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Analysis

In week 5, I was part of the math concepts/lessons in Dugeys and my physics classes.

Students took two assessments that count as a grade. Analysis of the data collected via the

internet based are standards progress reports collected thru EdConnect. Each assessment contains

standards that can be mutually shared in the science and math content. The expectation is for the

students to pass at least 60% of the baseline data, which starts the term at the end of every unit.

Student progress is measured through various methods to encounter comparable data. Therefore,

the collected data seemed to demonstrate important trends regarding the students' performance

across the various skills. The district-designed assessment is designed as a test navigator for

students to answer as an online tool and teachers to monitor, proctor, and provide immediate

feedback thru each assessment. The tests are designed to measure students' answers per item and

per standard. Evidence shows 28% met or exceeded the standards of both assessments of the

peers are most likely to succeed; the majority failed several assessments. Statistically, 2 students

out of 4 performed above 70% in the science assessment, but in comparison to the math, 3 out of

4 performed above 40%. These students performed lower in the math assessment, meaning that

most of the students were not familiar with algebraic math skills. A large variance in apparent

data is the evidence attendance which affects student achievement. However, many students

were quarantined, bringing in effect the failure of both assessments even though on the science

50% passed the assessment. The pre-test reflects their emergent level of identifying and leads to

deepening the reading in the open response on both assessments, which was the challenging part

of the test, and mostly all had it incorrect.

  Educators must use Ell’s data background to compare student access testing scores to see

their levels of proficiency in all domains four reading, writing, speaking, listening since during
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these assessments, students’ data should be provided with a modeled instruction to guide and

monitor their own performance and their own goals for learning. Standards are to measure

students' progress throughout skills and should be acquired by different proficiency levels

throughout stages in the school. As a teacher in my district, I must share the standard every day,

and it has to be visual for students to read. After all, standards are learning goals to be achieved

(Goodwin& Hubbell 2013). As students took the third assessment, I learned thru their final

scores that helping students set their personalized learning, kids like to lead. Once you give the

power of a change of the lesson in their style, the objective becomes their outcome and even

performed it, then translates into a meaningful lesson and engages into learning. (Goodwin&

Hubbell 2013). 

In conclusion, this analysis has argued that many students struggle with pre-assessment

every year; trends show students repeatedly failing. These individuals continue to fail due to the

inability to learn new skills in science and math. Many factors can lead to a student's failure in

such challenging content. As the evidence states, students' attendance was a big factor affecting

students' scores. These assessments reflect their emergent level of identifying and leading to

deepening the reading in the open response, which was the challenging part of the test, and

mostly all had it incorrect. Throughout the years, the Camden city school district has had the

same problem: low-level readers and low-level arithmetic problem-solving, so it is not the

generation. The district needs to revise, modify, and improve to achieve high scores and not

complete failures. As teachers, we feel responsible for every student's success. We must be their

role models, guidance, and a tool to make that change. Prepare them for a college-level where

they can acquire a career. If we implement skills to achieve in student's life, we are providing a
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step ahead. It will benefit them in many aspects, such as in-class and the outside world. It would

help them acquire new skills where they can develop the ability required to succeed.
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References

Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for

staying focused every day. Alexandria, VA: Association for Supervision & Curriculum

Development