Brooke Walker

Meredith Critchfield

ELM-490

11 March 2019

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
Exceeds:
17 to 20 1 12

Meets: 14 to16 0 6

Approaches: 11
to 13 5 7

Falls Far Below:

Post-Test Analysis: Whole Class

Based on my analysis of student learning, I think that student learning was generally pretty good. About
two thirds of the students met or exceeded where they should be, especially because the unit was
extremely challenging. The students both had to pull from their memory, by utilizing their memory of
about fifteen different equations as well as applying those formulas to each figure given in the exam.
However, there is definitely room for improvement here. The average was a 75%, which my Cooperating
Teacher noted is normal for the Geometry Unit test; however, it is important to note a couple of student
examples. First, this test was one where you knew what you were doing or you didn’t. Generally on Math
tests, there are only one or two students with 100% on the exam. On this one, there were five students with
100% on their exams. However, there were ten students who fell below the expectations. Utilizing the
model that eighty percent of the students should meet or exceed the expectations, it is significant that there
were thirty six percent of students who did fall below the expectations. At this point, although the
difficulty of the material is high, it is important to consider whether there should be any reteaching or a
curve for the students to reach the percentage, especially since the data is particularly skewed here.

Based on the whole-class post test data, I would say that my teaching probably needed to be taken a couple
steps up. Before I fully make that judgement, I would like to confer with my teammates just to see if their
data reflects my own or if their data is significantly higher. If their data reflects my own, as they were
using the same exam, I think that it may be the material or the way that the exam is presented that is too
difficult. At that point, we may have to exam how we can alter the exam to make it achievable for the
eighty percent to be able to pass with high marks. If their data shows that their students received much
higher marks or eighty percent of their students did meet and exceed the goals for the exam, I believe it is
important to examine the differences in their teaching style versus my own, to see what they did that may
have worked, which I may be able to implement into my own style throughout the next unit.

Post-Assessment Analysis: Subgroup Selection

I chose to focus on the female gender group in my classroom. Generally, this group of students is a lot
more quiet and less active in the classroom, especially during Math class. Therefore, I do want to see how
their test results compared to that of the boys.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Exceeds 1 5

Meets 0 4

Approaches 2 4

Falls Far Below 11 1

Post-Assessment Analysis: Subgroup

The data is generally more skewed within the females, with almost the same number of females in each
category. Furthermore, one important thing to note is that, among the people who had 100%s on the exam,
one out of five was a female. It may be notable that the females are more skewed in the data, which means
they are probably a bit less reached with the lessons.

Based on the subgroup class post-test data, my instruction for the female subgroup was not as effective as
it could be. Indeed, I should be ensuring that the females are more actively engaged in the lesson. I can do
this by creating ways that they can contribute to the lesson without feeling that they have to be put onto
any sort of spotlight to do so. Furthermore, I need to ensure that I am formatively assessing how the
females in the classroom are engaged in the material each lesson. One way that I may be able to do this is
by creating some kind of Exit Ticket question on one of the more difficult questions in the lesson and then
seeing who was able to accurately assess the question. I can use this to do a bit of review the next day,
depending on if the students struggled or move on to the next subject if the students don’t do very well.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Meets 0 2

Approaches 3 3

Falls Far Below 12 2

Post-Assessment Analysis: Subgroup and Remainder of Class

The data of the subgroup is very similar to the data of the subgroup. However, there are more male
students in the group that exceeded the objective for the exam and every other group is less because of
that. My guess is that the average of the male group would be significantly higher than that of the female
subgroup.

Before I can fully analyze all of the data, I do want to discuss and compare results with my teammates.
However, this helps me to know that I may need to take some next steps to do some reteaching for this
unit. I may do a callback question to some of the material from the Geometry unit in my next Math units.
This may help them to recall the information and to be able to better utilize it in the future. Further, I may
allow students to do some corrections on the Math test, which will automatically help them to review the
material they need to review.