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  • Analysis of Learning Goals

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    api-608407730
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    This document contains data from pre-assessments and summative assessments for 13 students across 4 goals: poetry analysis, short story analysis, poetry writing, and practice essays. The data shows that students' knowledge acquisition improved from pre-to post-assessment, with no students scoring in the "does not meet" category by the end. One student was frequently absent and could not be fully assessed. Overall, as students built upon prior knowledge over the course of the semester, more students met expectations on subsequent goals and assessments.

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    analysis of learning goals

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    This document contains data from pre-assessments and summative assessments for 13 students across 4 goals: poetry analysis, short story analysis, poetry writing, and practice essays. The data shows that students' knowledge acquisition improved from pre-to post-assessment, with no students scoring in the "does not meet" category by the end. One student was frequently absent and could not be fully assessed. Overall, as students built upon prior knowledge over the course of the semester, more students met expectations on subsequent goals and assessments.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    15 views5 pages

    Analysis of Learning Goals

    Uploaded by

    api-608407730
    This document contains data from pre-assessments and summative assessments for 13 students across 4 goals: poetry analysis, short story analysis, poetry writing, and practice essays. The data shows that students' knowledge acquisition improved from pre-to post-assessment, with no students scoring in the "does not meet" category by the end. One student was frequently absent and could not be fully assessed. Overall, as students built upon prior knowledge over the course of the semester, more students met expectations on subsequent goals and assessments.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 5

    Poetry Analysis (Goal 1)

    Student Pre-Assessment Summative Assessment

    1 Partially Meets Partially Meets

    2 Partially Meets Meets

    3 Meets Meets

    4 Partially Meets Partially Meets

    5 Missing Partially Meets

    6 Partially Meets Meets

    7 Partially Meets Meets

    8 Meets Meets

    9 Meets Meets

    10 Partially Meets Meets

    11 Meets Meets

    12 Meets Meets

    13 Meets Meets
    Short Story Analysis Analysis (Goal 2)
    Student Pre-Assessment Summative Assessment

    1 Partially Meets Partially Meets

    2 Partially Meets Meets

    3 Meets Meets

    4 Partially Meets Meets

    5 Does Not Meet Partially Meets

    6 Partially Meets Partially Meets

    7 Meets Meets

    8 Meets Meets

    9 Missing Missing

    10 Partially Meets Partially Meets

    11 Meets Meets

    12 Meets Meets

    13 Partially Meets Meets


    Poetry Writing (Goal 3)
    Student Pre-Assessment Summative Assessment

    1 Partially Meets Partially Meets

    2 Partially Meets Meets

    3 Meets Meets

    4 Partially Meets Meets

    5 Does Not Meet Partially Meets

    6 Partially Meets Partially Meets

    7 Partially Meets Meets

    8 Meets Meets

    9 Meets Meets

    10 Partially Meets Partially Meets

    11 Meets Meets

    12 Meets Meets

    13 Partially Meets Meets


    Practice Essay (Goal 4)
    Student Pre-Assessment Summative Assessment

    1 Partially Meets Meets

    2 Partially Meets Meets

    3 Meets Meets

    4 Partially Meets Meets

    5 Meets Meets

    6 Meets Meets

    7 Partially Meets Meets

    8 Partially Meets Meets

    9 Missing Missing

    10 Meets Meets

    11 Partially Meets Partially Meets

    12 Partially Meets Meets

    13 Meets Meets
    The data covered in these four tables show the acquisition of knowledge

    obtained by students who were the focus of my teacher work sample. These

    grades, scaled by color-coordinated Does Not Meet, Partially Meets, and Meets

    were based on the grades given on assignments that were assigned under each

    different learning goal. While reviewing the data, it can be seen that

    overwhelmingly the goals were met when teaching this class. No student ended

    a goal with a red “does not meet,” indicating that students were able to learn the

    content when it was first introduced, and retain it when they were all eventually

    tested on their knowledge. Some students were difficult to assess, specifically

    student 9, who was consistently out of the class with illness and could not make

    up the work outside of school. Besides that, students were able to excel for a

    multitude of reasons, such as built-in support such as vocab words written

    permanently on the whiteboard, or having all the materials to review on the

    google classroom. Over the course of the goals, you can see that students

    gradually begin to improve in their acquisition of the goals, as all the content of

    the teacher work sample builds off itself. As students learn more about the

    content necessary to take the AP test, they begin to gather knowledge that they

    can use as scaffolding for their learning, falling back on prior knowledge to better

    acquire and retain new information that they are learning in class. That is why

    expectations are being met at an increasing rate over the course of the semester.

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