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 6 15
(90%-100%)
Proficient
10 11
(80%-89%)
Partially Proficient
6 15
(70%-79%)
Minimally
Proficient 0 0
(69% and below)

Post-Test Analysis: Whole Class

Based on my analysis of the whole class post-test my interpretation is that many of the students in
the class mastered the subject and predicate mastery. Prior to this test that was given to them the
students had a week to prepare by working whole group on a worksheet, writing notes in their
grammar notebook, participating in center activities, and reviewing sentences that have subjects
and predicates.

Based on eh post-test data the learning activities that were given along with strategies were
effective. The evidence that supports this conclusion of students showing proficiency is shown
above. There were 21 students, 6 were highly proficient, 10 were proficient, and 5 were partially.
The students showed proficiency in the subject with only 5 showing partial proficiency in their
grammar subject and predicate assessment. During their subject and predicate activities, they
were engaged and participating during whole group instruction while also getting hands on
experience when they were split into centers.

Post-Assessment Analysis: Subgroup Selection

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 The students I picked for this group are ELL and students with a 504 plan. The student with the
504-plan got extended time according to their 504 and one on one guidance. ELL used a
dictionary as needed.

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

Post-Assessment Analysis: Subgroup

Based on my subgroup data, the students used prior knowledge so that they can answer questions
in the assessment. These students received one on one guidance as needed and a dictionary. I
noticed they perform better when they can use prior knowledge and are able to review the
material before the assessment.

To help students in the subgroup be proficient in the assessments I must re teach the material. I
have made a small group with these two students, and I review the preview assessment and re
teach questions in the assessment. Students receive one on one instruction time and during the
assessment ELL can use a dictionary and the student with the 504 plans may ask a question to
clarify instructions or a question from the assessment.

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 Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient 10 12
(90%-100%)
Proficient
15 5
(80%-89%)
Partially Proficient
3 18
(70%-79%)
Minimally
Proficient 0 0
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

After carefully analyzing the data from whole class and remainder of the class I noticed there
was an increase of students performing highly proficient. Students perform better after
reteaching the material. When taking the assessment again students can use prior knowledge now
and apply it to their current assessment. Subgroup students continue to receive accommodation.

Based on the results of majority of the students having high proficient indicates that a majority
have met their goal. The next step for instruction is for students to learn about pronouns and
antecedents.

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