STEP Standard 6 - Analysis of Student Learning

After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 6 11
(90%-100%)
Proficient
9 11
(80%-89%)
Partially Proficient
5 4
(70%-79%)
Minimally
Proficient 4 0
(69% and below)

One student did not take either

assessment.

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
Based on my analysis of the whole class post-test data, my interpretation of the students learning
is on the pre-test six students passed with highly proficient whereas on the post-test a total of
eleven students passed with highly proficient. Which means 5 more students were able to master
the objective.

Next, there was nine students who were proficient before taking the post test and after taking the
post test a total of eleven students became proficient, which again means that two additional
students became proficient after taking the post-assessment.

Then, five students were partially proficient after taking the pre-assessment. However, after the
lesson was taught and the post-assessment was given. For example, four out of twenty-four
students tested partially proficient on the post-assessment. And total of zero students received
minimally proficient after taking the post-assessment given there were four students who received
minimally proficient on the pre-assessments.
According to our textbook for this class, “quantitative numbers is the test scores, and qualitative
numbers is an explanation of students understanding”. Based on this example, the overall post-
assessment was a success even though I had only four students who tested partially proficient
after taking the post-assessment. Which tells me, overall, the students’ scores increased after
taking the post-assessment.
Lastly, these data points let me know that not all the students mastered the objectives and that
there is still some room for more teaching and learning.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
Based on the whole class post-test data, the students who received partially proficient on the post-
assessment could benefit for some small group instruction in the area that was challenging for
them until they are able to master the objectives. The data points also showed me that next time
when I give students the pre/post assessment that I may want to include visual aids to provide
students with visual to go along with the testing questions. Because those students who scored
partially proficient are my lowest readers. If they had the visual, they may have been able to
answer the question correctly. Finally, I would still have a review before the giving the
assessment, but I think I would do an exit ticket like 3-2-1 instead of me teaching the review.
That way students can tell me, 3 things they have learned from the lesson, 2 areas that they are
still confused about and 1 area they do not understand all. At least this way I could pinpoint the
areas I need to reteach students.
Post-Assessment Analysis: Subgroup Selection
Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences). The subgroup population I would like focus on is the two 504 students in the
classroom. I choose this group because these two students need additional support in the
classroom regardless of what task, activity, lesson, or assessment is.
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 3 boys and 3 girls (Gender) 6 girls and 5 boys (Gender)
(90%-100%)
Proficient 11 students who are on grade level
9 students who are on grade level
(80%-89%) including two ELL students

2 students have 504 plans, 2 students are

3 girls and 2 boys (Gender) they have below grade level in reading.
Partially Proficient no IEP’s, they are not gifted
(70%-79%)
Minimally 2 students have 504 plans, 2 students
Proficient are below grade level in reading. *** There are no students that are gifted,
and have IEP’s in the class.
(69% and below)
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Based on my analysis of the subgroup post-test data, my interpretation of the student learning is
first these 2 students scored minimally proficient on the pre-test, which tells me that they had not
prior knowledge of this unit lesson before I taught it to them. Second example: data points also
showed me that based upon the pre-test scores with additional one-to one support while I taught
the lesson and modeling how to master the learning objectives for this unit lessons. They were
able to increase their scores on post-assessment.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
As I stated in the above question, I would continue to provide them with one-to-one support as needed
however, I would also allow the write out their answers instead of typing their answers. Because both
students focus more on typing rather than focusing on answering the questions to correctly or trying to
master objectives. Lastly, in the future I would differentiate my instructions to them and their assignments
and assessments.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 6 11
(90%-100%)
Proficient
9 11
(80%-89%)
Partially Proficient
5 4
(70%-79%)
Minimally
Proficient 4 0
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the finding from your analysis.
The subgroup compared to the remainder of the class needs additional time and support to
learn how to master the learning objectives in the unit. Based on the evidence that was given
in the charts and because I know what the student needs to complete any work that is given
to them. The effectiveness of my instruct is the subgroup increased their test scores from
minimally proficient to partially proficient based on the evidence from the pre-test chart to
the post-chart. In addition, though they did not master the objectives completely the
objective the are on the headed in the right direction. I need to do more differentiated
instruction with these students and explicit instruction with the remainder of the class.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction. Based on my
analysis of student learning, here are the next steps for instruction: when teaching reading lessons,
I will continue to ask students for example what is the beginning, the problem, the middle, the
solution and ending of a story for additional practice. I will also allow students to write their own
story with illustrations that match their text. Identifying what is the five elements of their story. I
would provide differentiated instruction/assignments/assessments for those students who need the
additional support. I will also collaborate with my cooperating teacher about what are the next
steps. My learning objective would change from teaching the beginning, the middle, and end of
story in one day instead I would breakup each element. For example: I would teach the beginning
Monday, the middle Tuesday, Wednesday the ending of the story and the problem and solution on
the Thursday.