Analysis of Student Learning 

 
I created tables to show my students’ growth from the pre-test, to formative 
assessment, to the summative assessment for each individual learning goal and then 
the over tests which are all shown below. I based my data o of a 4-point proficiency 
scale, with the ability to score half points in between. When a student earns a 3, that 
means they are proficient with the learning goal and a 4 would mean that they went 
above and beyond with the learning goal in some way. For each learning goal data 
table, I included growth from the pre-test to the post-test as the last column so that I 
could quickly see if my students made gains/losses or stayed the same for each 
individual learning goal. When I got my pre-assessment results, I quickly noticed that 
students needed the most instruction with learning goals 4 and 5 which focused on the 
central message, timelines, and hardships. I decided that I would have longer 
mini-lessons for these topics and later in the unit when I added the review day, I made 
sure to include these topics to be reviewed. I was really happy that almost every 
student had reached proficiency or exceeded it for these learning goals. My 
pre-assessment also showed me that my students didn’t need a lot of instruction with 
subtopics and achievements, so those mini-lessons were shortened and really guided 
by students to refresh their background knowledge while building it for those students 
that did need the instruction. My reading group of students is the lowest level readers 
and a lot of them get pulled out for reading recovery, so I knew mini-lessons would be 
the most beneficial to ensure that everyone receives that instruction and if they got 
pulled out, they knew how to return and complete the independent practice. I used the 
formative assessment as a way to guide my small groups each day, so the students that 
didn’t meet proficiency from the day before based on the formative assessment were 
pulled the following day for a small group refresher/reteach. Student groups changed 
each day and it was a nice way for me to see what misconceptions they had and to 
reteach any content that they hadn’t quite grasped during the whole group 
mini-lesson the day before. For each lesson, I always had something for students to 
turn in to me whether that was a graphic organizer, an exit ticket, or a project. I used 
these as a way to formatively assess students and drive my instruction or small group 
for the following day. I included written feedback on exit tickets and the projects and 
verbal feedback when completing the graphic organizers. I valued my independent 
check-ins with students during the independent work because I was able to gain 
knowledge of where they were at in terms of understanding the content. I tried to 
make sure I got around to each student every day or at least every other day to see how 
they were doing and what their comprehension levels were. On my summative 
assessment, almost all of my students met proficiency which tells me that they all 
made growth in their knowledge around biographies and built up that understanding 

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during this unit. When looking at the individual learning goals, students improved the 
most from pre-test to post-test on learning goal 4 which was focusing on timelines and 
hardships in biographies. This was one of the lowest-scoring learning goals on the 
pre-test, and one of the highest-scoring learning goals on the post-test. I think this 
has to do with my more in-depth mini-lessons on these days, the hands-on timeline 
puzzle activity, and my consistent revisit to these concepts throughout the whole unit. 

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 Learning Goal #1 - Identify the time period and text features in a
biography.
Growth
Student # Pre Formative Formative Formative Post Pre to
(text features (time period Average Post
graphic) graphic)

#1 3 3 2 2.5 3.5 +0.5

#2 3 4 3 3.5 3 0

#3 1.5 3 3 3 1.5 0

#4 3 3 3 3 3 0

#5 2 2 4 3 AB AB

#6 1.5 1 4 2.5 3.5 +2

#7 3 4 3 3.5 3.5 +0.5

#8 2 2 4 3 3.5 +1.5

#9 0.5 2 3 2.5 3 +2.5

#10 2 3 4 3.5 2 0

#11 1.5 3 3 3 2 +0.5

#12 3 3 4 3.5 2 -1

#13 1.5 2 2 2 1.5 0

#14 3 3 4 3.5 3 0

#15 3 3 3 3 3 0

#16 3 3 4 3.5 4 +1

#17 1.5 3 4 3.5 3 +1.5

#18 2 2 4 3 2 0

#19 AB AB 2 2 AB AB

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 Learning Goal #2 - Compare and contrast one biography with another
and find their contributions to history.

Student # Pre Formative Formative Formative Formativ Post Growt

(compare/ (contribution (contribution e h
contrast graphic) check-in) Average Pre to
graphic) Post

#1 2 4 4 2 3.5 4 +2

#2 3 4 4 AB 3 1 -2

#3 1 3 4 2 3 2 +1

#4 1 4 2 AB 3 3 +2

#5 0 4 3 4 4 AB AB

#6 2 3 4 3 3.5 2 0

#7 1 4 3 4 4 3 +2

#8 2 4 2 3 3 3 +1

#9 3 3 3 4 3.5 4 +1

#10 3 3 4 4 4 3 0

#11 2 4 4 2 3.5 3 +1

#12 2 3 3 3 3 3 +1

#13 3 3 3 4 3.5 3 0

#14 2 3 2 4 3 2 0

#15 0 2 4 4 3.5 3 +3

#16 2 4 4 4 4 2 0

#17 2 3 3 3 3 3 +1

#18 2 3 3 4 3.5 4 +2

#19 AB 2 AB AB 2 AB AB

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 Learning Goal #3 - Identify subtopics/categories and
achievements/awards in a biography.
Growth
Student # Pre Formative Formative Formative Formative Post Pre to
(subtopics (subtopics (awards Average Post
graphic) check-in) graphic)

#1 3 3 2 3 3 3 0

#2 3 4 2 3 3 3 0

#3 2 3 2 2 2.5 3 +1

#4 3 2 2 2 2 2 -1

#5 1 3 2 2 2.5 AB AB

#6 2 3 2 3 3 3 +1

#7 3 3 3 4 3.5 4 +1

#8 3 3 3 4 3.5 3 0

#9 3 2 2 3 2.5 3 0

#10 3 2 3 4 3 3 0

#11 3 3 2 3 3 2 -1

#12 2 3 3 3 3 1 -1

#13 3 2 3 2 2.5 3 0

#14 3 4 3 4 4 2 -1

#15 3 4 4 4 4 3 0

#16 2 4 3 4 4 3 +1

#17 3 3 3 2 3 3 0

#18 3 3 2 3 3 3 0

#19 AB AB AB 3 3 AB AB

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 Learning Goal #4 - Summarize important events, organize them
in a timeline, and determine the hardships from a biography.
Growth
Student # Pre Formative Formative Formative Post Pre to
(timeline (hardships Average Post
graphic) graphic)

#1 2.5 3 4 3.5 3 +0.5

#2 3 4 3 3.5 3 0

#3 1.5 4 3 3.5 3 +1.5

#4 2 3 2 2.5 2.5 +0.5

#5 1.5 4 3 3.5 AB AB

#6 1 2 3 2.5 2 +1

#7 2 4 4 4 3 +1

#8 0 4 2 3 3 +3

#9 0 4 3 3.5 3 +3

#10 0 4 4 4 3 +3

#11 0 2 2 2 3 +3

#12 2 4 4 4 2 0

#13 2.5 2 2 2 2.5 0

#14 0 4 3 3.5 3 +3

#15 1 4 4 4 3 +2

#16 0 4 4 4 2 +2

#17 0 2 2 2 3 +3

#18 1.5 3 3 3 2 +0.5

#19 AB AB AB AB AB AB

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 Learning Goal #5 - Decide the central message of the biography
with key details to support it.

Student # Pre Formative Formative Formative Post Growth

(central (central Average Pre to
message message Post
graphic) check-in)

#1 3 4 2 3 2 -1

#2 2 3 2 2.5 2 0

#3 1 2 1 1.5 3 +2

#4 1 3 AB 3 2 +1

#5 0 3 1 2 AB AB

#6 1.5 3 3 3 3 +1.5

#7 2 4 AB 4 3 +1

#8 0 4 2 3 2 +2

#9 2 4 2 3 2 0

#10 2 3 3 3 2 0

#11 0 2 2 2 2 +2

#12 0 2 2 2 1 +1

#13 0 3 2 2.5 2 +2

#14 2 3 2 2.5 3 +1

#15 2 3 1 2 3 +1

#16 1 4 2 3 3 +2

#17 0 2 2 2 2 +2

#18 0 4 1 2.5 2 +2

#19 AB 3 2 2.5 AB AB

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 Overall Grade of Tests
Pre-Test Post-Test
Student #

#1 3 3.5

#2 3 3

#3 1.5 3

#4 2.5 3

#5 1 AB

#6 2 3

#7 2.5 3.5

#8 1.5 3

#9 1.5 3

#10 2 3

#11 1 3

#12 2 2

#13 2 2.5

#14 2 3

#15 2 3

#16 2 3

#17 1 3

#18 2 3

#19 AB AB