Yekaterina Loseva Assessing Student Learning Breakdown of Student Performance

Graph of Overall Performance

Overall Average
100 90 80 70 60 50 40 30 20 10 0 Identify Main idea Supporting Determine Important Main idea in passage text Best Details evidence Summary Overall Identify Main idea Main idea in passage Supporting text evidence Determine Best Summary Important Details Overall

Analysis of Assessment For this assessment, I administered an end of unit test to my 6th and 7th grade split literacy class after teaching a two week unit on main idea and summarizing. The test assessed five key objectives; identify the main idea, identify the main idea in a passage, identify supporting text evidence, determine best summary, and analyze important details. To add, the test was composed of eighteen questions in total, with each objective being assessed through three multiple choice questions that were pulled from our school wide testing resource called Study Island. The data is broken down by each objective that the students were tested on. Additionally, since there are only three questions per each objective if the students got all three right that would result in 100 percent, if they got two right that would result in a 66 percent, if the student got one right that would result in a 33 percent, and if they got all the questions for that particular object wrong it would result in a 0. Each question was paired with a passage that was about one page in length, students would read the passage and then answer the multiple choice question. No students in this class have IEPs so no special testing accommodations needed to be made for this test. After analyzing the overall data for each objective there are certain patterns that clearly stand about student learning and achievement. Overall, the students achieved clear mastery of the

first objective (identify the main idea) scoring a ninety percent except for one student who is not at grade level who scored a 33 percent which means that student only answered one question correctly from the three that assessed that particular objective. Additionally, the students achieved mastery of our second objective (identify main idea of a passage) with nearly 82 percent achieving mastery expect for two students one of which has already been mentioned as not being at grade level both of those students scored a 33 percent. The next objective (supporting text evidence) only showed a basic understanding of the objective with over 65 percent of the class mastering that particular objective. Further, it seems quite evident that the third objective (determine best summary) is where the students struggled, the overall average was just 48 percent which means that there was some confusion with that objective out of 24 students only 8 students received 100 percent for that particular objective. The final objective (analyze important details in a summary) generated very low results with an overall class average of 46 percent which was the lowest average out of the five objectives. Only three students scored 100 percent for that objective which means that this was the most challenging objective for the students to understand. Additionally, as I take a closer look at the data and really begin to breakdown each objective by individual student achievement, I begin to see clear trends being to develop. For the first objective (identify the main idea) the students that score 100 percent for the first objective are those that also score 100 percent for the second objective which is (identify the main idea of the passage). Objective one and two are closely tied together since its asking the students to take the skill they learn in the first objective and apply it to a passage which is the second objective. To add, I did find it interesting that nearly seven student (Charvis, Keywuna, Angel, Crystal, Jason, Jasmain W. and Lonell) scored 100 percent in the first object and 66 percent in the second objective, which leads me to believe that there might have been some confusion with a particular question since 66 percent has the implication that they got one of the questions wrong. Another trend that I noticed between the first and second objective is that the students that scored a 66 percent in the first objective tended to stay consistent and scored a 66 percent in the second objective (Malik, Keilan, and Princes) which leads me to believe that they may have confusion with how one key part of how to identify the main idea since there was no consistent pattern to which question they got wrong. Only one of my students (Darje) scored 33 percent for both the first and second objective and his problem is that the test was not given to him at his grade level

because he is not currently on grade level, so this test is not a truly reflective measure of his understanding. Furthermore, one student scored a 100 percent in the first object and then drastically dropped to a 33 percent for the second objective (Lewis), which leads me to believe that there was either some confusion in the questions for how to identify the main idea in a passage or in my explanation that may have needed more clarification for him. The overall scores for objective one and two show that nearly all of student except for one had a basic plus understanding of how to identify the main idea and how to identify the main idea in a passage, except for Darje who has struggled repeated with test taking and content in the 6th and 7th grade split where the content is more rigorous fast paced. Another trend that I noticed in the data for the objectives on summarization is that they were my lowest objectives across the board, which made me think about the implications of my instruction. I realized that for the last two objectives determine best summary and analyze best supporting details, I blended the two objectives together which I feel really confused the students based on the data. Additionally, these were the objectives that I spent the least amount of time on with my students. Furthermore, for objective four determine best summary the word best was a concept that the students had a very hard time with since they unsure with the criteria that encompassed best which caused confusion. Only three students scored 100 percent on that object (Romel, Jasmine S, and Angel) and three students who scored a 0 (Malik, Darje, and Charvis) everyone else fell into the 66 percent category which means that they had a basic understanding but were not quite at mastery. After analyzing the tests of my students I tried looking for clear definitive patterns and trends based on the questions they answered. The questions of on identifying the best supporting summary and key details were the questions that the students struggled with the most, yet there was not a single question that the students all got consistently wrong, the patterns were all different which leads to believe that there was confusion in the lesson on summarizing and identifying the best supporting details that needed to taught again. Using Assessment to Inform Instruction Based on the overall class average which 66 percent the next steps would be to go back and re-teach the objective with which the students struggled the most. The majority of the

students achieved mastery on the objectives for main idea, but did not achieve mastery for summarization. Thus, the next step would be to push on summarization not only for class-wide instruction, but also for small group instruction to ensure that the students can master the skills. Based on my assessment in order to get to mastery I need two students per week to achieve to be on track for mastering the skill in order to meet my goal of 80 percent for the class. The small group instruction will come in the form of daily re-teach groups during independent reading and a more strategic push on summarization during our guided reading groups. Although a large percentage scored a 66 percent on both of the summarizing objectives, summarizing is a key skill that my students will continue to get assessed on which makes it important enough to stop and concentrate on the skill until we achieve mastery of the skill. The first step will be to re-teach the lesson on summarization whole group paying special attention to the confusion that resulted with the language used to identify best summary and supporting details, and devoting more time to dive deep into summarization. After the whole group lesson the students that will be pulled into the small re-teach groups first are those that scored either a 33 or 0 on both or one of the objectives on summarization which will be the first group I reteach. Then those students who scored a 66 percent on the objective will be pulled, both groups of students will be assessed through the use of exit tickets to ensure that they achieved mastery and can move on to the next skill. Since both objectives for summarization are so closely tied together which was a key factor that resulted in confusion for many of the students, I plan on teaching the objectives in reverse with first identify best supporting details before moving they move to identifying best supporting summary since I feel you cannot identify best supporting summary until you analyze which key details to include in the summary. For Darje who consistently struggled with all the objectives since he is not on grade level, I plan on giving him the version of the test that is meant for sixth grade to see if there is difference in his test scores before placing him in a small group so I have a clear picture of what he is struggling with and where I can best assist him in his learning process. Finally, by going back and re-teaching the lessons where my students struggled the most and pulling small re-teach groups I feel that I can truly bring all of my students to the mastery level. To add, I feel that by pushing on them in our guided reading groups will generate a higher

degree of mastery since they will continuously be in the process of implementing the skills they have learned and we will achieve our goal of mastery for the entire class.