Emma Lanuzza

Student Learning Analysis

1. The assessment is clearly aligned with specific learning goals and state/district
standards.
The third-grade science standards used in the pre and post assessments are:

 3-LS4-3 Construct an argument with evidence that in a particular habitat some

organisms can survive well, some survive less well, and some cannot survive at
all.
o Pre-Test questions 1 and 4. Post-Test questions 1, and 4.

 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals
have traits inherited from parents and that variation of these traits exists in a group
of similar organisms.
o Pre-test questions 2, 3 and 4. Post-test questions 2,3, and 4.

Learning goals based on the standards:

 The students will be able to explain how a variation of characteristics affects
survival, between different species and within the same species.
 The students will be able to explain how inheritance and the environment
influence plant and animal traits.

Squirrel’s Structure Pre-Test

Name: ___________________

Directions: Answer each question in complete sentences and to the best of your ability.

1. How does a squirrel eat? 

2. Why do you think squirrels can balance? 

3. How does a squirrel jump? 

4. How does the squirrel's body help it in its environment? 

 Emma Lanuzza
Student Learning Analysis

Squirrel’s Structure Post-Test

Name: ______________

Directions: Answer each question in complete sentences. Take your time!

1. What parts of the squirrel's body help's it to eat? How?

2. How does a squirrel balance?

3. How does a squirrel jump so far?

4. How does a squirrel's structure help it meet the needs it has to survive in its environment?

2. The assessment produced information useful for conducting a substantive analysis

of student understanding.

Squirrel's Structure Science Test

Lesson Set Two
100
90
80
Precentage Scores

70
60
50
40
30
20
10
0
KA AB SB BB AK CK JK LK AL CM BN OP RS BW KW CZ

Students
 Emma Lanuzza
Student Learning Analysis

3. Analysis of assessment data produced insights into student thinking. Student

feedback was informed by this analysis.

The pre-test shows that the students were not proficient in the two standards for
this lesson set. They scored 45% on the 3-LS4-3 standard and 44% on the 3-LS3-1
standard. The students, to be proficient, need to be at a 70% which they were not. To
collect this data, I first labeled what questions matched the standards. Then I took the
number correct, added them together and divided by the total possible for each standard.
As a result, I was able to determine the percentage correct for each standard.
The students ranged from a 0% (this student did try and did answer to the best of
his ability) to a 75%. The students did not leave a question blank; however, three students
did respond with saying “I don’t know”. This data informed me that there is a wide range
of understanding regarding this topic. I used this to form groups for the scientific models
project the students would create. Further analysis of this data reviled that students had
misconceptions on the structures of a squirrel, along with how those structures help it
survive. This gave me a better understanding to focus more on how a squirrel can benefit
from its structures, along with addressing the misunderstanding that squirrels can jump
far due to having legs.
Looking at the student’s habits, records, and how they act in class, I noticed that
many students have trouble sitting still and staying focused. Using this information, I had
the students participate in socially distance activities such as discussions, activities, and
squirrel observations.
 Emma Lanuzza
Student Learning Analysis

4. Subsequent instruction is informed by the analysis of student thinking.

To deepen the students understanding on the above learning targets I had the
students become “scientists” and conduct research to create squirrel models. Every day
the students learned about a new structure of a squirrel through discussions, videos, and
activities. During their asynchronous workdays it was their job to add to their models.
Then, at school, they would explain to their partner what structure they added and why.
This activity helped the students build teamwork, communication, responsibility,
leadership, and creativity. After each group had time to discuss I pulled out the KELWS
chart and had the students take out their science notebooks. I added to the “what I
learned” section along with “what I want to know, and what I still need to discover.”
sections. The students have this chart in their science notebook and added to it as well.
Then at the end of the three-day lesson the students with their partners would
present their models. They needed to explain the parts of the squirrel that they drew and
how those parts help the squirrel survive. These models where not collected at this point
as they would continue to add to them throughout the unit.

5. Additional assessment information was produced to determine student growth.

We had three instruction days and asynchronous workdays, after the students
presented their models, I knew they were ready to take the post-test. I felt that it was
acceptable to change the wording of the questions based on how well the students did
with their models. I did keep the post-test short answer as I felt it would provide me with
a richer data set.
The scores from both pre and post tests were not shared with the students as I did
not want them to be discouraged or get frustrated. It was also not taken as a standard
grade so I did not want the students to get worked up over something that would not be
affecting them.
The students ranged from a 38% to a 100%. It is important to note that the student
who got the 38% has an IEP and was also absent for most of the that week. Another
student to look at is CK as this student stayed the same at a 75%. This could have been
due to the student being absent for two days of that week. Overall, the students showed
an immense amount of growth as there are 11 students to get 100% and on the pre-test 0
students got 100%. Looking at the pre-test 8 students scored in a range from 0%-38% and
on the post-test only one student is still in that range with a 38%.
Looking at the standard 3-LS4-3 the students showed 38% growth and a 47%
growth in the 3-LS3-1 standard. This data shows that the third-grade class is proficient
for both standards. The third graders understand that a variation of characteristics affects
survival along with how the environment influences animal traits. This data informed me
that the students had a better understanding of these standards.
These concepts and learning targets will continue to be reinforced throughout the
unit to reach an even deeper understanding. My goal is to continue to improve the whole
class understanding regarding these standards.
 Emma Lanuzza
Student Learning Analysis

Student Work Sample: Pre and Post Assessment

Post-Test

Pre-Test
Student Sample: Squirrel Models Emma Lanuzza
Student Learning Analysis