Below is data showing student growth from the beginning of a lesson on direct

variation, to the end. This lesson can be seen in my Sample Materials section. The
Do Now, Lesson Activity, and Exit Ticket all had 7 questions of varying difficulty on
direct variation. As you can see, there was a large percentage of student growth
from the beginning of the lesson to the end.



The pre-assessment was graded on a scale of 0-7. If students scored a 6-7, this
would exceed expectation for the lesson (meaning they had all prior knowledge
needed for the lesson). If students scored 4-5, they would meet the expectation for
the lesson (meaning they had most of the prior knowledge necessary for the lesson).
If students scored 0-3, they would be below expectation for the lesson (meaning
they did not have enough prior knowledge to successfully complete the lesson).
Going into the lesson, 24% of students exceeded expectation, 57% of students met
expectation, and 19% of students were below expectation. My goal for this lesson is
to get most or all of the students to at least meet expectation, and to move more
students into the exceeding expectation column. This is realistic because so many
students started the lesson out already meeting expectation.



Above is the analysis of student work on the assignment. 62% of students in
this class exceeded expectation by getting either 6 or 7 of the problems fully correct.
28% of students met expectations by getting 4 or 5 of the problems correct. Only
10% of the students in the class fell below expectation. This was a class of 21
students, so this means that only 2 students did not meet or go beyond expectation
for the lesson.
O correct
0%
1 correct
0%
2 correct
5%
3 correct
14%
4 correct
24%
5 correct
33%
6 correct
14%
7 correct
10%
Pre-Assessment
0 correct
0%
1 correct
0%
2 correct
0%
3 correct
10%
4 correct
14%
5 correct
14%
6 correct
33%
7
correc
t
29%
Assignment



Above is the analysis of student work on the post-assessment. The scale is the same
as in the pre-assessment and the class assignment. 6-7 correct exceeds expectation,
4-5 correct meets expectation, and 0-3 correct is below expectation. Only 5% (1
student) in the class fell below expectation for the lesson. 23% of students met
expectation for the lesson, and a staggering 72% of students exceeded expectation
for the lesson by the end. Below is the rubric I used to grade students for
correctness on the post assessment.

Student Pre
Assessment
Lesson
Activity
Post
Assessment
Student
Growth
1 2 3 3 1
2 4 4 5 1
3 3 4 5 2
4 5 5 6 1
5 4 5 6 2
6 5 6 6 1
7 6 6 6 0
8 3 3 4 1
9 7 7 7 0
10 5 7 7 2
11 5 7 7 2
12 7 7 7 0
13 3 4 4 1
14 6 6 6 0
15 5 6 6 1
16 4 5 5 1
17 5 7 7 2
18 6 6 6 0
19 4 7 7 3
20 5 6 6 1
21 4 6 6 2
0 correct
0%
1 correct
0%
2 correct
0%
3
correc
t
5%
4 correct
9%
5 correct
14%
6 correct
43%
7 correct
29%
Post Assessment
As a whole, the class showed tremendous growth from the pre-assessment to the
post-assessment. Of the 21 students, 76% showed growth by at least 1 point. No
students showed a decline from the pre-assessment to the post assessment. All five
of the students who did not show any growth started the lesson already exceeding
expectations, meaning they got at least 6 of the 7 problems correct on the pre-
assessment, and then continued to exceed expectation throughout the lesson. 43%
of students showed growth by 1 point, 28% of students showed growth by 2 points,
and 5% of students showed growth by 3 points.

While I dont make such detailed charts for most lessons, the daily application is the
same. After every lesson I take the final assessment (be it an exit ticket, an activity, a
quiz, etc) and use it to judge where my students are in terms of the learning goal I
set for the day. If students have not made significant growth toward the goal, I re-
evaluate my lesson for the following day, sometimes providing targeted
interventions for specific students, and other times going as far as to do a re-teach of
the previous lesson for all students if I feel it is necessary.