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McMahon 1
TWS 6. Analysis of Student Learning (LO 1.1) (APS 3)
Lesson 1 (Letter Q)
TWS Standard
The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.
Prompt
In this section, you will analyze data to explain progress and achievement toward "showcase" lesson
objective(s) demonstrated by your whole class and three (3) individual students (one low, one average,
and one high performer).
A. Whole class
a. Data Table
Student Number
Pre-Assessment Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Mean
Median
Mode
1/1
1/1
1/1
1/1
1/1
1/1
1/1
1/1
Absent
0/1
1/1
0/1
1/1
0/1
1/1
1/1
1/1
1/1
Absent
1/1
0/1
1/1
1/1
1/1
0/1
1/1
1/1
1/1
1/1
81%
1/1
1/1
Post-Assessment
Score
2/2
2/2
2/2
2/2
2/2
2/2
2/2
2/2
Absent
1/2
2/2
1/2
2/2
2/2
2/2
2/2
2/2
2/2
Absent
2/2
2/2
2/2
2/2
2/2
1/2
2/2
2/2
2/2
2/2
94.5%
2/2
2/2
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McMahon 2
The blue highlight indicates the class high-achieving student.
The yellow highlight indicates the class average-achieving student.
The green highlight indicates the class low-achieving student.
b.
Lesson 1
100%
90%
Lesson 1
80%
70%
Pre- Assessment
Post- Assessment
a. Data Table Summary: The data table shows each student’s score for the pre-assessment and
post-assessment. This lessons pre-assessment consisted of students participating in a whole-class
review of the alphabet and each letter sound with hand gestures up until the letter “Q”. This
lessons post assessment consisted of students completing an individual Letter Q Poem in small
groups. The average pre-assessment score was 81% and the average post-assessment score was
94.5%. Students showed an increase from pre-assessment to post-assessment. The most frequent
score achieved on the pre-assessment was a 1/1. The most frequent score achieved on the postassessment was a 2/2. No interventions were necessary for the pre or post-assessment.
Graphical Summary: The graphical summary depicts the growth from the whole class preassessment score average to the whole class post-assessment score average. I believe there was
growth because students completed the post-assessment in small group. This class works well
when work is completed in small groups with 4-6 students a group. There was a relationship
between the pre- and post-assessment scores. Generally, students who scored a 1/1 on the preassessment also scored a 2/2 on the post-assessment.
B. Individuals
a. It is important to understand the learning of each of these three students because there is
not one type of learner in a classroom. Students learn at different levels and there will
need to be accommodations and modifications to fit different needs. Contextual factors
play a significant role in students’ assessment performance as well and these need to be
taken into consideration. By analyzing students pre, during, and post- assessments, it
allows me to better prepare for future lessons and to see where I can better help
struggling students and challenge higher achieving students.
b. Lesson objective: After whole and small group instruction, students will have a
correspondence between letter name and sound for the letter “Q” with 80% accuracy.
i. Quantitative data:
High achieving student- This student scored a 1/1, or 100% on the preassessment. He received a 1 for participating and saying the correct letter names,
sounds, and gestures of the alphabet up until the new letter learned, Q. This
student scored a 2/2, or 100% on the post-assessment. (Attachment 1) He
highlighted every letter “Q” in the poem and wrote the correct number in the box.
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McMahon 3
Average achieving student- This student scored a 1/1, or 100% on the
pre-assessment. She received a 1 for participating and saying the correct letter
names, sounds, and gestures of the alphabet up until the new letter learned, Q.
This student scored a 2/2, or 100% on the post-assessment. (Attachment 2) She
highlighted every letter “Q” in the poem and wrote the correct number in the box.
Low achieving student- This student scored a 0/1 on the preassessment. He received a 0 for not participating fully and saying incorrect
correct letter names, sounds, and gestures. This student scored a 1/2 on the postassessment. (Attachment 3) He highlighted all of the “Q’s”, however he wrote
the number 5 instead of the correct number 7 in the box.
ii. Qualitative data:
High achieving student- This student had a very confident and
participatory attitude throughout the lesson. He demonstrated knowledge of all
the letters, sounds, and gestures up until the new letter, Q. While in small groups
to complete the post-assessment, this student highlighted all “Q’s” within
seconds and was able to count quickly to tell me the number highlighted in the
poem. He would have been able to complete the poem individually instead of
working in small groups.
Average achieving student- This student had a very confident and
participatory attitude throughout the lesson. She demonstrated knowledge of all
the letters, sounds, and gestures up until the new letter, Q. While in small groups
to complete the post-assessment, this student highlighted all but one “Q” in the
poem initially however; she caught her last un-highlighted Q after looking back
over the poem. She was able to count fluently and write the correct number, 7, in
the box. She would have been able to complete the poem individually instead of
working in small groups.
Low achieving student- This student did not have a very confident or
participatory attitude throughout the lesson. He demonstrated some knowledge of
a few letters, sounds, and gestures up until the letter, Q. However, there were
quite a few letters missed or not attempted. While in small groups to complete
the post-assessment, this student highlighted all “Q’s”. He did not write the
correct number of “Q’s” in the box. This student works better in small groups
instead of individually at a table or desk.
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McMahon 4
Attachment 1
High Student
Attachment 2
Average student
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McMahon 5
Attachment 3
Low student