Assessment Analysis

Task:

  1. Use graphic representations and student work examples to communicate performance results for the following:
    1. Entire class
      1. Create a graphic representation (e.g., table, graph, or chart) with pre- and post-assessment data for every student that summarizes the progress of your entire class for the defined learning goals.

Student

Learning   Goal #1

Learning   Goal #2

Learning   Goal #3

Pre   – %

Post   – %

Pre   – %

Post   – %

Pre   – %

Post   – %

1

60

100

100

100

100

100

2

40

100

50

100

30

30

3

60

60

0

50

0

30

4

50

70

0

50

30

60

5

40

80

0

50

30

60

6

50

60

0

100

0

30

7

70

80

0

0

60

0

8

80

100

50

100

60

100

9

60

100

50

100

30

100

10

60

80

50

100

60

60

11

50

100

100

100

30

100

12

10

70

100

50

30

100

13

50

60

100

100

100

100

14

100

100

100

100

60

100

15

70

100

100

100

100

100

16

50

80

30

70

50

36

17

0

80

10

20

40

90

18

10

80

90

90

60

80

19

70

80

40

70

50

70

20

10

20

20

80

20

20

21

40

70

50

70

80

90

22

10

70

30

20

50

80

23

60

70

40

60

10

20

24

10

90

20

90

30

70

25

70

80

90

90

10

90

26

10

70

60

90

40

90

26

100

100

70

70

70

80

28

60

90

80

80

90

90

29

60

80

90

90

10

70

30

50

60

70

80

30

80

Averages

48

79

53

75

45

70

  1. Subgroups
    1. Create a graphic representation that compares subgroups (e.g., girls vs. boys, high vs. middle vs. low performers) for the defined learning goals from pre- and post-assessment results.
  1. Selected individuals
    1. Provide examples of student work from the pre- and post-assessments for two students who demonstrate different levels of performance. (You will provide a total of four student work examples.)
Student A Pre-Test – 40% –   Answered Questions 1, 3, 4, 6, 7, 9 incorrectly.

Student B Pre-Test – 70% –   Answered Questions 1, 4, 7 incorrectly.

World War II Pre-Test   (Correct Answer is bolded in this key)

Directions: Complete each question by circling the correct letter.

Rubric:  0 pts. – Incorrect   answer.  1 pt. – Correct answer.

1 Which of the following is   NOT true about Hitler’s theory of Aryan racial domination?

A) Hitler wanted to build a   great civilization called the Third Reich.

B) To be a great power,   Germany needed to expand its lands.

  C) The peoples living in conquered lands   would be used as slave labor.

D) Hitler wanted to conquer   land to the west.

2 What was Germany’s first step in expansion and the first step   toward war?

A) the invasion of   Czechoslovakia

B) the Anschluss with Austria

C) the occupation of the   Sudetenland

  D) the remilitarization of the Rhineland

 3 What was the impact of Japan’s expansion   into China?

A) It forced Chiang Kai-shek   to take his attention off the Chinese Communists.

B) It brought condemnation   from the West.

C) It forced Chiang to   relocate his capital.

  D) All of these.

4 Which was Japan’s MAIN reason for expansion?

A) to find sources of raw materials for its industries

B) to find new markets for   its manufactured goods

C) to establish a new system   of control in Asia under Japan’s guidance

D) to become a member of the   League of Nations

5 The Battle of Britain was _____.

  A) an air war in Britain by Germany

B) Germany’s amphibious   invasion of Britain

C) the occupation of the   French region of Brittany

D) Britain’s bombing of   Dresden

6 The battle at _____ proved to be the turning point for Hitler’s   plan to expand to the east.

A) Crimea

B) the Caucasus

  C) Stalingrad

D) Moscow

7 After the Allies established naval superiority in the Pacific at   the Battle of Midway Island, they _____.

A) attacked the main island   of Japan

B) dropped atomic bombs on   Japan

C) retook China

D) adopted a strategy of “island hopping”

8 Which was NOT one of the ways Hitler and the SS administered the   Final Solution?

A) Jews were moved into   ghettos in Polish cities.

B) Jews were relocated to   undesirable lands to make room for German settlers.

  C) Einsatzgruppen executed Jews in villages   in the Soviet Union.

D) Jews were sent to   concentration and death camps.

9 The war impacted life in the United States by _____.

A) creating severe food shortages

B) destroying vast areas of   the country

  C) creating boomtowns and widespread   movement of people

D) integrating African   Americans in the military for the first time

 10 The issue over _____ caused a serious   split between the Soviet Union and the United States during the Yalta   Conference.

A) an American-British   invasion in France

B) free elections in Eastern Europe

C) Soviet military help   against Japan

D) the creation of the United   Nations

Student   A Post Test – 80% – Answered Questions 2 and 10 incorrectly.

Student   B Post Test – 100% – No Questions Missed.

World War II Post-Test   (Correct Answer is shown at the end of the question)

Directions: Complete each   question by filling in the blank with the correct answer from the word bank.

Rubric:  0 pts. – Incorrect answer.   1 pt. – Correct answer.

Yalta

Stalingrad

Rhineland

Raw Materials

Island Hopping

Final Solution

China

Boom Towns

Aryan

Air War

  1. Hitler        wanted to build a great civilization called the Third Reich, expand        Germany’s lands and conquer land to the west due to his theory of        ___________________ racial domination. (Aryan)
  2. Germany’s        first step in expansion and the first step toward war was its        remilitarization of the ____________________________________________________________________.        (Rhineland)
  3. Japan’s        expansion into _______________________________________________ caused        Chiang Kai-shek to take his attention off the communists in his country        and relocate his capital. (China)
  4. Japan’s        MAIN reason for expansion was to find sources of        _____________________________ for its industries. (Raw Materials)
  5. The Battle        of _____________________________ was an Air War in Britain by Germany.        (Britain)
  6. The Battle        at _____________________________ proved to be the turning point for        Hitler’s plan to expand to the east. (Stalingrad)
  7. After the        Battle of Midway, Allies adopted a strategy of ___________________.        (Island Hopping)
  8. Hitler and        the SS administered the __________________________ by moving Jews into        ghettos, relocating Jews and sending Jews to concentration camps and        death camps. (Final Solution)
  9. War        production impacted life in the United States by creating        ____________________________ and widespread movement of people.        (Boomtowns)
  10. The United        States and the Soviet Union had a serious split at the        _________________________ Conference over the issue of free elections in        Europe.
  1. Write an essay (suggested length of 4–6 pages, exclusive of graphic representations and student work examples)in which you analyze your assessment data to determine student progress toward the defined learning goals as follows:
    1. Entire class
      1. Analyze what the graphic representation in part A1a indicates about class progress in student learning based on pre- and post-assessment data (i.e., the number of students meeting the criterion).

Analysis of the graph and data table of students’ pre-assessment and post-assessment scores clearly shows that student achievement improved on the post-assessment.  However, I had anticipated that the class would meet a 90 percent standard for each learning goal (LG) and they did not.  Students achieved an average of 79% on learning goal number 1, an average of 75% on learning goal number 2 and an average of 70 on learning goal number 3.  Learning goal 1 (Students will recall and describe their previous knowledge of Hitler’s ideology and actions leading up to World War II) showed the most student improvement.  On the pre-assessment only forty-eight percent of this learning goal was achieved, but in the post-assessment that score climbed to seventy-nine percent.

Students also improved their scores on the other two learning goals (LG2: Students’ will examines the impact and reasons for Japan’s expansionist activity prior to the war and LG3: Students’ will examine turning-point battles in the war and their effects) as well.  LG2 rose from an average of 53% to that of 75% and LG3 rose from an average of 45% to 70%.

I am able to conclude from this information that the students in my classroom learned more about World War II during this unit than they knew previously.  Even though the predicted level of achievement in each of the learning goals was not met, it does show a marked improvement over pre-assessment scores.  This data shows me that my students knowledge in these measured areas increased.  The rise in overall scores as well as the increase in learning goal percentages aids me in measuring what my students knew going into the unit and how much new information they had learned by the end of the unit.  This will help me in planning for improved instruction in the future.

  1. Subgroups
    1. Analyze a group characteristic (e.g., gender, performance level, socioeconomic status, language proficiency) in terms of one learning goal.
    2. Justify your selection of this group characteristic.
    3. Analyze what the data from the graphic representation in part A2a indicate about student learning.

As a subgroup, I chose to compare boys and girls due to the stark differences in their behavior in the classroom.  The boys in my host teacher’s classroom tended to be more rambunctious in their behavior than did the girls.  It appeared to me that the boys outgoing behavior tended to get them called on more by my host teacher.  There appeared to be some preference given by my host teacher to the more outgoing boys.   It seemed to me that my host teacher paid less attention to the girls in the class.  This observation led me to the decision to compare the boys and girls to see if the girls still equaled the boys’ performance, but were just more reserved in class or if perhaps the boys in the specific class were more advanced.

In each of the learning goals, the boys showed more knowledge coming into the class via the pre-assessment.  Learning goal 2 was the closest in the pre-assessment only separating the boys and girls scores by 1%.  Learning goal 1 had the greatest difference in score average between the two groups with 15% advantage to the boys.  Learning goal 3 had a 5% advantage to the boys.

The post-assessment showed improvement for both groups, however the boy group still had an overall higher percentage score in each of the learning goals.  The boys’ showed the following increase in percentages: LG1 +25%, LG2 +27% and LG3 +23%.  The girls’ increases in percentages were: LG1 +34%, LG2 +19% and LG3 +28%.

From this data, I can gather that on average the boys in my class came away from this unit with more information than did the girls.  (This might have been because they learned more or because it was easier for them to understand.)  I can make this conclusion, because the boys’ scores averaged higher than the girls in my class did.  However, I think that I can also make the case that the girls in my class learned more overall than the boys did.  The boys came into the class with more knowledge of the subject matter and their pre- and post-assessments do not show as great an increase as that of the girls in my classroom.

I made a concerted effort not to call on the boys more than the girls during this unit and gave each group an equal opportunity to ask questions.  However, I noticed that the boys tended to be more apt to volunteer answers than did the girls.  It was obvious to me that several of the girls did not want to share their answers in class for fear of being seen as “dumb” (I overheard this exact explaination).  Even with prompting and coaxing, many of the girls did not want to participate openly in class.

I believe that the graphic that I created for this data shows that although the boys’ scores ended up higher in all of the learning goals, the girls had the most room to improve and did so.  The girls’ scores showed a greater improvement in two of the three learning goals.

  1. Selected individuals
    1. Discuss the two students selected in part A3a who demonstrate different levels of performance.
    2. Explain why it is important to understand the learning proficiencies of the selected students.
    3. Discuss conclusions reached about the extent to which these students attained two learning goals.

Student A and Student B were chosen for comparison because of their relationship with each other and because of their behaviors in the classroom.

Student A is a fifteen-year-old girl.  As an archetypal teenage girl, she is interested in cheerleading and pop music, however I observed that she is also concerned about keeping her grades up because her parents will enforce consequences such as taking her cell phone away if her grades fall below a certain level.

Student B is a fifteen-year-old boy who shows interest in the same things as other boys his age.  He likes video games, sports, music AND Student A.  It is very apparent that Student A and Student B are “friends” and in fact, I had to place them on different sides of the room to keep them from distracting each other.

I really enjoyed having both students’ in my class because they were friendly, caring and smart.  However, Student B seems to know the answer to every question I pose, while Student A struggles to keep her grades up.

I believe that it is essential that a teacher identify the differences between their students.  I observed that Student A would often come to me and ask me for a study guide or homework assignments prior to me giving them to the rest of the class (sometimes as much as a week ahead).  She told me that she needed the extra time to study the information.  Student B on the other hand would “brag” about the fact that he would only study the night before a test.  I believe that it is important to recognize the hard work of students’ like Student A, even if they do not achieve as high a grade as students’ like Student B.

On her pre-assessment, Student A received a 40 percent while on her post-assessment she received an 80 percent.  This showed a doubling of her score between her pre- and post-assessment.

Student B, on the other hand, obtained a score of 70 percent on his pre-assessment and a score of 100 percent on his post-assessment.

While Student B’s scores were higher in both the pre- and post-assessments, Student A showed more overall improvement.  Student A had an increase of 40 percent, while Student B’s score only improved 30 percent.

In looking at LG2 (Students’ will examines the impact and reasons for Japan’s expansionist activity prior to the war.) and LG3 (Students’ will examine turning-point battles in the war and their effects.) it is revealed that both students met the criterion of these learning goals in the post-assessment.  The post-assessment for LG1 showed that Student B met the criterion, while Student A only met fifty percent of this standard.

In conclusion, I would say that both students showed growth in regards to the learning goals presented as evidenced in their improved scores.

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