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 2 3
(90%-100%)
Proficient
4 7
(80%-89%)
Partially Proficient
6 5
(70%-79%)
Minimally
Proficient 8 4
(69% and below)
Post-Test Analysis: Whole Class
I taught a 1st grade ICT class. Based on the post-test data it can be concluded that most of the
students lie in the proficient level with consideration to learning standards applied in the unit. On
the post-test the students apply what they learned and their knowledge to create a respond to
questions related to the book read. According to the pre-post assessment, there was a significant
improvement in the learning for the entire class. The students can describe, identify, and with
80% accuracy can ask and answer question related to the text they have read.
For example, for their exits ticket the students had to draw and describe their favorite part of the
story by writing a sentence. They master it with 80%.
Based on the instruction of the lesson I taught, I feel the students gain more knowledge about
using the book illustrations to figure out the meaning to the sentence and the story. The students
were engaged in their lesson. They learned to use clues from the illustration and slow check. The
students were participating in all activities. The students gave feedback doing the introduction
and doing the closing of the lesson. For example, at the closing of the lesson the students had an
exit ticket to complete. They had to show me that they knew what had happen in the story. Each
student had a sentence to share before exiting the class.
Post-Assessment Analysis: Subgroup Selection
1st grade ICT is largely a Hispanic/Latino population of 17 students, 2 blacks and 1 white student
The teacher ratio is around 2:20 according to district data. My focus are the ELL and IEP
subgroup population because they are the majority in the class.

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 1
(90%-100%)
Proficient
0 1
(80%-89%)
Partially Proficient
3 4
(70%-79%)
Minimally
Proficient 4 2
(69% and below)

Post-Assessment Analysis: Subgroup

By the end of the unit four to two students learners fell in the minimally proficient line. There was
a change in the proficient group, which increased from 0 to 1. The highly proficient group
remained the same with no change. This shows that it was the same student who scored highly
proficient both in the pre-test and post-test assessment.
Based on the subgroup post-test data, it shows that my instruction was justly effective concerning
the students learning. Most of the students moved up the levels and developed new skills. As seen
in the assessment at minimally proficient level, there are two students need more practice in order
to master the objectives.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 2 3
(90%-100%)
Proficient
4 7
(80%-89%)
Partially Proficient
6 5
(70%-79%)
Minimally
Proficient 8 4
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
The ELL population subgroup, with comparison to the remainder in the class, showed a change in
students that moved to the proficient line. The remainder of the students in the class were well
spread apart across the different levels of proficient with only 3 at the proficient line.

The next on the instruction steps will be to move to the next part of this unit, where students will
learn how to write a small moment. The learning objective to build next will be focused in which
relate to this unit will be: “Students will be able to write an small moment using first, next, then
and last”