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Analysis of Student Learning

57. Percent of the students showed an understanding of three-dimensional shapes and their properties. The collaborative group chart showed that 68. Percent of students' work was complete and accurate. Over half of the class scored a 2 on the post assessment game (52. Percent) this would mean that they answered 2 questions out of 3 correctly.

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87 views

Analysis of Student Learning

57. Percent of the students showed an understanding of three-dimensional shapes and their properties. The collaborative group chart showed that 68. Percent of students' work was complete and accurate. Over half of the class scored a 2 on the post assessment game (52. Percent) this would mean that they answered 2 questions out of 3 correctly.

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© Attribution Non-Commercial (BY-NC)
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#5 Analysis of Student Learning (Showcase Lesson) The following table displays the students pre-, during-, and post-assessment

scores in my second grade clinical placement. Student Pre-assessment 1=Understanding is evident 2=Little to no understanding 1 1 2 2 3 2 4 (Low) 2 5 1 6 (Avg) 1 7 1 8 1 9 Absent 10 1 11(High) 1 12 2 13 1 14 2 15 1 16 Absent 17 2 18 1 19 2 (ELL) During Assessment =Complete and accurate X= Incomplete and incorrect X X X X Post-assessment 0, 1, 2, 3 based on # of correct answers 2 2 3 1 3 2 3 2 3 3 3 1 2 2 1 2 2

Whole Group Overall, I was impressed by my students work and progress. I was not expecting the students to gain such a quick understanding during the pre-assessment. 57.8 percent of the students showed an understanding of three-dimensional shapes and their properties. The collaborative group chart showed that 68.4 percent of students work was complete and accurate. This means most of the chart was completed and the answers that were given by students were correct. If the student received an X, the chart was incomplete and included many errors.

The post-assessment was very pleasing as well. None of the students scored below a 1 and only two students scored a 1 (10.5 percent). Over half of the class scored a 2 on the post assessment game (52.6 percent). This would mean that they answered 2 questions out of 3 correctly. Five students scored a 3 and answered each question correctly (26.3 percent). I thought that most of the students made progress through this lesson and gained a better understanding of the three-dimensional shape properties. Only 10.5 percent of the class, on the post-assessment, showed that may need additional help with understanding the different properties. Individuals I chose three individual students to discern their learning during this lesson. I chose a high performing student (#11), an average performing student (#6), and a low performing student (#4). My high performing student scored a 1 during the pre-assessment and clearly showed that she had an understanding of the material. She always raised her hand to answer the questions during discussion and was able to fully explain her reasoning behind her answers. During the investigation she was on task and very supportive to her partner who needed additional help. Coincidently, I assigned her to work with student #4, the low performing student. I paired these two students because I knew that student #4 would need additional help and guidance that the high performing student would be able to give. On the post-assessment the high performing student received a 3. Her answers also included illustrations that were not asked for. This shows that she knew what she was doing and had free time between questions. Furthermore, this student has passed the required testing and is going to be placed in the gifted and talented program. My average performing student (#6) scored a 1 during the pre-assessment and showed that he had the basic understanding of the material that I was looking for. He was able to somewhat explain his reasoning behind the properties of a sphere. He knew that it rolled but could not explain that it had no edges or vertices. This is what I was expecting from most of my students. During the investigation this student was mostly on task, but did get distracted and start to play with the manipulatives with his partner. However, I reminded him to stay on task only once before he returned to his chart. His during-assessment received an X because it was incomplete and did not give the shapes of the faces, but rather numbers. This showed that he did not have an understanding of this section. During the post-assessment he received a two. He was able to identify two of the three shapes, which was where over half of the class was at the end of this lesson.

Student #4 was selected as my low performing student. During the pre-assessment when I would ask him a direct question he appeared confused and was unable to answer. This showed little understanding of three-dimensional shapes. But this was not disappointing because I did not expect many of the students to have this information because they had not covered threedimensional shapes before this. During the investigation, however, the student was reminded to stay on task several times and he was frustrated during the chart. His partner, high performing student #11, was helpful but could not get him to pay attention. He received an X for the during-assessment because his chart was incomplete and inaccurate. His postassessment scores show that he answered 2 out of 3 questions correctly. This may be attributed to his partner giving him the answers, rather than him coming up with it on his own. This student was retained the previous year and is in resource classroom for a large portion of the day. These charts show that there was growth in the students understanding from the pre assessment to the post-assessment.

Pre-Asessment
1: Understading is evident 2: No understanding

Post-Assessment
3 Correct 2 Correct 1 Correct

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