Brian Lyda EDUC 329 TWS 5 Analysis of Student Learning- Showcase Lesson Whole Class: Student number 1 2 3 4 5 6 7 8 9(high

performer) 10 11(low performer) 12(avg. performer) 13 14 15 16 17 Pre-assessment score (0-5) 0 0 0 0 0 0 0 1 4 0 0 0 0 0 0 0 1 Post-assessment score (0-5) 5 4 4 5 5 4 5 5 5 5 0 3 4 4 3 2 4

The above table represents the pre- and post-assessment scores of the same seventeen students in regards to my lesson about magnets in everyday use. The pre-assessment scores are not completely surprising to me. 82% of students scored a zero on the pre-assessment. While it is shocking to see so many zeros on an assessment, I was actually encouraged with what the students had written. Only two of those students received zeros for not writing anything. The other students scored zero by incorrectly filling in the blanks. The encouraging part is that the students were filling in the blanks with items that are magnetic such as a nail or the white board. This is encouraging for two reasons. The first is that I know the students have knowledge of magnetic materials which happened to be the previous days lesson. Second, this was encouraging because it led me to believe the students scored zeros because they were not clear on what exactly was being asked. I may be optimistic, but this made me believe the students were capable of learning this material despite the alarmingly high number of zeros. 12% of students scored a one on the pre-assessment. I feel this may have been somewhat of a happy accident that occurred while the students were listing magnetic items. 6%, or 1 student, scored four on the preassessment. This student is no doubt one of the most intelligent students in the class, and she obviously understood what was being asked of her. The post-assessment results, I believe, confirmed my theory that many students did not understand what was being asked of them during the pre-assessment. Once the lesson was presented and examples were shown and discussed, all scores, but one students, improved. On the post-assessment, the percentage of students scoring a zero decreased from 82% (pre-assessment) to 6% (post-assessment). No student scored a one on post-assessment. 6% scored a two, 12% scored a three, 35% scored a four,

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and 41% scored a five on the post-assessment. To go from 0% scoring five in the pre-assessment to 41% scoring five in the post-assessment was very encouraging. Prior to the lesson, I was looking for all students to score a five on post-assessment; however, after pre-assessment and during assessment, I decided that these students were not going to achieve that level. This is due in large part to the confusion many students were having with uses of magnets and magnetic materials. The students seemed to not be able to distinguish between the two. I do believe, based on the data, that this confusion was largely cleared-up for the majority of the students in the class. Individuals: The three students that I have chosen to more closely analyze are Student #9 (high performer), Student #11 (low performer), and Student #12 (average performer). Student #11 scored a zero on both the pre-assessment and post-assessment. The pre-assessment was left completely blank, and the post-assessment was partially completed with barely legible print and answers that were not even appropriate for the lesson. I believe there are a few factors that caused this student to perform at a low level. I can understand the zero on the pre-assessment because 82% of the class scored the same, but this student was the only student to score zero on the post-assessment. Throughout my time in this classroom, I have noticed that this student has a great deal of trouble beginning, staying on, and completing a task. During reading groups when students do independent work at their desk, this student would often not begin the work until prodded to do so by myself or the classroom teacher. Once the student began working, she would constantly ask for help often before even reading the directions or the question. When the student was finally on task, the student was capable of completing most of the work. During this particular lesson, I noticed the student was not paying attention while I was teaching. Also, during the post-assessment, the student chose to go to the bathroom and returned with very little time left to complete the post-assessment. The student then asked what they were supposed to be doing. I was disappointed that the student did not even know what to do, and this was at the end of the lesson. Student #12 scored a zero on the pre-assessment but improved to a three on the post-assessment. On the pre-assessment, this student listed items that are considered magnetic. This at least told me that the student was in the right frame of mind, but like many other students, could not distinguish between magnetic objects and uses for magnets. On the post-assessment, the student listed three examples of uses for magnets and two objects that are magnetic. I believe the student may have recalled all the examples he/she could and then filled the remaining blanks with magnetic objects. This student was considered an average performer because, like many students, the student scored a zero on preassessment but improved her score by at least three on the post-assessment. Through observation, I have noticed this student as someone who wants to learn and do well. The student does well paying attention but often talks out in class or to others during lessons. I believe this talking is not malicious or purposefully bad. I believe the student just simply has a lot to say. During my lesson, the student was very attentive and was not called down for talking. The student often does well on independent work but does require some help in determining what directions may be asking; however, once the student is on task, he/she does well with the level of work.

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Student #9 scored a four on the pre-assessment and a five on the post-assessment. On the preassessment, this student listed four solid examples of uses for magnets and left the last spot blank. On the post-assessment, the student listed five examples of uses for magnets, all of which were discussed in class. This student is the only student in the class that immediately understood the difference between magnetic objects and uses for magnets. The student is the only one that listed credible examples on the pre-assessment. This did not come as a shock to me. Through observation, I have noticed that this student is very intelligent and capable of completing many tasks that others in the class cannot. Any spare time during class, I observe this student reading. Often the student is reading a small chapter book such as Junie B. Jones. During my lesson, this student was one of the first students to offer examples to the class when asked to do so. The student does often get called down for talking out of turn, but I believe it is simply because he/she has a lot to say. During my lesson, I did not have to call the student down, but I did have to redirect the conversation because he/she can get off topic quickly. The assessment from this lesson simply confirmed my belief that this student is very capable of doing the work required of second graders.

Attachments: Student #9 Pre-assessment Student #9 Post-assessment Student #11 Pre-assessment Student #11 Post-assessment Student #12 Pre-assessment Student #12 Post-assessment