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
Highly Proficient
(90%-100%) 1 17

Proficient
(80%-89%) 1 2

Partially
Proficient
0 1
(70%-79%)

Minimally
Proficient
22 2
(69% and below)

Post-Test Analysis: Whole Class

Based on your analysis of the whole class post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.

All students learned the objective of the unit and proved it all week through their activities and
participation in class. Students completed worksheets in a timely matter and showed strong
understanding about similes. I could also tell they enjoyed the activities as they shared their work
with the class. Even though some did not achieve 69% or above on the assessment, they greatly
improved from their original score of 9-14% from the pre test.
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your
instruction and assessment and effect on student learning. Cite examples and provide evidence of
student learning to support this analysis.
The entire class participated and enjoyed doing the worksheets about similes. They were very
creative and also eager to share with the class what they came up with. Their work was done with
little help from me and the participation was high during whole class learning. The interactive
Power Point was probably their most favorite and I was impressed with how some of my shy
students were more willing to answer out loud.

Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).
I chose to pick the subgroup of students with an IEP. My ELL students are actually pulled every
day during this time for support. I have 4 students with IEP’s that range in math, reading, and
writing.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 2

Proficient
(80%-89%) 0 0

Partially
Proficient
0 0
(70%-79%)

Minimally
Proficient
4 2
(69% and below)

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student
learning? Cite examples and provide evidence of student learning that helped you come to this
conclusion.
Two of my students received 100% while the other two received a 61% and a 59%. All four of
them scored extremely low on the pre-test, between 9% and 19% correct. They all stood out on
their activities leading up to the post test with two students acing the assessment. The activities
proved they were all moving forward and learning how to pick out and create similes.
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of
your instruction and assessment and effect on student learning. If there is a student or group of
students who have not mastered the objectives, discuss what you will do in future days to aid
students' understanding with respect to the unit’s objectives. Cite examples and provide evidence
of student misconceptions to support this analysis.
The effectiveness of my teaching on similes was successful for all students. They all exceled
greatly, My two students who did not pass the post assessment struggle in reading. One thing that
I contemplated before giving the post assessment was wondering if the wording of the test was to
complicated compared to how I taught the simile activates prior in the week. I decided to just go
with it but I feel now that I should have modified the test for these students with IEP’s. This could
have definitely helped them. Through their prior work and verbal communication, they can prove
to me they know the content.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 1 15

Proficient
(80%-89%) 1 2

Partially
Proficient
0 2
(70%-79%)

Minimally
Proficient
18 1
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph,
describe the effectiveness of your instruction for this unit using the findings from your analysis.

In all, I feel this unit went well. There were 5 students total that did not meet the 80% mark I was
aiming for. Two of these students were my students with IEP’s. Students are able to verbally tell
and show me that they can recognize a simile and create them themselves. The entire class
improved from the pre-assessment. I believe that by introducing the lessons in different ways,
using technology and interactive devices, students were engaged and enjoyed learning this new
content.
Based on your analysis of student learning, discuss the next steps for instruction, including an
objective that would build upon the content taught in this unit of instruction.
I would build from this lesson by introducing metaphors. Students will be able to recognize metaphors in
their readings and create their own metaphors in their writings. Metaphors and similes are normally taught
together or close together because they are similar in that they are a figure of speech.