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Mini-Lesson Pre- and Post-Assessment Data – Reflection

These pre- and post-assessments were given as a part of my mini-lesson on observations,

inferences, and predictions, during my practicum placement in a seventh-grade classroom. Once

of my requirements for this practicum placement was to take close note of the data from the

lesson’s pre- and post- assessment. My data collection includes the questions I asked in the pre-

and post-assessment, as well as the picture I had students analyze in that assessment. I expected

that students would have an acceptable, or adequate, understanding of the difference between

observations, inferences, and predictions, and that there might be some students who understood

the difference, and some who did not understand the distinction between the three. After the

lesson I taught, I expected a majority of students to have an exemplary understanding of the

skills taught, while a few might still have misconceptions, and some would need support before

moving on.

This data analysis clearly demonstrates my ability to use pre-assessment data to

document student learning, as well as aligning “student assessment with established curriculum

standards and benchmarks” (“Guidelines…,” 2015) – the ability to make careful observations,

inferences, and predictions are a crucial standard in seventh-grade English language arts.

What’s the costume?

How do you know?

Exemplary Support: Student listed more than one solid observation, made a clear inference based
on observations and prior knowledge, and made a likely prediction.
Adequate Support: Student listed a solid observation, used it to make an inference, and made a
plausible prediction.
Inadequate Support: Student listed no observations, could not make a clear and supported
inference, and did not make a plausible prediction.

Support of Inferences: Pre-Test

Exemplary Support Adequate Support Inadequate Support

Picture 1




Support of Inferences: Post-Test (Picture 1)

Exemplary Support Adequate Support Inadequate support