Post-Assessment

Data:

1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28

Percentage Correct

Pre-Assessment Scores

Student

Red- below expectations (<70%) Yellow- met expectations (70Student

2
Student
27
Student 28
80%) Greenexceeded
expectations
(>80%)

Percentage Correct

Post-Assessment
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0

Student
Red- below expectations (<70%) Yellow- met expectations (7080%) Green- exceeded expectations (>80%)

KWL Chart:
K
-Frogs lay eggs
-Frogs eat bugs
-They sit on logs
-Eat flies

W
-What kind of insects do they
eat?
-Why do frogs jump?
-How do they jump?

L
-Frogs go through
metamorphosis.
-Metamorphosis is a total
body change.

-Have long tongues

-Tree Frogs live in the
rainforest
-Jump high
-Some are poisonous and
some are not
-Good climbers
-Hibernate under mud
-Swim in water

-Why do they live in different

habitats?
-What is their habitat?
-How do frogs survive in
winter?
-How many parts of the world
do they live in?
-How do they get away from
predators?
-Why do they live on Earth?
-How do they grow their
legs?
-How do they swim?

-Frogs have vocal sacs.

-They are slimy.
-Dont touch them because
their skin picks up germs.
-They have webbed feet.
-They start as an egg and then
turn into a tadpole and then
they grow back legs and then
frog legs and are a froglet and
then an adult frog.
-Litter hurts frogs.
-Frogs live in ponds.

It is very apparent through the post-assessment, that the children gained a lot of knowledge from
the unit. Over seventy-five percent of children earned an eighty-five percent or above on the
assessment. I believe that hands-on investigations and applying their knowledge in different
activities contributed to the children internalizing the information. Also, the children did not
come into the unit with a lot of background knowledge on frogs, which was more evident in the
individual pre-assessment opposed to the group KWL chart. This is one reason why I think it is
very important to have an individual pre-assessment for my units.
One thing that I found very interesting was how my English Language Learners (ELL)
interpreted important topics on frogs. They were the only two students who scored very low on
the post-assessment. One student described a frog as something that looked like a giraffe,
while the other said, mouth and eyes. Metamorphosis was defined as frogs jump and where
frogs live. This was very surprising to me because both students have been able to successfully
write and talk about frogs in group discussions and independent work. These two students are
also advanced in their reading, writing and mathematics skills. I am curious to know what it was
about the post-assessment that impacted their scores. Was it the way I worded the assessment or
the lack of visuals? Have these particular children not been exposed to a real frog, so the
information is less tangible? This has made me consider how I run my assessments with my ELL
students. Next time, I will provide visuals for the questions or samples of their own work to use
as a reference.