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TWS Number Six Analysis of Student LearningShowcase Lesson

Whole Class Data: Chart1: This chart shows whole class data showing pre and post assessment scores. Student Number Pre-Assessment Post-Assessment (out of 10 points) (out of 10 points) 1 1 10 2 3 9.5 3 9 10 4 5 10 5 7 10 6 3 10 7 6 10 8 0 10 9 3 7 10 (Low Achieving Student) 0 9 11 4 9 12 4 10 13 9 10 14 3 8 15 0 4 16 7 10 17 1 10 18 2 10 19 3 10 20 1 8 21 5 10 22 (High Achieving Student) 5 10 23 (Average Achieving 5 10 Student) 24 1 7.5 25 1 8

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Graph 2: This graph shows each individual students gain from their pre-assessment to their postassessment. Students Individual Growth Chart
12 Student 1 Student 2 Student 3 10 Student 4 Student 5 Student 6 Student 7 8 Student 8 Student 9 Student 10 Student 11 Student 12 6 Student 13 Student 14 Student 15 Student 16 4 Student 17 Student 18 Student 19 Student 20 Student 21 2 Student 22 Student 23 Student 24 Student 25 0 Pre-Assessment Post-Assessment

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Chart 3: This chart shows students average scores on the pre-assessment, post-assessment, and their average score increase. Average Pre-Assessment Score 3.52 points out of 10.0 Average Post-Assessment Score 9.2 points out of 10.0 Average Point Increase from Pre-Assessment to PostAssessment 5.16 points

Summary of Whole Class Progress: These charts and graphs show that my students made gains through the lessons, and those gains were evident based on the students score increase from their pre-assessment to their postassessment. On the pre-assessment, out of a possible ten points: three students scored zero points, five students scored one point, one student scored two points, five students scored three points, two students scored four points, four students scored five points, one student scored six points, two students scored seven points, zero students scored eight points, two students scored nine points, and zero students scored ten points. If the pre-assessment were graded twenty-one students would have received and F, two students would have received a D, zero students would have received a C, two students would have received a B, and zero students would have received an A. The average pre-assessment score for the students was 3.52 points out of 10. On the post-assessment, out of a possible ten points: zero students scored zero points, zero students scored one point, zero students scored two point, zero students scored three points, one student scored four points, zero students scored five points, zero students scored six points, one student scored seven point, one student scored seven and a half points, three students scored eight points, two students scored nine points, one student scored nine and a half points, and sixteen students received ten points. On a grading scale: one student received an F, two students received a D, three students received a C, two students received a B, and sixteen students received an A. The average post-assessment score for the students was 9.2 points out of a

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possible 10 points. All students showed a gain in points scored from the pre-assessment to the postassessment. Students improvements ranged from one to ten points. Two student increased by one point, two students improved by three points, three students improved by four points, six students improved by five points, one student improved by six points, four students improved by seven points, one student improved by eight points, three students improved by nine points, and one student improved by ten points. On average, the student scores on the post-assessment showed an improvement of 5.16 points.

Summary of Individuals Progress: To assess the effectiveness of my three showcase lessons I choose to focus on the assessments of three students of different achievement levels; high, average, and low. It is important to assess the results from students of different achievement levels because the needs of each of these students vary greatly. As a teacher I need to be conscious all the achievement levels in my classroom and be sure that I am addressing these needs in every lesson to be sure that each student is making gains and progress in their education. High achieving students need to be challenged during a lesson or they may become bored and unengaged. If these students are not challenged then they may not be growing. Low achieving students often need to have lessons broken down into more steps and reviewed more frequently than other students. They may also require more individualized help and guided practice before being able to complete their own work. Average students are often lost in the cracks between the other two groups that require specialized time and attention. These students often need challenging materials and material that they find interesting and relevant to be successful. My high achieving student scored five

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points out of ten possible points on her pre-assessment. She completely missed one problem and received partial credit on two others, and received full points on one question. On her postassessment she received ten out of ten points. My low achieving student scored zero points out of ten possible points on her pre-assessment. She scored a nine points out of ten possible points on her post-assessment, and only missed one problem. My average achieving student scored five points out of ten possible points on his pre-assessment. He completely missed one problem, received partial credit on two problems, and scored full credit on one. Based on the fact that all three of these students showed growth and received a grade of a B or higher on the postassessment I conclude that the students thoroughly understand the concept of logical order. Throughout the three day lesson each of these three students received six out of six points on their journal entry. These entries were graded based on the accuracy of their answers and the completeness of the notes taken in class. All students received a check for completion of their snowman for being completed and fully labeled with the supplies they would need. They all also received full points for their flow charts on how to build a snowman. This was graded on accuracy and completeness. These students all also received the maximum number of participation points for their attitude and participation in the lessons each day.
Pre-Assessment answers in blue Post-Assessment answer in orange Assessment for high achieving student: 1) What is logical order? (1 Point) a. An order that can be used. b. An order that makes sense. 2) Why is it important to have logical order in your writing? (3 Points) a. To help your story. b. So your story will make sense and you will get a good grade. 3) What could happen if you do not have logical order in your writing? (3 Points) a. The reader may not understand. b. If you do not have logical order the reader may not understand your writing and it may be confusing. You may not get a good grade.

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4) Put the following instructions for making toast in the most logical order by placing the correct number to the left of the step. Use the numbers 1-7. (3 Points) ___4_4____ Wait a few minutes until the toast pops up ___7__7___ Eat and enjoy ___2__2__ Put toast in the toaster ___3__3___ Pop the toast down by pushing the handle ___5__5___ Take the toast out of the toaster ___1__1___ Get out some bread, a plate, a knife, and butter ___6__6___ Spread butter on the toast using a knife

Assessments from low achieving students: 1) What is logical order? (1 Point) a. Words b. Logical order is something you can read. 2) Why is it important to have logical order in your writing? (3 Points) a. Because you know the steps b. It is important so people can clearly read it. 3) What could happen if you do not have logical order in your writing? (3 Points) a. They know what comes first b. If you do not could have horrible writing. 4) Put the following instructions for making toast in the most logical order by placing the correct number to the left of the step. Use the numbers 1-7. (3 Points) __3___7___ Wait a few minutes until the toast pops up __7___6___ Eat and enjoy __1___2___ Put toast in the toaster __2___3___ Pop the toast down by pushing the handle __4___5___ Take the toast out of the toaster __5___1___ Get out some bread, a plate, a knife, and butter __6___7___ Spread butter on the toast using a knife

Assessments from average achieving student: 1) What is logical order? (1 Point) a. Something that helps your writing. b. It is an order in writing that makes your writing understandable. 2) Why is it important to have logical order in your writing? (3 Points) a. It is important because it keeps writing from looking bad. b. It is important because it makes your writing understandable. 3) What could happen if you do not have logical order in your writing? (3 Points) a. It could look bad and not very good to read. b. It would be hard to read and hard to understand. 4) Put the following instructions for making toast in the most logical order by placing the correct number to the left of the step. Use the numbers 1-7. (3 Points) __4___4___ Wait a few minutes until the toast pops up __7___7___ Eat and enjoy __2___2___ Put toast in the toaster

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__3___3___ Pop the toast down by pushing the handle __5___5___ Take the toast out of the toaster __1___1___ Get out some bread, a plate, a knife, and butter __6___6___ Spread butter on the toast using a knife