STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 7

Proficient
(80%-89%) 1 4

Partially
Proficient
6 3
(70%-79%)

Minimally
Proficient
7 2
(69% and below)

Post-Test Analysis: Whole Class

Based on the Post-Test analysis, many students grew in their learning. Our highly proficient numbers
moved from 2 students to 7 students just in one week of learning this new material. Some of the students
who ended at that highly proficient were not even at that point until the last day of the lesson. Many
students were able to raise their hand and say, “Miss Moore, how does my number five look? I did a line
over and then down, and bubble around to make my five”. The students were able to count and identify
numbers after counting and writing them.

Although we cannot determine the effectiveness of the lesson and assessment until after completing the
unit, we can definitely get an idea of how well the students are progressing throughout. Effectiveness
showed through continuous progress and excitement from the students about each of the next numbers that
they learned. They were able to ask questions and change to different methods to help them learn how to
count the objects in front of them and write the number for the objects they counted. Students would
mention how they finally got it right. Practice helped many of the students review their work and change
what they needed to, to master that certain number or multiple numbers.

Post-Assessment Analysis: Subgroup Selection

For this analysis, I chose to focus on the ELL population in our class. There are many students in the class
who are ELL’s and a lot of those students did not know anything in English when entering this school
year. I feel that we can really help these students improve while also adjusting to a whole new cultural
scene.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 ELL’s: 1

Proficient
(80%-89%) 0 ELL’s: 2

Partially
Proficient
ELL’s: 2 ELL’s: 1
(70%-79%)

Minimally
Proficient
ELL’s: 4 ELL’s: 2
(69% and below)

Post-Assessment Analysis: Subgroup

Based on the subgroup post-test data, student learning was definitely present. The students really tried to
listen to instructions and copy my numbers that were on the board. Even if the students couldn’t
understand what I was saying, they would try their best to write the numbers just like I did. One of my
students even called me by my name for the first time, “Miss Moore, look”, Jayden said. This student did
not know the name of the number, but was able to copy all six numbers the first day we practiced them.
By the end of the unit, most of the ELL students were able to write and identify their numbers up to at
least 10. The standard says that they have to be able to identify and write their numbers to 20 by the end of
the year and many of these students are already meeting that standard. The other students are either hitting
the goal for this quarter or almost there. Many of our ELL students would write the number 6 or 9 and say
the opposite of what the number was. “Miss Moore, look a 9”, said Natalia. When really, the number was
a 6. Another misconception for the students, was the numbers 2 and 5. They would mix these numbers up
at the beginning of the unit.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 6

Proficient
(80%-89%) 1 2

Partially
Proficient
4 2
(70%-79%)

Minimally
Proficient
3 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Both, the ELL subgroup and the remainder of the class analysis’ show growth among many of our
students. As a whole class, our students worked very hard and seemed to enjoy learning how to write
numbers and associate the number to an amount of something. The effectiveness of my instruction shows
through the growth that the students have made. Even after this data was taken, students continued to
practice and show growth throughout many activities. With students who stayed at the minimally
proficient level, they still made growth even though it was not as drastic as the other students.
The next steps for instruction include more one-to-one correspondence with objects and counting. The
number writing will be practiced from here on out, but the students will definitely need more of a whole
group lesson, following with small group instruction, on how to count objects with one-to-one
correspondence. There will be a variety of differentiation taking place in our centers and whole group
instruction, as well as, strategic placement for small groups.