5/10 7/10 2
Liam 8/10 8/10 0
Cody 4/10 8/10 4
Dawson 1/10 6/10 5
Summer 6/10 9/10 3
Mariah 4/10 7/10 3
Evan 6/10 10/10 4

Student Impact:
4+ (Students gained 4 or more correct questions on their post in comparison to their pre-test).
Total: 6
2-3 (Students gained 2-4 more correct questions on their post-test compared to their pre-test).
Total: 11

0-1 (Students gained 0-1 correct questions on their post-test comparison to their pre-test).
Total: 3
Student Impact






Pre & Post Test Analysis


Based on the results of the pre and post assessments, students cognitive knowledge on the rules,
strategies, and basic skills of tennis improved. Each and every student either improved their
score, or stayed the same. Not only was the teacher able to see these results on the tests, but also
during each class period while students were in gameplay or during class reviews. Tennis is a
very challenging, complicated sport. There is no reasoning, and not much sense behind some
rules and scoring. To make sure that students were playing correctly by the rules and keeping an
accurate score, the teacher was constantly verbally assessing students as before and after each
Most students did the worse on question number sever. I believe this may have been due to the
confusion in the wording of the question. Majority of students answered the questions with the
same incorrect answer, which shows that it may have been an error on the teacher’s part. I feel if
I were to reword this question, that most students would have answered it differently. My goal by
the end of my semester long practicum, was to adjust to practice by providing students with an
informal or formal assessment every class. The data gained from the pre and post assessment of
the tennis unit displays a positive growth and improvement in students learning after the two
week unit.

From the pre to post assessment, every single student either improved or their grade stayed the
same. The pie chart shows that 30% high impact, 55% moderate impact, and 15% low impact.
Throughout the unit, there were formal and informal assessments given such as turn and talks,
exit slips, check lists, and more. On the exit slips, I had some repeat questions that were also on
the pre and post-test, which I believed, helped the students improve. Overall, C period showed
great improvement not only skills wise, but also cognitively with the complicated sport of tennis.