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 7
(90%-100%)
Proficient 4 5
(80%-89%)
Partially Proficient 5 7
(70%-79%)
Minimally 8 5
Proficient
(69% and below)
Post-Test Analysis: Whole Class
Based on the analysis the majority of the students were able to move up within the lesson. This
analysis shows students who were able to take the Pre-test did move to the next level. This
analysis shows that one student was able to move from Proficient to Highly Proficient. We also
had growth for students moving from Minimally proficient to partially proficient. It can be proved
that students were able to learn and become engaged in the lesson. It may also be proven that
some students may have already had the skills but had to have a refresher on the information to
remember. One of the students who did not take the Pre-Test did take the Post-Test and scored in
the minimally proficient.
The learning experience of similes for students was really engaging and the students really seem
to be learning the information I noticed from my assessment that students may have forgotten
about figurative language and needed a refresher. Some students seemed it was there first time
seeing the information. I know this was a standard used in the fourth grade, but I wonder was
the standard taught earlier in the year. My assessments were very engaging, and I made sure I
did not give the students to many questions. I wanted to challenge their minds, while still giving
the chance to enjoy learning. My favorite part of the lesson was the anticipatory set. This really
was “The Hook”, it was a way to have the students to think outside the box. Throughout my
lesson I walked around and asked students to really come up with some good similes. One
example was when I was doing learning stations, I had one group finding similes on the

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 computer, while one group was reading a book full of poems and learning more
about similes. One group was coming up with their own similes, and one group was finding the
meaning of similes. All students were able to attend every learning station.

Post-Assessment Analysis: Subgroup Selection

I decided to use the data subgroup of the males in the class. One reason I chose the males were
there were a diverse in the analysis and made for an interest reasoning. The males in the class
made up a diversity in the assessments as the majority of males were either highly proficient or
proficient. The males in the class were the lowest in the post test but were equal within the Pretest.
From the data the males and females’ counterparts were pretty much the same throughout the
lesson. The male students who were partially proficient or minimally proficient were the students
who I had to really try to get to engage and ask questions. They also were not very engaged in the
learning stations.
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 4
(90%-100%)
Proficient 4 3
(80%-89%)
Partially Proficient 2 3
(70%-79%)
Minimally 4 3
Proficient
(69% and below)
Post-Assessment Analysis: Subgroup

The students in this subgroup did learn something from the entire lesson. I believe the lesson was
very engaged and gave the students a chance to really learn and engage and ask questions. This
lesson was not teacher-centered but was more centered around students using the 5e’s which is
Engage, Evaluate, Explore, Explain, and Elaborate. We started the lesson with whole group
instruction, and we ended the lesson in learning stations. While the data may show not only
students passed the assessments, but the learning stations were also very engaging, and the
students came up with some great sentences. The poems the students presented were well written
and the majority of the students were working hard in each station.

The effectives of my instruction were very productive, and the standards were met. The instruction
was delivered in a manner where students were able to engage, it was grade level appropriate, and
the standards set forth by Alabama was presented to the students. The instruction was not just

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 presented by the teacher, but students were also involved in their own learning. The assessments
were very simple and only was looking for what the students already knew, and the post-
assessments were to see what

information they were able to attain. The assessments were not in place to make the students feel
like they were not smart or did not learn anything, it was just away to see what I could do better
for the students. There are some students who have not mastered the objective; therefore, I would
look from the assessment and see where the students could be missing certain parts of the
objective. I would give students more assessments on Education.com or Kahoot! so they can
practice on the objective. I will differentiate my learning strategies, to better equip the students
more. My best strategy will be one on one instruction or peer to peer interaction. I believe
seating arrangements, better groups in learning station, and more encouragement to students
would lead to them learning more.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test

Highly Proficient 3 3
(90%-100%)
Proficient 0 2
(80%-89%)
Partially Proficient 3 4
(70%-79%)
Minimally 4 2
Proficient
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

The analysis of this shows the females of the class were not as proficient in the area of figurative
language. The data suggest that only three students really moved up from their previous
placement doing the pre-assessment. The information I presented was very productive; however,
we would look at this analysis I believe the students did not learn or was not engaged. The
females really worked hard and were even the leaders of some of the learning stations. The
female’s students were really hard and writing good poems; however, the analysis shows the
majority started off Partially or minimal proficient. This may be an effect of the student learning
this information earlier last year or missing sometime during Covid. From the instruction and

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 learning stations and other interaction the standard was met. Student were very engaged and their
assessment from 3,2,1 and exit slips were really good. While the assessment analysis does not
show growth, the females really learned and were productive within this objective.
Based on the analysis of student learning, another couple of days on figurative language would
be very important and will assist students to continue to understand the lesson. The students can
benefit from working more in learning stations and working on Kahoot! or some other
educational game. An objective that would build up the content the students have been taught is
going into other figurative language such as Metaphors, Personification, Hyperbole. Allusion.
The students will have the ability to continue to make meaningful connections within figurative
language. The goal for the students is to have the ability to understand figurative language and
understand the meaning and how to use it appropriately.

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