Analysis of Student Learning Student A Student A was chosen to be analyzed because of the score he received on the PreAssessment test

of the unit, which was the lowest score, recorded from the class. There was one other student that scored the same, but I chose student A over the other student to have a boy to analyze rather than three girls. Student B I chose to analyze Student B because she is the only ESL student in the class. She doesnt speak Spanish, and she understands very little Spanish. However, her mother speaks Spanish at home, therefore, she is in the ESL program. Student C Student C is one of the brightest students in Mrs. Wilsons class. Also, she scored one of the highest scores on the Pre-Assessment for the unit. She will be my third student I analyze throughout my unit.

Summary of Student Performance Before I taught the lesson, I gave a pre-assessment. The pre-assessment included 10 questions about symbols, landmarks, and documents in Utah and our nation. The students completed the assessment with the classroom clickers. They each have one assigned to them and they click the corresponding letter that goes with the question. Before teaching my unit, I looked over the pre-assessments that were given to see how much the students already knew. After the unit, which included 6 lessons, I had the students do a similar post-assessment. Student # Gender Pre- and Post Assessment Results Pre-Assessment Post-Assessment Question(s) Missed: PostAssessment 4/10 = 40% 7/10 = 70% 9/10 = 90% 6/10 = 60% 6/10 = 60% 6/10 = 60% 6/10 = 60% 5/10 = 50% 9/10 =90% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 = 100% 10/10 =100% 8/10 = 80% 3 0 0 0 0 0 0 3,5
Mixed up the national bird and the state bird

Information
Marked Bald Eagle as Utahs State bird

1 Student A 2 Student B 3 Student C 4 5 6 7 8

Male Female Female Male Male Male Male Male

8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Female Male Male Male Male Female Male Female Female Female Male Female Female Male Male Female

8/10 = 80% 7/10 = 70% 6/10 = 60% 6/10 = 60% 7/10 = 70% 5/10 = 50% 5/10 = 50% 5/10 = 50% 5/10 =50% 6/10 = 60% 6/10 = 60% 4/10 = 40% 5/10 = 50% 6/10 = 60% 5/10 = 50% 4/10 = 40%

10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 10/10 =100% 9/10 = 90%

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3
Marked Bald Eagle as Utahs State bird

This chart gives the number of questions each student got correct out of the total possible points on the pre and post- assessment. It also shows the question/s that each child missed on their post-test and some information on why they may have missed the question. Out of the 24 students, 21 got 100% on their post-assessment. Two students missed one question on the post-test and one student missed two questions on the postassessment. Assessments Used Throughout Unit & Results: 1. Posters and Explanation: For the first lesson, the students were to learn about symbols. In this lesson they were to draw any symbols that they knew and be able to verbally explain their symbols. Some students drew athletic symbols such as the Nike sign or a big blue Y for BYU, some students drew the golden arches for McDonalds, and some had simple symbols including hearts and horseshoes. Out of the 24 students, all 24 completed the task at drawing symbols. However, not all 24 could explain what the symbols they drew meant or represented. There were 4 students out of the 24 that didnt know what all of the symbols they drew meant, but all 24 could explain at least one of the symbols they drew. 2. Utah Symbols Book: For the second lesson the students were to put together a booklet that would describe some of the Utah symbols, and why they were chosen to represent the state of Utah. This formative assessment help the student achieve the summative assessment. All 24 students were able to work together to correctly put together the book. 3. Utahs state ____ is: The goal for the second lesson was for the students to identify and describe Utah symbols and landmarks. The assessment for each student to name the state bird, flower, tree, name the colors on the flag and tell their favorite landmark which they would draw. All 24 students did great on

4.

5.

6.

7.

8.

9.

naming each of the symbols, but there were 10 out of the 24 students that didnt name a landmark as their favorite thing about Utah. American Symbols Match-Up: In lesson three the students learned about national landmarks and symbols and how a lot of the landmarks are symbols of our country as well. The students were to match the symbol (picture), and the name of the symbol to the fact that was given. Some students cut and past both the symbol and the name, other drew the symbol and wrote the name, and some did one or the other. Out of the 24 students, 24 students were able to correctly match the symbol and name to the fact that was given. Graphic Organizer: When distinguishing between national and Utah symbols and landmarks the students used a T-Chart as a graphic organizer to categorize a group of photos. The students were able to work together to accomplish this task in groups of 4. Out of the 6 groups there was only one group that put any photos in the incorrect category. Utah vs Nation: For the assessment for the fourth lesson the students were to circle photos in red that represented our nation and circle pictures in blue that represented the state of Utah. Out of the 24 students, 22 students circled all pictures that needed to be circled while two of the students didnt circle the quarter as a national symbol. However, there were students that circled pictures that werent either a national or a Utah symbol or landmark. If I were to do this lesson again, I would create my own worksheet rather than using the worksheet form the UEN website. I make the worksheet so that every photo would be circled instead of having some left without a circle around it. Little Valley Document: The students learned about important documents and how they have rules and responsibilities written in them. The students wrote their own ideas of what rules and responsibilities that would make their school, Little Valley, even a better place. All 24 students completed this task. Responsible Citizen: This final assessment before the post-assessment was just a review to get and keep the students excited about learning more about Utah and our nation. We talked about how reading and know about the documents will keep us responsible, and ways that we can be responsible is to continue to learn about symbols and visit the important landmarks in our state and country. The students created a cupcake showing how they can continue to be a responsible citizen. Each part of the cupcake represented something different. Discussions: For this lesson there were many opportunities for whole group, and small group discussions. Each of the 24 students had been involved in the discussions, whether it was in the small groups, or a whole class. Some were called out by random from the random student selector application, or from the Popsicle sticks, and some students shared personal thoughts and experiences at will.

Disaggregation of data & Explanation of evidence Struggling Learners Post-Assessment Scores

Post-Assessment Score out of 10

10 9 8 7 6 5 4 3 2 1 0 Student # 1 Student #8 Student #20 Student # 24

I am very impressed with the struggling learners in my class. The graph above shows the post-assessment results for four struggling learners (students 1, 8, 20 and 24.) Out of the four students, two of them missed one question points, and one student got only one question incorrect, while the other student answered all of the questions correctly.

Scores by Gender

100%

90%

Boys Girls

80.00% 0 2 4 6 8 10 12 14

There are 10 girls in the class and 14 boys, and all 24 students were able to participate in taking this 10-question clicker assessment. The chart above shows the scores of the boys and the girls based upon the post-assessment. There are ten girls who scored 100% and eleven boys who scored 100%. Missing only one question on the post-assessment, two

boys scored 90% on the post-assessment. There wan one other boy that scored 80%, missing two questions on the post-assessment. Drawing Conclusions with Assessment Data Out of the 24 students in the class, 21 students got 100% on the 10-question postassessment. Two students incorrectly answered one question, number 3, and one other student incorrectly answered two questions, 3 and 5. Question three asked what Utahs state bird is, and the possible answers were a bald eagle, the California Sea Gull, and a blue bird. All three students that incorrectly answered this question answered with A. Bald Eagle. This tells me that they either didnt pay attention to the question or that they believe that the Bald Eagle is a symbol for the state of Utah. The student that missed question 5, which asks what is a symbol of strength and loyalty, and states that many live in the United State of America. The student that incorrectly answered this question, answered with sea gull. The students who got a 100% on the post-assessment will receive a 4 on their report card in Social Studies; the other three students will receive a 3 on their report card in Social Studies. I am very impressed with how well my students did throughout this unit and their scores on the post-assessment. Lesson #1 Assessment For the first lesson, the students were to learn about symbols. In this lesson they were to draw any symbols that they knew and be able to verbally explain their symbols. Some students drew athletic symbols such as the Nike sign or a big blue Y for BYU, some students drew the golden arches for McDonalds, and some had simple symbols including hearts and horseshoes. Out of the 24 students, all 24 completed the task at drawing symbols. However, not all 24 could explain what the symbols they drew meant or represented. There were 4 students out of the 24 that didnt know what all of the symbols they drew meant, but all 24 could explain at least one of the symbols they drew. Scoring of this assessment was a checklist. If the students drew several symbols they got that skill checked off, however if they could explain and tell about all of the symbols they didnt get it checked. There were some students who could explain and describe some of the symbols they drew, but not all of them; these students I considered to be accepted because they could explain at least two of their symbols.

Assessment Outcomes
24 20 16 12 8 4 0 Skill 1 - Draw Skill 2 - Explain
Table A: Mrs. Wilsons whole class Assessment Outcomes on two skills.

24 20 Proficent Acceptable Deficient

0 4

Skill #1: Draw symbols Skill #2: Explain and describe symbols accurately

Student A In the first lesson, student A was very engaged. He was very involved in discussions, and enjoyed sharing ideas. For the assessment, he drew the symbol for McDonalds (golden arches), the American flag, a stop sign, a Nike sign and a blue Y for BYU. He was able to explain and describe each of the symbols and what they represent other than the American flag. He could describe the attribute of the flag, but he didnt know, yet, what the stripes represented or the stars. I was glad to find out that he didnt know exactly everything about the flag yet because that lesson would come next. Student B Student B was shares ideas and gets involved when she is called on at random. She is very quiet, but she is comfortable and confident when she does get called on. She is one of the students I need to make sure and call on often to keep her engaged in each lesson. On her drawings she drew a lion to represent the Little Valley Lions. Also, she drew symbols to represent math (+ = - < >), and also writing symbols (? !). I wasnt surprised that she drew the math symbols because that was brought up in discussion, but when I saw her question mark and exclamation mark I was surprised because we hadnt brought those up. Student B was able to fully describe and explain each of her

drawings. Even though her drawing werent all pictures and some were markings or expressions used for math or English, I found it very brilliant of her to use those as the symbols she drew. Student C This student is very bright and really takes her time to complete each task to make sure it has been done perfectly, or the best that she can do. She really takes pride in her work. She drew three symbols: a crown symbolizing princesses, she also drew a lion for the school mascot, and the blue F symbolizing Facebook. The only one she used that was discussed in class was the lion for the school mascot; the other two was all on her own. She not only drew these symbols so good, but she was able to describe and explain what each symbolized.

Lesson #2 Assessment The goal for the second lesson was for the students to identify and describe Utah symbols and landmarks. The assessment for each student to name the state bird, flower, tree, name the colors on the flag and tell their favorite landmark which they would draw. As seen in Table B, 24 students did great on naming each of the symbols, but there were 10 out of the 24 students that didnt name a landmark as their favorite thing about Utah. Which could have been my fault as far as modeling what they needed to do on their assessment. Scoring this assessment was 5 points. If they could name each of the three symbols correctly was each a point, and the colors of Utahs flag was a point as well as write which was their favorite landmark. If they named a landmark as their favorite thing about Utah, their answer was considered correct and received the point for the last question.

Number of Students Correct

Landmark

Flag Colors

State Bird

State Tree

State Flower 0
Table B

12

16

20

24

Student A Student A wrote the correct answers to the first three questions. However, he didnt name a landmark as his favorite thing about Utah. He said he liked the fairs and that Utah is free. I found this interesting because we hadnt talked about Utah being free at all, someone must have mentioned it at the group table because there were other students that has said that their favorite thing about Utah is also that it is free. Student B This student answered each of the four questions correctly as well. She added the color red to Utahs flag, which I accepted because on Utahs flag are two American flags showing a little bit of red. We talked about the main colors of the flag being blue as well as the yellow circle/ring in the middle with all of the symbols inside the ring. This student wrote that her favorite thing about Utah is the beehive, the beehive means hard work, and it doesnt surprise me that this student would like that about Utah because she is a very hard worker. However, the beehive isnt a landmark in Utah so she didnt get that point from this assessment. Student C This student is also another student that didnt write a landmark as her favorite thing about Utah. She said that her favorite thing is that it is free. I like that it is her favorite thing, but it isnt a landmark, so again, she didnt get the point for landmark.

She answered the other four questions correctly adding brown to the flags colors, which is fine because there is an eagle inside the yellow ring. After analyzing the students work from this lesson I decided to do a mini lesson on landmarks before moving on to the next lesson in my unit. I wanted to make sure that the students understood the meaning of a landmark, and what Utahs landmarks are. After the mini lesson the students were then able to understand and move on to the next lesson and goal. Lesson #3 Assessment American Symbols Match-Up: In lesson three the students learned about national landmarks and symbols and how a lot of the landmarks are symbols of our country as well. The students were to match the symbol (picture), and the name of the symbol to the fact that was given. Some students cut and past both the symbol and the name, other drew the symbol and wrote the name, and some did one or the other. Out of the 24 students, 24 students were able to correctly match the symbol and name to the fact that was given. This assessment consists of 10 total points. There are 5 symbols that need to be drawn or glued on, and 5 names that need to be written or glued on. Each is worth one point. As seen in Table C all 24 students did each of them correctly, receiving full credit on this assessment.

Points Scored
24 20 16 12 8 4 0 Symbols
Table C

5 Points 1 Point 2 Points 3 Points 4 Points

Names

Student A This student decided to glue on the symbols, but then he decided he wanted to draw them also, so after he wrote the names of the symbols he drew a corresponding picture as well. Student B Student B is the ESL student in the class. She is usually one of the more artistic and crafty students. She also has very good penmanship. However, she chose to use each of the cut out and glued them in the coordinating spots. She still received full points. This cut outs may have helped her in this situation. Student C Student C drew her photos and wrote in the names of each symbol. However, in this assessment she didnt take as much time as she usually does. I was very surprised at how sloppy her handwriting was when I saw her paper. I was still, very impressed with her drawings with the coloring. She received full points among the rest of her classmates. Lesson #4 Assessment For the assessment for the fourth lesson the students were to circle photos in red that represented our nation and circle pictures in blue that represented the state of Utah. Out of the 24 students, 22 students circled all pictures that needed to be circled while two of the students didnt circle the quarter as a national symbol. However, there were students that circled pictures that werent either a national or a Utah symbol or landmark. If I were to do this lesson again, I would create my own worksheet rather than using the worksheet form the UEN website. I make the worksheet so that every photo would be circled instead of having some left without a circle around it. Scoring this assessment was in three portions. The first portion was to circle all of the National symbols red. The second portion was to circle all of the Utah symbols blue. The last portion was to not mark anything extra. If the students marked anything extra it was a minus. If they didnt mark anything extra it was a plus. If the student marked all of the correct symbols for each National and Utah, it was a plus and a minus if they missed any. As seen in Table D, all 24 students circled all the correct Utah symbols getting a plus, there were 22 students who got a plus for marking al the correct national symbols, two not a minus because they forgot to circle 1 symbol, and 4 students circled pictures that shouldnt have been circled at all.

24 24 20 16 22 20

Students Scores

Utah 12 8 4 4 0 0 Plus (+)

Table D

National Extra

Minus (-)

Student A This student correctly circled all of the Utah symbols and lands. He also correctly circled all of the national symbols and landmarks. He didnt leave any out, or get the two mixed up, however, he circled some that werent Utah or National symbols and landmarks. He got a minus for circling extra pictures. Again, I think this is my fault. I need to create a document with pictures and have it so that no picture will be left with out a circle around it. Student B Student B did really well. She circled everything correctly, other than she got a minus for circling one too many pictures. She circled an extra picture for national symbols and landmarks. Again, I would and should redo this document. Student C This student got a plus on all three portions of the assessment. She circled all the correct symbols and landmarks for both the nation and Utah. Also, she didnt circle anything extra. Lesson #5 Assessment The students learned about important documents and how they have rules and responsibilities written in them. The students wrote their own ideas of what rules and responsibilities that would make their school, Little Valley, even a better place. All 24 students completed this task.

Scoring this assessment was simply did they write something relevant to the school or the classroom. The document had to have some kind of rules or responsibilities included. As seen in Table E, there was only one student that didnt achieve the goal. Instead she wrote about her family.

Achieved Goal

Yes No

Table E

Student A Student A wrote about being free. He said that we all love each other and should treat each other kindly. I like how he wrote that we should always do our best, something that everyone should take into account. Student B This student wrote about rules. She mentioned raising your hand, following directions, doing your best, walking in the hallway, paying attention, and treating other kindly. My favorite thing that she wrote was to stick up for each other. What a great rule and responsibility to have and recognize as a young student. Student C Student C said that in order to make the school better we need to be kind and have fun. Lesson #6 Assessment This final assessment before the post-assessment was just a review to get and keep the students excited about learning more about Utah and our nation. We talked about how reading and know about the documents will keep us responsible, and ways

that we can be responsible is to continue to learn about symbols and visit the important landmarks in our state and country. The students created a cupcake showing how they can continue to be a responsible citizen. Each part of the cupcake represented something different. This assessment was scored as participation and involvement. Every student was involved and finished their project. Student A Student A is: a boy, wants to be president someday, likes to learn, born in a different state other than Utah, has been to Washington D.C. and is 7 years old. Student B Student B is a girl, wants to help the state, likes to help others, born in a different state other than Utah, wants to visit Washington D.C. someday, and is 7 years old. Student C Student C is a girl, she wants to help the state as well, she likes to learn and help others, born in Utah, wants to visit Washington D.C. someday and is 7 years old.

These three students did very well on the post-assessment. Student A missed one question about the Utah State bird. I am very proud of this unit. However, there are still thing that I would change, and probably continue to change if I taught this unit year after year.