Analysis for Post assessment results:

Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Average

pre

post 73 91 DID NO TAKE 59 59 55 91

DID NOT TAKE 73 59 55 DID NOT TAKE 77 77 46 DID NOT TAKE 64 69 DID NOT TAKE 72 DID NOT TAKE 66.35714286

82 91 96 77 91 91 86 64 73 86 77 73 87 87 78 96 60 82 82.05555556

Did not take for student # 4

Student's scores
120

100

80

60

40

20

0 1 2 3 4 5 6 7 8 9 10 pre 11 post 12 13 14 15 16 17 18 19 20

Whole class: The chart above displays the scores of the twenty students that were present for three consecutive lessons on sound. The chart displays the scores of the pre-assessment and the postassessment. The data shows that 3 out of 20 students made a C or above on the pre-assessment where the rest of the students made a D or below. The results of the pre-assessment show that, zero students scored an A or B, two students scored a C, four students scored a D and seven students did not pass the pre-assessment. Seven percent of the students scored a B on the preassessment, twenty- eight percent of the students scored a D, and fifty percent of the students scored an F on the pre-assessment. The average pre-assessment score was a 66 which is considered a D. Six students were pulled out during the time of the pre-assessment to go to resource or ESOL. The scores for the post-assessment were very pleasing. There were nineteen students present for the post-assessment. The students who were not present were either absence or in pull out (The students will be tested once they return. My clinical teacher will give them an assessment to make up for missing the assessment I gave to the class). The average scored for the post-assessment was an 82. Out of the nineteen students who took the test, one student made an A, nine students made a B, three students made a C and four students made a D. Out of the students who took the post-assessment seven percent of the students made an A, sixty-four percent scored a B, thirty- six percent of the students scored a C and twenty-nine percent of the students scored a D. With the evidence from my TWS 1 this classes scores on the postassessment are very pleasing and encouraging. From the pre-assessment to the post-assessment student five took the largest leap. The student scored a 59 on the pre-assessment and scored a 96 on the post-assessment. The classs average on the pre-assessment rose 16% to the postassessment. Individuals: It is very important to analyze students performance on assessments. Analyzing students data from assessments is a concrete way to show gain or loss on students scores. It is also very important to know what had an impact on the students gain or loss. Could it be teaching methods? Could it be based on the lack of interest the students have in lessons? Maybe it is the lack of support the students have at home? Maybe certain teaching strategies were more affective for one student than they were for another. All of these questions should be answered in order to evaluate teaching and plan for future instruction. If students gains or losses on the assessments were due to teacher performance then that can be modified and changed for future lessons. I have focused on three students that have performed on three different levels. Student five is my high performing student, student nineteen is my low performing student and student thirteen is my average student. One positive aspect of focusing on three different students with three different levels is to plan lessons that will meet the needs of all students in your classroom.

High performing student: Student five scored a 59 on the pre-assessment and a 96 on the post-assessment (see attachment labeled high performing student). This student increased their score by 37 points. This students pre-assessment was one of the lowest and the students post-assessment was one of the highest. The assessments given were the same and were easy to compare. This students performance can be attributed to their engagement throughout the lessons. This student always was willing to participate in class discussion. When I asked for volunteers throughout the lesson this student always volunteered. I believe letting this student volunteer throughout the lesson is one reason for their success. This particular student enjoyed music. I believe this student had an interest in the material that was covered over the mini unit. I believe this played a major role in the students engagement in the lesson which affected the students performance. Student five showed little knowledge about pitch and volume on the pre- assessment . The student did a much better job on the post-assessment by answering all questions that had to do with pitch and volume. Low performing student: Student nineteen scored a 72 on the pre-assessment and a 60 on the post-assessment (see attachment labeled low performing student). This students pre-assessment was considered one of the highest scores and this students post-assessment was midrange. This students average from the pre-assessment to the post-assessment dropped by 12 points. This student did not seem engaged throughout the lesson. One thing that I should have considered for this student from evidence from TWS 1 is this student must be active in order to pay attention. Throughout the mini unit this student did not receive enough times to be active. I believe this student would have performed better if they would have had multiple chances to be active. This student seemed to speed through the test. I read the test to the class to accommodate ESOL students. I noticed that the student was on a different page than we were throughout the entire test. When called upon to answer questions this student did not want to participate. I spoke to this student one on one and the students told me they did not like speaking in front of their peers. The day before the test I pulled the same student aside to have them verbalize to me what they knew. The student was able to tell me a majority of what they were supposed to know. To be an effective teacher I should have let the student take the test orally and also written. I did not do this. This student lacked motivation. Average performing student: Student thirteen is my average performing student. This student scored a 77 on the preassessment and a 77 on the post assessment. This student scored in the thirty-six percentile on both assessments. This student stayed consistence throughout the assessments. During discussion this student was very quiet. Although when the instruments were brought to explain volume and pitch I do believe this student was engaged. If I was discussing the PowerPoint with the class this student was looking around or looking down at their lap. This student is an ESOL student. I am not sure if the student was not paying attention due to bored-ness or due to lack of

understanding what was being taught. During the post-assessment this student seemed to take the longest on the questions. I believe if I would have tested this student separately from the class the student may have performed better. This student struggled on the pre-assessment and postassessment when having to answer questions that would give examples of either a high pitch or a low pitch. One of the questions asked how to change the pitch of the drum. Both times the student put to change the size of the drum.