Analysis of Student Learning

An essential component of education is the analysis of student learning. It's how we

assess the efficacy of our instruction. It assists us in analyzing what worked and what didn't, as

well as areas we might need to devote more time and effort to in the future. We may also use it to

determine which pupils may be slipping between the cracks. Occasionally, a student's test-taking

skills or the possibility that they are overanalyzing the material now that they have more

knowledge may be more telling than their knowledge, as seen by the difference in scores

between a pre-and post-test. Overall, it is important to document all of your student's progress as

an educator as a means to evaluate their understanding of the course material.

The following chart is my record keeping of the pre-assessment, formative assessments,

and the final summative assessment that was conducted during the “Animal Farm” and theme

lessons for block 2, CCP11:

Student Pre-assessment Exit ticket #1 Exit ticket #2 Formative Formative Summative
#1 #2 Assessment

1 ✔️ ✔️ 50%

2 ✔️ ✔️ ✔️ 100% 100% 17%

3 ✔️ ✔️ ✔️ 100% 100%

4 ✔️ ✔️ ✔️ 50% 100% 67%

5 ✔️ ✔️ ✔️ 67%

7 ✔️ ✔️ ✔️ 100% 100% 33%

8 ✔️ ✔️ ✔️ 100% 100% 83%

9 ✔️ ✔️ ✔️ 100% 100% 100%

10

11 ✔️ 100% 100% 33%

12 ✔️ ✔️ ✔️ 100% 100% 67%

13 ✔️ ✔️ ✔️ 100% 100% 100%

14 ✔️ ✔️ ✔️ 50% 100% 17%

15 ✔️ ✔️ ✔️ 100%

16 ✔️ ✔️ ✔️ 100% 100% 100%

KEY:

… = Present, completed in class.

… = Present, but did not turn in formative and/or summative assessment.

… = Absent, done online (or will be completed at a different time).

Explanation throughout the chart. Explain what happened in the sequence of lessons. Take
into account absences and chronically absent students and their situation.

During the duration of these lessons, students 6 and 10 were not present during the entire

week and missed all of the content from the lessons. These students have severe absence records

and have not been in class all semester thus far. All assignments including pre-assessments, and

summative assessments all go into Google Classroom for every student to see and complete but

these two students failed to do so and will not receive any credit. Besides those two students,

there were a few students who were present for the majority of the five lessons but did not turn in

their work for any credit. They were contacted about their missing work but still needed to turn it

in on time to receive credit; therefore, I cannot track their progress throughout the lessons.

Students who were present and completed all of their work including the exit tickets were

more successful in grasping the content than other students who missed days or did not turn in

their work. But this is not the case for every single student. For example, student 16 was present

every single day, completed and turned in their work and they had a 100% on their summative

quiz. Compared to student 15 who was present every day, but did not turn in their formative

assessments, still were successful in the summative assessment as they also received a 100%.

Reason tells me that these two students, one turned in their summative assessment, the other

didn’t and maybe they did not turn in their work simply because they needed more time to

understand the assignment and content. Or, they may have forgotten to turn in their work because

they never finished the work. Either way, these students were still successful in understanding

the objective of the lessons through the summative assessment.

 On the other hand, student 4 was present every day but struggled on the first formative

assessment. The student received a 50% because they left the second half of the assignment

blank and chose to turn it in that way. They were successful in completing the second formative

and received a 100%. When it came time for the summative assessment, student 4 struggled with

half of the questions and received a 67% for their summative grade. Reason tells me that this

student, while they were present every day and completed the work, they were partially meeting

the objectives of the lessons and the content. Although student 11, they were not present during

both exit tickets and did not complete them later, I was not able to assess their understanding of

the content after those two days of instruction. Their summative assessment score tells me that

they did not fully understand the lesson content as their summative assessment grade was 33%.

Chart of if students met, partially met, or did not meet the objectives over the pre-assessment,
both formative and summative assessment.

Student Formative #1 Formative #2 Summative Change?

Assessment

1 0% - NT 0% - NT 50% DNM

2 100% 100% 17% DMN

3 100% 0% - NT 100% PM

4 50% 100% 67% PM

5 0% - NT 0% - NT 67% DNM

6 0% - NT 0% - NT 0% - NT DNM

7 100% 100% 33% PM

 8 100% 100% 83% M

9 100% 100% 100% M

10 0% - NT 0% - NT 0% - NT DNM

11 100% 100% 33% PM

12 100% 100% 67% PM

14 50% 100% 100% M

15 0% - NT 0% - NT 100% PM

16 100% 100% 100% M

KEY
NT = Not turned in.
M = Met.
PM = Partially met.
DNM = Does not meet.

Explain how students did or did not meet the objectives in summary.

From this chart, I can analyze whether this class has either met the objectives, partially

met or did not meet them. Because my students were not graded for their exit ticket, they are

being assessed solely on the two formative and summative assessments. Because students 1, 5, 6,

10, and 15 did not turn in their formative assessments, it was difficult to assess their progress

over the lessons. For those students who did turn in their work and completed the summative,

that is where the analysis can be done thoroughly. The students who did meet the objectives and

received 100% across all assessments, these students are some of the strongest students in my

class and they have been able to succeed in my class without additional support or scaffolding.

For the students who did not meet (DNM), the objectives were based on how they

progressed from the formative assessment to the summative. Most did not turn their formative
assessments in or they received a 50%, and then failed to pass the summative with a 70% or

higher. For the students who partially met (PM), these were a little tricky to assess because I had

to take into account if they were absent one day for the formative assessment, such as student 1

who was absent the day of the pre-assessment and missed the introduction lesson with a lot of

content.

For the other partially met students, there were stark contrasts between their grades on the

formative compared to their summative. Such as student 7 who scored 100% on both formatives,

demonstrating their understanding, but then received a 33% on the summative. However, other

students such as student 15, did not turn in their formative assessments, but were present every

single class period and they received a 100% on their summative. This shows me that while this

student was not struggling with the content and the quiz, others may need further support and I

need to think more thoroughly about each student's needs. I asked student 7 what may have

potentially caused them to have this grade and they gave me feedback saying that it was their

first time using the website “Quizizz” and the formatting of the questions was completely

different from what they were used to., I understood that because for many students, this was

also their first time taking a quiz on this website and I should have considered that before giving

the quiz.