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.

Highly Proficient (90%-100%)- 5 students Proficient (80%-89%)- 10 students Partially Proficient (70%-
79%)- 0 students Minimally Proficient (69% and Below)- 3 students

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 5 16
(90%-100%)

Proficient 10 2

(80%-89%)

Partially Proficient 0 0

(70%-79%)

Minimally 3 0
Proficient

(69% and below)

Post-Test Analysis: Whole Class

The pre-tests are always beneficial because it allows me to see which topics I need to have students
work on, or the topics that I need to reteach. The post-test scores gave me a lot of confidence, because
the majority of them were highly proficient. In this way, I can see the benefit of giving both the pre-test
and post-test.

Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test.
Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with
your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or
“Insert.”

I chose to use the population of female students, for no reason other than I was curious to see
their progress compared to the boys.

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 7
(90%-100%)

Proficient 3 2

(80%-89%)
Partially Proficient 0 0

(70%-79%)

Minimally 3 0
Proficient

(69% and below)

Post-Assessment Analysis: Subgroup

I don’t think the scores have anything to do with the fact that they are female. I think that
is just the way that it worked out. The particular females in this group are very hard
working, and desire to make their teachers proud. The boys did just as well, though.

I think the biggest thing I could do in this situation is to just make sure that students are
taking notes, and are asking questions. In return, I can meet with students one-on-one to
make sure they have all of their questions answered.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 2 9
(90%-100%)

Proficient 7 0
(80%-89%)

Partially Proficient 0 0
(70%-79%)

Minimally Proficient 0 0

(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Looking at this data compared to the girls in the class, it is definitely interesting to note
that the boys in the group have much higher scores than the girls. The reason it is
interesting is because the girls are definitely a bit more hard working than the boys. The
girls typically have the better notes, and the boys seem to cause a lot of problems within
the class. It is interesting to me that they had the higher scores.