Name: Sonya Wier

Date: 3/28/2019

Course: ELM-490

Instructor: Professor Millenbaugh

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 4

Proficient
(80%-89%) 6 10

Partially
Proficient
11 5
(70%-79%)

Minimally
Proficient
5 3
(69% and below)

Post-Test Analysis: Whole Class

In reviewing the data from both columns, looking at the pre-test showed progress being made. I
had more students who were minimally proficient during the pre-test, yet three of my same
students did not show growth. These three students were all special education students on a
second grade level of learning.

I used the pre-assessment to show me which students gained understanding of materials read,
along with videos providing information on different inventors and what their inventions were.
At first, very few students knew of inventors, but through many different resources I used to teach
the lesson, students became more familiar of many inventions. During the pre-test, out of the
eleven students who were partially proficient, there were four of those students who missed days
of school, which made it difficult for them to be at the level of their classmates as they had fallen
behind.

Post-Assessment Analysis: Subgroup Selection

There are four of my students that consists of all boys who are English language learners. There
are two special education students who are boys, one boy with severe behavioral issues, and one
other student (boy) who is on SAT to monitor his progress and be tested in his learning. This
post-assessment subgroup data will be based on boys.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 2 4

Proficient
(80%-89%) 3 4

Partially
Proficient
7 3
(70%-79%)

Minimally
Proficient
2 3
(69% and below)

Post-Assessment Analysis: Subgroup

For this data, there were fourteen boys, which all but two showed growth. Four of these
boys who had missed days from school had caught up to the rest of their peers and made
gains.

I had three boys who were partially proficient, which the strategy use to support them is to put them
in a small group and provide them with pictures of inventors and pictures of inventions and together
we can match them together to help them remember. A concern of mine during this lesson was that
students were not developing higher level thinking questions, so I printed out a Bloom’s Taxonomy
chart and posted so students could use as a guide.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 3 4

Proficient
(80%-89%) 3 4

Partially 2 0
Proficient
(70%-79%)

Minimally
Proficient
0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

According
To the data, the remainder of my students consisted of eight girls, which two were partially proficient
with no one falling under minimally, and the girls were more focused and took notes to help them
remember information. Once interventions were in place for the two girls, they gained understanding and
showed growth for post-assessment.

I will model higher-leveled thinking questions to learn new vocabulary and show students how to use the
Bloom’s Taxonomy chart so they can develop questions on their own or when they are put into groups to
share ideas.