Analysis of Student Learning

Pre-Assessment Results

Student Pre-Assessment Learning Goal #1 Learning Goal #2 Learning Goal #3

Score (Short Answer (Matching (Multiple Choice
(Percentage) Section) Section) Section)

Student 1 93 PM M M

Student 2 45 PM DNM DNM

Student 3 90 PM M M

Student 4 83 PM M PM

Student 5 76 PM PM PM

Student 6 90 M PM M

Student 7 76 PM PM PM

Student 8 69 PM PM PM

Student 9 90 M M PM

Student 10 72 PM PM PM

Student 11 72 PM PM PM

Student 12 76 PM PM DNM

Student 13 86 PM M PM

Student 14 76 PM PM PM

Student 15 100 M M M

Student 16 90 PM M M

Student 17 86 M PM PM

Student 18 90 PM M M

Pre-Assessment and Learning Goals Applied

Looking at the pre-assessment results, 14 out of 18 students partially met the first
learning goal. 9 out of 18 students partially met the second learning goal, and one student did not

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meet the second learning goal. 10 out of 18 students partially met the third learning goal, and two
students did not meet that goal.
Through the pre-assessment, the teacher was able to see what misconceptions the
students were bringing into the Vertebrate unit, and what prior knowledge the students had as
well. The major misconceptions from questions assessing the first learning goal in the
pre-assessment were mostly surrounding reptiles and amphibians. This was something that the
teacher expected going into the unit because the two vertebrate classifications can seem similar.
Misconceptions surrounding the second learning goal were around the definition of vertebrate
and the five groups of vertebrates. These questions also overlap into the first learning goal.
The questions that assessed prior knowledge surrounding the third learning goal exposed
misconceptions surrounding what it means to classify something. This is an important
vocabulary word in the unit, as throughout each lesson, students will be working to build their
knowledge on how to classify different vertebrates. As a result of the pre-assessment, the first
lesson in the unit introduced all of the vertebrate classifications and asked students to define
classification as well as actively practice classifying different vertebrates.
Differentiation strategies are included and described in each lesson. The techniques and
strategies were implemented to help each learner to meet the learning goals in the unit.

Lesson 1
Students were expected to meet three learning targets for this lesson. The targets were I will be
able to define vertebrates, I will be able to list the five vertebrate classification groups, and I
will begin to identify with each classification group. Students were to complete a group
assignment which involved sorting out animal traits and determining what vertebrate
classification the envelope clues were describing. The first part of the assessment of student
learning was through observation. The teacher listened to the conversations to see what
connections students were making, and what gaps they still had in their learning. Students were
also asked to complete a short exit ticket at the end of the lesson. On the exit ticket, all students
were able to demonstrate that they met the learning targets for the first lesson.

Lesson 2
Students were expected to meet two learning targets in this lesson - I will be able to explain that
mammals are one of the five classification groups of vertebrates and I will be able to list the
traits of mammals. Students were informally assessed through observation during group work.
Students were also assessed through a check in at the end of the lesson where each student
worked independently to explain what traits make mammals a unique vertebrate classification.
One student did not meet (due to lack of completion), eight students partially met the learning
target, six students met the target, and three students exceeded.

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Lesson 3
Students were expected to meet two learning targets in this lesson. The learning targets were I
can identify the traits of reptiles that allow them to be unique in their own classification group
and I can identify the four main types of reptiles. During the lesson, there will be opportunities
to listen to student conversation and make observations about student understanding and progress
with the material being taught. While students are brainstorming for different activities in the
lesson, the teacher will get insight into what information stuck and what might need more
attention. Students were also asked to reflect on their learning and if they thought they met the
learning targets. Below are the results.

Objective Thumbs Down Thumbs Sideways Thumbs Up

I can identify the Student feels they Student feels they Student feels they
traits of reptiles that need help listing the could list some traits could list all the other
allow them to be traits of a reptile and of reptiles and would traits without any
unique in their own would like more like more practice. help and teach it to a
classification group. practice. friend.

I can identify the four Student feels they
main types of need help identifying
reptiles. the four types of
reptiles and would
like more practice.
Student feels they Student feels they
could identify some could identify all of
the four types of the reptile types
reptiles and would without any help and
like more practice. teach it to a friend.

Student Objective #1 Objective #2

1 Side Up

2 Side Up

3 Side Up

4 Side Up

5 Up Side

6 Side Up

7 Up Up

8 Side Down

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 9 Side Up

10 Side Up

11 Side Up

12 Absent Absent

13 Absent Absent

14 Up Up

15 Side Up

16 Side Up

17 Up Up

18 Up Up

Lesson 4
Students were expected to meet one learning target in this lesson. The learning target was I will
be able to identify the traits that make birds a unique vertebrate classification. Students were
informally assessed by observation and listening to student responses. At the end of the lesson
and activity, students were given an assignment that asked students to explain what they learned
in class to an imaginary student who was absent. Three students partially met, thirteen students
met, and two students exceeded the standard for the assignment.

Lesson 5
Students were expected to meet one learning target for this lesson - I will be able to list the
traits of fish that make them unique vertebrates. Students were informally observed while the
teacher looked for students to be making connections to prior knowledge and applying their
knowledge of sorting vertebrates to their ability to learn about fish. Students were also asked to
complete a check in at the end of the lesson. Two students partially met, eight students met, and
six students exceeded the standards. Two students were absent.

Lesson 6
Students were expected to meet two learning targets for this lesson. The targets were I can
identify the traits of amphibians that make them unique vertebrates and I can identify at least
three examples of animals that are amphibians. Students will be observed informally to allow
the teacher to listen to student responses to gauge understanding as well as and misconceptions
students have about amphibians. Students were also asked to hand in their individual

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observations they made from the activity in class. All students completed and turned in the
observation worksheet. Students were also asked to complete a check in at the end of the lesson.
Four students partially met and fourteen students met the standards.

Lesson 7
Students were expected to meet three learning targets in this lesson - I will be able to research
and collect information about the five vertebrate classification types, I will be able to classify
and describe the inherited traits of animals in the five vertebrate classifications, and I will be
able to compare the traits of vertebrates. Students completed a online vertebrate scavenger hunt
and turned it in at the end of class. All students met the learning targets for this lesson.

Post-Assessment
E = Exceeds Summative Assessment Results
M = Meets Student # Learning Goal #1 Learning Goal #2 Learning Goal #3
PM = Partially 1 PM M M
Meets

DNM = Does 2 M PM PM
Not Meet

3 M M M

4 PM M PM

5 M M M

6 M M M

7 PM PM PM

8 M PM PM

9 PM M M

10 M M M

11 PM DNM PM

12 PM PM PM

13 M M M

14 M M PM

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 15 PM M PM

16 M M M

17 M PM M

18 M M M

Interpretation of Data
The results of the summative assessment are broken down by learning goal in the graphic
organizer above. Many students made consistent improvement throughout the unit. While some
students were still partially meeting in their summative assessment, they were able to
demonstrate their understanding of specific traits or other important concepts throughout the
formative assessments that were conducted through the unit. All students were able to define the
word vertebrate. All students were able to list the five different vertebrate classifications as
well. Students were able to differentiate between warm-blooded and cold-blooded, as well as
make comparisons between the traits of different vertebrate classifications.
As a whole, many students made consistent improvement throughout the vertebrate unit.
Each lesson, the students built their knowledge of vertebrates and the traits and characteristics of
the five different vertebrate classifications. The students began to realize patterns of the traits and
were able to make observations and predictions about traits of different animals and
classifications. The students responded very well to the lessons where they were able to become
scientists themselves and make observations about the traits. As students became more familiar
with the different traits and classifications, their discourse in small groups or whole class became
more advanced as the teacher encouraged the students compare and contrast the different
vertebrate classifications. As the students began to have more background knowledge about
some of the vertebrate classifications, the results of classwork, participation, and exit tickets
were improving. Overall, each student demonstrated understanding of the five vertebrate
classifications. Even if the scores on the assessment were low, the students were able to
demonstrate understanding through classwork during each of the lessons. For example, student
11 scored lower on the summative assessment, but during each lesson, their class participation
always exceeded the standard by answering questions thoughtfully and asking questions that
demonstrate deep thinking about material. Using the formative assessment in the forms of exit
tickets and observation of participation in class in addition to the results of summative
assessment, the teacher was able to determine that almost all students were able to demonstrate
understanding of the three learning goals.

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 Analysis of Student Learning
(Sorted by Learning Goal)

Learning Goal 1
E Exceeds Student # Pre-Assessment Formative Summative

M Meets Student 1 PM M PM

PM Partially Meets Student 2 PM M M

DNM Does Not Meet Student 3 PM M M

Student 4 PM PM+ PM

Student 5 PM M M

Student 6 M M+ M

Student 7 PM M- PM

Student 8 PM M M

Student 9 M PM PM

Student 10 PM M- M

Student 11 PM PM PM

Student 12 PM M- PM

Student 13 PM M+ M

Student 14 PM M M

Student 15 M M PM

Student 16 PM M+ M

Student 17 M M M

Student 18 PM E M

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 Learning Goal 2
E Exceeds Student # Pre-Assessment Formative Summative

M Meets Student 1 M M M

PM Partially Meets Student 2 DNM M PM

DNM Does Not Meet Student 3 M M M

Student 4 M PM+ M

Student 5 PM M M

Student 6 PM M+ M

Student 7 PM M- PM

Student 8 PM M PM

Student 9 M PM M

Student 10 PM M- M

Student 11 PM PM DNM

Student 12 PM M- PM

Student 13 M M+ M

Student 14 PM M M

Student 15 M M M

Student 16 M M+ M

Student 17 PM M PM

Student 18 M E M

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 Learning Goal 3
E Exceeds Student # Pre-Assessment Formative Summative

M Meets Student 1 M M M

PM Partially Meets Student 2 DNM M PM

DNM Does Not Meet Student 3 M M M

Student 4 PM PM+ PM

Student 5 PM M M

Student 6 M M+ M

Student 7 PM M- PM

Student 8 PM M PM

Student 9 PM PM M

Student 10 PM M- M

Student 11 PM PM PM

Student 12 DNM M- PM

Student 13 PM M+ M

Student 14 PM M PM

Student 15 M M PM

Student 16 M M+ M

Student 17 PM M M

Student 18 M E M

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 Record Keeping and Feedback

Feedback was provided to students using a standard rubric that could be applied to all the
assignments that the students had completed. The students work would be scored and handed
back to students to allow them to see how they did meeting the learning goals for each lesson.
Students were also given the opportunity to self-evaluate their work to allow them to become
more responsible for their learning. Throughout the unit, the teacher kept a gradebook to record
scores on completed work, keep track of what students were absent, and determine what
students may need extra supports or supplemental work.

Grading Rubric

Grade Abbreviation Criteria

Exceeds E or 4 Accurate content, student went above and beyond

assignment requirements.

Meets M or 3 Accurate content, minimal (one or two) misconceptions and

student completed assignment requirements.

Partially Meets PM or 2 Content is present, but not 100 percent accurate or student
did not complete all assignment requirements.

Does Not Meet DNM or 1 Limited content, not 100 percent correct, student did not
complete all assignment requirements.

Check-Mark Student completed and turned in their work.

Absent A Student was absent for the lesson.

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