TWS 6 Student Data Pre and Post-Assessment Data Number of Number of Number Number Correct questions of of Answers with

h correct Correct questions (Pre) evidence Answers with (Pre) (Post) correct evidence (Post) 5/9 2/8 8/9 7/8 6/9 2/8 6/9 5/8 2/9 2/8 6/9 2/8 6/9 3/8 9/9 7/8 6/9 2/8 6/9 4/8 5/9 2/8 Left Early 8/9 4/8 8/9 7/8 6/9 2/8 8/9 7/8 8/9 5/9 6/9 3/9 5/9 5/9 5/9 6/9 5/9 7/9 6/9 2/9 3/9 5/9 Absent (GATAS) Absent (GATAS) 2/8 2/8 0/8 2/8 2/8 0/8 2/8 0/8 2/8 3/8 3/8 0/8 2/8 2/8 Absent Absent 9/9 4/9 8/9 4/9 5/9 8/9 5/9 6/9 7/9 7/9 6/9 9/9 2/9 2/9 7/9 9/9 8/8 1/8 5/8 2/8 1/8 2/8 4/8 2/8 6/8 6/8 5/8 5/8 2/8 1/8 5/8 7/8

Student #

Made Gains, Stayed Same, or Less in Correct Answers

Made Gains, Stayed Same, or Less in Evidence

1 2 3 4 5 6 7 8 (Above Average) 9 10 11 (Below Average) 12 13 14 (Average) 15 16 17 18 19 20 21 22 23 24

3 gain same 4 gain 3 gain same same 2 gain 1 gain less 2 gain 1 gain same 3 gain same same 2 gain same same 7 gain 1 gain loss

5 gain 3 gain same 4 gain 2 gain 3 gain 5 gain 6 gain less 5 gain same less 2 gain 2 gain 2 gain 4 gain 3 gain 2 gain 5 gain same loss

Class Average Gain on Correct Answer: 1.4 Class Median Gain on Correct Answer: 2 Class Average Gain on Correct Evidence: 2.5

Class Median Gain on Correct Answer: 3

There are two components to the pre and post assessment results. The first component, correct answers, simply measures if students had the correct answer to the multiplication problem. The second component of the assessment measures correct evidence to go along with each problem. For example, students should be able to mentally calculate 3 x 6,000, therefore I am looking for evidence that the student possibly identified the base fact, but I should not see work of the actual problem. For questions seven, eight, and nine, I am looking for evidence that the students used base ten models to find the answer. Overall, I was pleased with the results of the whole class assessment data. The majority of the class made gains towards the learning objectives. Learning objective one stated that students should be able to multiply single digit numbers by multiples of 10, 100, and 1,000 using mental math. Questions one and two align with mini unit lesson one. Learning objective two stated that students should be able to estimate the product of multiplication problems by rounding. Questions four, five, and six align with mini unit lesson two. Learning objective three stated that students should be able to multiply 2 digit numbers by 1 digit numbers using base-ten models. Questions seven, eight, and nine align with mini unit lesson three. I do not feel that the assessment I used clearly measured all learning objectives. It was important to me that the students got the correct answers, but the purpose of the lessons were to teach my students to use mental math so they could multiply quickly and easily. This objective is more difficult to measure. I did not specify the type of models I expected for the question that aligned with objective three, so it did not clearly show student growth. In the future, I would definitely create an assessment that emphasizes student evidence more than correct answers.

Student 8 (Above Average) 14 (Average)

Above Average, Average, and Below Average Exit Slip After Lesson 1 2/2 1/2 Independent Practice Lesson 2 8/8 5/8

11 (Below Average)

2/2

6/8

The chart above shows results from the two during-assessments given throughout the mini unit. The exit slip was given after lesson one and included a question asking for the basic fact of a multiplication problem and the multiplication problem to solve. This assessed student growth towards objective one; students should be able to multiply single digit numbers by multiples of 10, 100, and 1,000 using mental math. The independent practice sheet aligned with objective two; students should be able to estimate the product of multiplication problems by rounding. Student 8 is a Caucasian male who is very energetic and active in class. This student works well with others and focuses in class well. This student is very talkative at times, but overall is an asset to the class. Based on the students assessment data, he made definite gains towards all three learning objectives. Student 8 assessment evidence can be found in attachment 1. Student 14 is an Indian male who is a very kind and hardworking student. This student works well in the class and with others and performs well on assignments. He asks questions often and contributes to his learning. This student made average gains towards the objectives. His results were good but could have been higher. He made gains towards all three objectives for having the correct answer but he only provided the correct evidence for the objective one questions. Student 14 assessment evidence can be found in attachment 2. Student 11 is an African American female. She is a struggling learner who was faced this year with the possibility of having to repeat her current grade level if she did not bring up her grades. With help from her mother, they have been very proactive and working to bring up her grades. I am very proud of the work and effort I have seen from her this semester and I think that her assessment data shows that. She made significant gains towards the objectives and I am very pleased with her results. This student met objective one. She identified the basic fact and mentally multiplied in addition to having the correct answers. For objective two, she made gains towards having the correct answer and evidence, but she did have one incorrect answer. The student met objective three by having the correct answers and showing use of base ten models.

It is important for me to see the assessment data from these particular students. Each student represents certain groups that are in my class now and will be in my class in the future. The students represent below average learners, average learners, and above average learners. The assessment data on these three students allows me to see the impact of my instruction on the three groups represented. Based on this data, I know what changes I need to make for future instruction in order to fully reach each level of learning.