Holley Roberson

04/25/12 5th grade Topic: Brown v. Board of Education

Central Franklin Elementary

Assessment of student learning: 1. What evidence do you have about students knowledge of lesson objectives? I spoke with my teacher, Mrs. Grizzle, before the lesson. She said that students had a basic knowledge of the civil rights, but they had not ever discussed Brown v. Board of Education. I also read to the students, The Story of Ruby Bridges. She said that they had heard that book before, but not in her class. 2. What evidence did you collect during the lesson that reflects students accomplishment of your objective. During the lesson I did a lot of discussion with the class. I tried to get them to relate this case to their own lives. Most of the students did exceptionally well. They asked relevant questions and most students participated in the discussion. 3. By the end of the lesson how many students met the objectives? How many students did not meet the objectives? What student performance evidence did you collect? Please include an explanation of your grading criteria. Out of the 24 students 19 met the objectives. I measured this through an end of class test. To meet the objectives students had to get less than 2 questions wrong on the 6 question quiz, making their grade an 83 or higher. Out of the students who did not meet the objectives no one scored below a 50%. I was very proud of the students because I knew some of the questions on the quiz could possibly be a little tricky if the students hadnt paid attention during the whole class. For the short letter they wrote they got an participation grade. I didnt want them to stress about making it perfect because we ran out of time and they were very rushed. 4. Carefully analyze the assessment information you have. Describe the trends that are evident based upon the data collected from the students assessment. Look at the class as an whole, as well as individual performances. Also include a description of the self-assessment you gave your students to show their understanding of the lesson you taught. Interpret the findings. One thing I noticed was that the students who got questions wrong got a variety of questions wrong. There was really no rhyme or reason for the questions they got wrong.

There was one question that I saw was a problem for the students, and that was What was the name of the case? Im really not sure why they it was such a problem for them. The one student who got a 50 I was disappointed because I really thought he had been paying attention during class. For the self-assessment, I had the students grade themselves at the top of the page before I gave them the answers. The students who made As, all but one gave themselves an A. Bs, it varied between As and Bs. Anything lower than that the students graded themselves between F and A. I think that this proves that the students who did well knew they did well, and the students who did not do well were very unsure of themselves. 5. How will you use this data in continuation of this lesson or for the future? In continuation of this lesson, I will definitely stress paying attention to the students. I feel that if those few who had made lower grades had been paying attention a little bit better than they would have possibly made better grades. 6. Are there better ways to assess the objectives for this lesson? Yes, If I taught this lesson again I would maybe give them a quiz that had a few more questions so they would have a better chance to show their knowledge. I would also cut something out so they could have finished there letter. I feel that would have been a great assessment tool. 7. Describe the follow up lesson plan for those students who did not successfully meet the objectives. For a follow up small group lesson, I would let each group chose one of the people that we talked about in the lesson and let them research them. I feel like students gain so much more when they discover things for themselves. When they are done I would let them present their findings to the whole class.