STEP STANDARD 6 Ketia Francois 1

Student Teaching Evaluation of Performance (STEP)

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STEP STANDARD 6 Ketia Francois 2

STEP Standard 6 - Analysis of Student Learning

After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.

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 1 5
(90%-100%)
Proficient
2 4
(80%-89%)
Partially Proficient
5 3
(70%-79%)
Minimally
Proficient 4 0
(69% and below)
Post-Test Analysis: Whole Class
Based on your analysis of the whole class post-test data, what is your interpretation of the
students learning? Cite examples and provide evidence of student learning that helped you come
to this conclusion.
After the Post-Test, over 42% of the class became highly proficient in the subject
compared to the 8% I had before teaching the lesson. About 33% of the class became proficient
and 25% of the class became partially proficient. Fortunately, we went from 33% for students
who were minimally proficient to 0%. These last students moved up to the level I wanted them to
be.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
I am happy with the data that I have obtained from the post assessment. I consider my
teaching to be efficient and I can move on to the next Unit because it is not necessary to make
adjustment to my lesson plan, neither is there any need to offer differentiated instruction at this
point. From one student who was highly proficient before the teaching, five students now are on

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STEP STANDARD 6 Ketia Francois 3

that level. Two students were proficient before and now the number went up to four. There were
four students at the bottom of the ladder now they all moved up. A few of students who were
partially efficient went up to the Proficient and the Highly efficient levels. The lesson is a great
success. I was targeting 70% to be at the proficiency level to consider my teaching a success and
100% of the class obtained more than 70% for the test which is 5 points over the passing grade
(65%)

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1(Student Academic Factors section), select one
subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-
3 sentences).
I am choosing to the Subgroup Gender.
I cannot make any other selection because of the absence of the other subgroups in this French III
class.. This class only has one black student and she was born in the United States and speaks
only English. She is not qualified of any of the special education programs neither is she a gifted
student.

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 1 5
(90%-100%)
Proficient
2 4
(80%-89%)
Partially Proficient
5 3
(70%-79%)
Minimally
Proficient 4 0
(69% and below)
Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

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STEP STANDARD 6 Ketia Francois 4

For the Pre-Assessment, the only student who was proficient was a male student. The
other male was partially efficient. The two students who were proficient were females. For girls
were at the efficient and the students who were minimally efficient were girls. After the post-
assessment, the grade of each of the students increased. The boy who was Highly proficient
remained highly proficient and two girls moved up to that level as well. The boy who was
partially efficient moved to proficient. To find get this data, I went on Canvas and check the
grades of the students since they are not yet synchronized into PowerSchool. Since I know the
gender of the students from their demographics in PowerSchool, I was able to come up with their
percentage.

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
Because of the lack of variety in this class I do not have any other groups remaining to
analyze. As I have mentioned earlier, this class has no English learners, no gifted students, nor
any students receiving special education.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient N/A N/A
(90%-100%)
Proficient
N/A N/A
(80%-89%)
Partially Proficient
N/A N/A
(70%-79%)
Minimally
Proficient N/A N/A
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,

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STEP STANDARD 6 Ketia Francois 5

describe the effectiveness of your instruction for this unit using the finding from your analysis.
As I have mentioned before, the French class is a homogenous class, no students in this
class are gifted. No students receive special education and all the students in this class are English
speakers. I do not have any other group remaining I could analyze.

Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
Because of the level of proficiency that the students have reached after this unit lesson, my next
step for instruction is to teach them a new topic. I will teach them a topic that will help them connect
previous knowledge with the new knowledge that they will be gaining from the new topic. An objective
for the new unit will be: After learning new vocabulary words and new concept on the new topic, students
will effectively link the new knowledge if the old by writing their own complete sentences on both topics
and showing how they interconnect.

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