Jeanne Ehlers

March 9, 2019

ELM-490

Y. Millenbaugh

STEP Standard 6 - Analysis of Student Learning

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
(90%-100%) 7 8

Proficient
(80%-89%) 5 11

Partially
Proficient
6 0
(70%-79%)

Minimally
Proficient
4 3
(69% and below)

Post-Test Analysis: Whole Class

The students’ comprehension improved from the pre-test and post-test. For the pre-test students
read the story as a whole group and then answered questions. The results of the pre-test indicated
that additional time should be taken when teaching the lesson. By monitoring the class
performance and various methods of delivery the students’ comprehension improved (St.,
Arnauld et al, 2016).

Evidence from the students’ pre-test indicated that additional support should be given to improve the level
of understanding and comprehension when reading the story. By monitoring the students’ understanding
throughout the lesson, and providing various forms of instruction the students were able to improve their
post-test scores. Asking questions, citing evidence from the story, utilizing the Venn Diagram to compare
characters, and analyzing the characters at the beginning of the story and the end helped students
understand and comprehend.
Post-Assessment Analysis: Subgroup Selection
The subgroup chosen is on the basis of gender. Analyzing the girls’ pre and post test will give an
understanding of what can be changed to help further their comprehension. This subgroup was
chosen as there are twelve girls, and ten boys in the class. There is one English Language Learner
that is a girl, and three of the four minimally proficient pre-test students are girls.
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
(90%-100%) 4 4

Proficient
(80%-89%) 1 6

Partially
Proficient
4 #
(70%-79%)

Minimally
Proficient
3 2
(69% and below)

Post-Assessment Analysis: Subgroup

Based on the analysis of the subgroup post-test, the students the partially proficient girls were able to
improve their scores, achieving the measurable goal of above eighty percent. The students that are highly
proficient stayed the same, and one of the two below proficient was able to achieve a level of eighty
percent or higher.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
During the lesson, the additional multiple strategies used were able to help the majority of the
girls within the subgroup. Five girls were able to improve their score to eighty percent or higher,
with the use of additional strategies such as the asking questions, peer discussions, and the use of
the Venn Diagram. Two of the students were not able to increase their test scores. Additional
support will be useful, in the form of reading the questions so that students are able to understand
the questions.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 3 4

Proficient
(80%-89%) 4 5

Partially
Proficient
2 #
(70%-79%)

Minimally
Proficient
1 1
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

The reminder of the class includes all of the boys. Their scores also improved to the measurable objective
above eighty percent, increasing the highly proficient by one and the proficient by an additional student.
The minimally proficient student is on track for an IEP, and further evaluation. There are no requirements
for this students as of date. However, this student has the test read to him in order to make sure he is able
to understand the questions due to his low reading level.

Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
The next steps for instruction will include varying types of instruction so that students are able to
comprehend. Have student ask and answer each other various types of who, what, when, where, why and
how questions. While the lesson was teacher lead the students were able to participate in reading, citing
information, completing the Venn Diagram, and pair-share discussions. To build upon the lesson, the
students will ask each other questions about the story, the who, what, when, where, why and how in a
student lead discussion while the teacher moves about the class to check in with their questions and
answers.
 References

St. Arnauld, E.M., Simpson, J., O’Donnell, C., McCabe, C., Akard, J., Kosier, K., … Murray, V.

(2016). Teaching with a purpose: Learning, leading, and serving (2nd ed.). Retrieved

from: https://lc.gcumedia.com/eed480na/teaching-with-a-purpose-learning-leading-and-

serving/v2.1/index.php#/help