Analysis of Preassessment Data Pre Test Mastery An analysis of the preassessment data indicated that students struggled applying their knowledge of trigonometry. Trends included adequate success recalling the Pythagorean theorem (70% of students answering correctly) and partial recollection of basic ‘trigonometric functions (50% 70% correct on either the reassessment or the first quiz, or >50% on ether the second quiz or the tes. 4a terms of meeting the standard, I determined that students needed to score & 70% or better on ether the second quiz or the unit et. In this, 63% of students had met the standard after Quiz 2. After the test, 75% ‘or more of students had succeeded in meeting learning goal 2. For LG4, the preassessment showed that only about 20% of students ha partis] understanding ofthe Jeaming goal. After the frst quiz this oeketed to 90%. In terms of meeting the goal, the data showed that 85% of students met this tarpet after Quiz ? and this mumber increased to 84% meeting the goel at the point ‘ofthe test. Aguin, no students lowered ther understanding, and the majority of students met the leaming goal. ‘This earning goa! was one ofthe most successful throughout the unit Every student that id not partially meet the goa in the preassessment except for one (97%) ended up at least partially mestng the goal and 97% of those students scored a 70% or beter, meeting or exceeding the target. Aga, my conditions for parially meeting the goal and meeting the goal were for students to achieve >70%% correct on either the ‘reassessment oF the fist quiz or »50% on ether the second quiz or the test and 70% or better on the Second quiz or test, respectively. ‘These leering goals were generally easy to measure, as questions followed a natural progression ‘throughout the unit. These earning goals could have been improved by making the Pre Test more similar to the Unit Test or trough incorporating a writen portion where studens identified the relationship (in ‘words of the wig values or conversion techniques. Furthermore, [could have incorporated a eitcal thinking componcavextension, where students examined te effect one rg value increasing as on other values or explained to peersime why certain angle measures are more effective in given contexts. These ‘components will ikely be incorporated into this unit iT am to tach it apin. ‘Questions Used: LG2: PI(-3, 5-7), Qi(1-8), Q21-6), T1, 9}, LG4: PT(, 8), QU6, 7), Q2(0),T(0, 3,7)‘The next learning goal was preassessed on the second day of the lesson during the warm up activity. This preassessment dealt with the law of sines and focused around LG3. 1LG3 - Discuss the usefulness ofthe Law of Sines and the Law of Cosines for real-world problems, = + ecru 1 — = | = ° ies | 08 = = (ll = & Sean Rage ‘For this data, Tused the warm up activity where I showed students a triangle with two sides labeled and an ‘angle given. Students were prompted o either explain the process they would use to figure out the remaining sides ofthe triangle or demonstrate their knowledge of that information. Since the law of sines ‘was a topic never covered in previous math classes, I was not surprised to find the information in column 1. ‘To gain partial credit, students ad to relate the length ofthe sides tothe measure ofthe angles in some way. As the results show, only about 11% of students thought to do this. ‘After the preassessment, students were not introduced to the concept of law of sines and law of cosines for ‘afew class days. These topics were covered last inthe lesson, as T wanted students to be more comfortable ‘with the ideas and concepis surrounding these laws before we went in-depth with them, As such, there ere not many opportunities to assess student leaming on these topics before the test. Some examples of ormative assessments done to check for student learning were the Classkick assignment during our station ‘activity on Day 5, homework, and the test review. However, in terms of summative assessment, the only ‘opportunity for students to demonstrate their understanding was on the test. This is something I will ‘improve on in the unt for classes to come. ‘The results for LG3 showed that no students had any concrete understanding of the earning goal atthe ‘ime ofthe preassessment. After being introduced to the material and practicing, the data showed that 79% ‘of students partially met this target and of those, 58% had met or exceeded the standard atthe point of the ‘test (using the same criteria as above). This data shows that many students met the learning goal, bt T ‘would have liked for the percentage tobe higher. This is something I plan to address in the future by incorporating « summative project such as mapping out a distance using law of sines and law of eosines. ‘Questions Used: (11-15)‘The next learning goal did not have a preassessment, as I figured it was very unlikely that students would have been introduced to the unit circle outside of a precalculus class. As such, all data here comes from the second half of my unit. ‘LGI - Identify how the unit circle illustrates the relationship between sides and angles and be able to ‘determine angle measurements and side lengths given the unit circle ‘vows | 1.2 “Here, the results showed thatthe majority of students demonstrated en understanding of learning goal 1. ‘According 10 my dataset, this number appears to have lowered very slightly (~-.004) from Quiz 2 to the ‘test, but atthe time of this analysis, quiz corrections have been allowed and revised quiz scored had been {introduced inthe set. As such, both sets of data could be used to see if students met or exceeded the standard. The cate second quiz was focused solely onthe unit circle, and the test incorporated large ‘amounts of unit circle knowledge. ‘Nearly every student partially met leaming goal 1 3% according to test data, 97% according to retaken ‘quiz data) Of these students, a significant percentage (80% for test, 85% for retakes) demonstrated meeting ‘or exceeding the standard, These are promising numbers. For this leaming goal, there were a few students that had lapses in their scores. 1 attributed this to ‘memorization of facts for their quizzes without full comprehension thst did not carry over tothe tet. This ‘something I hope to address in ensuing attempts administering this unit, as want to stress to my students ‘that memorization creates only the most basic conceptualization of information. Questions Used: Q2(All), 10-2,5)GS - Provide a brief overview on how to approach a problem such that classmates are able to understand, ‘This learning gosl was difficult to measure. Students helped each other through many different types of Jormative assessment, including the Classkick exercise, but conversational explanations were hard to ‘measure empirically. As such, this learning goal does not have a data set. Ths is result of choosing & learning goal that was largely qualitative instead of quantitative and also through missing opportunities to ‘have students write down thought processes and directions for their peers. In his I feel I missed an ‘opportunity for students to further convey the skills that they developed, but leamed that the next time I ‘administer this unit, I will be sure to have students document their approaches and communicate these with ‘their classmates in some type of format (whether written, illustrated visually, or recorded using audio technology). However, I do have student samples of feedback and guidance from the Classkick technology ‘and do feel that this was @ worthwhile learning goal. After further analysis, I determined that this goal is ‘one that might be difficult to introduce at the midpoint ofa school year when students are not entirely ‘comfortable or adept at communicating their thinking in a mathematics classroom and is something that Would be bette off being introduced atthe beginning of a school year or after students have acclimated to ‘my teaching approach and classroom structure. In al, students did not all demonstrate their ability to meet ‘this learning goal, which is why I di not include it in a mumerical grade for them, 1LG6 - Use an understanding of multiple intelligences to help guide explanations and study techniques to ‘connect with trigonometric content. ‘This learning goal was also difficult to measure, Students were introduced to the concept of multiple intelligences and learning styles atthe beginning ofthe semester (during Lesson 0) and were instructed to read of learn more about their personal learning syle, the preferences associated with it, and what we may bbe able to doin class (and individually, out of class) to ensure that classroom content resonates with them as leamers. Students then responded toa feedback questionnaire prompted on the class website and shared. ‘their findings with me. In this, students were successful in identifying their personal learning styles, but in ‘terms of my leering goal, this would only partially meet the target. Students had opportunities to meet this ‘target throughout the unit by utilizing resourees provided by me on the class website, but this proved to be impossible to measure, making ths learning goal another with room for improvement or refinement. AS ‘mentioned above, this learning goal would be best suited for introduction at the beginning of a school year ‘or aller students have acclimated to my teaching approach and classroom structure. In all, dis learning ‘goal was again too “value"-based and not empirical enough, leading ito be excluded from students’ final ‘grades. Record Keeping and Feedback To record student progress and provide students with feedback on this progress throughout the lesson, I used the Internet grade resource PowerSchool to communicate grades as well as shared quizzes with and verbally checked in with students throughout instruction. These methods are the status quo for operations at Edward Little, and as such, I incorporated them into my instruction and feedbacking techniques. Some ‘examples of this include:+ Posting grades as soon as possible to PowerSchool. ‘+ Handing back summative assessments to students for clarification on areas of success as well as areas where improvement is needed. ‘+ Answering questions based on the above bullet. + Communicating with students that succeeded or did poorly on summative assessments. ‘+ Verbally checking in with students while attempting homework. ‘+ Responding to attempts on the Classkick assignment. ‘These approaches were effective in communicating my expectations for students going forth and ensuring that all students had some understanding of their comfort with the saterial,