Evaluating Learning and Instruction

EVALUATING LEARNING AND INSTRUCTION Pre-Assessment A. 1. After analyzing the information, it appears that the class was efficacious at key/ signals and multiple-choice questions. The greater part of the class score was skillful in key and signal words with an 85% correctness. Based on the results, three students unexploited the question, two were English Learners and the last student was SD. Fifteen out of twenty students responded to both questions properly. The information displays that students were able to recognize key words acceptably with the ability level of 70% or better. 2. The information also displays the zones of concern or parts that need additional emphasis. The zone that was the greatest problematic was solution skills based on the information given. It appears that the students resisted the utmost with fill in the blank queries and construct response. Those two units had the lowermost score and students were not skillful in those zones. The fill in the blank score was at 20% and constructed response complete score was 15%. Three gen students responded properly in the constructed response and with the fill in the blank there were four gen students that answered properly. B. By presenting students strategies within the constructed response and fill in the blank could possibly help students respond to the questions effortlessly. I would enhance more of those sorts of questions to lessons, I believe that would benefit the students to become more self-assured and content with responding to those questions. Additionally, I would consider adding in an open class discussion about the questions to help benefit those students struggling. Informal Formative Assessment C. 1. 85% of students were found to be skillful in the signal and keywords unit. Three of twenty of the students in the session were not capable in that part. To break down the information of those three students, one was an EL student and two students were gen. 2. Comparable to the Pre-Assessment, the solutions area was an area where nine out of twenty students struggled. Six of those students are gen, two SD and one EL student. D.   The class as a whole presented progress based on the Pre-Assessment to the Formative Assessment. Based on the results from the problems section, proficiency grew from a 30% to a 75%. The solutions zone, the class enhanced from 15% to 55%. Lastly, based on the signal and keywords unit, the class grew from a 75% ability on the Pre-Assessment to 85% on the Formative Assessment. A student who demonstrated growth appears to be Student 2 who is listed as an EL student. Student 2 was impending ability in the Pre-Assessment. Outcomes from the Formative Assessment show progress and aptitude in all three parts.  A student who did not demonstrate growth appears to be Student 10 specifically based on the conclusions from the Pre-Assessment to Formative Assessment. Student 10 scored 10% on the Pre-Assessment, presentation impending ability in only keywords unit and no expertise in the two last parts. Observing Student 10 Formative Assessment results, they were not capable in the three units and showed zero signs of development. D1. When it comes to giving feedback to students, I want to be as compassionate and gentle as I can be to show the students that I care as well as wanting them to learn and succeed. I would address the class as a whole first and let all of the students know that I acknowledge all of their hard work throughout the two assessments, and that I am also proud of their willingness to learn. I would also deliberate how 85% of the student’s made growth. Giving the students that piece of information gives them a sense of understanding. I would then begin to talk about individual growth, and how it is okay if not everyone reacted their goal because there is still time to do so. While conversing the results, students will be open to asking any questions they have about the assessments and results. Once the class discussion is done, I would have the students get into small groups. I will visit each group distinctly to make the conversation more personal. For the student who made the most progress, I will have a private conversation with them. That conversation will consist of me congratulating them on their progress and explaining how proud I am. I will also be discussing how to move forward, as well as making more goals moving on. Giving feedback for the students that struggled the most will be extremely gentle. For example, Student 10 who did not show growth or progress will have a private conversation with me. I would present them the results and deliberate the parts that require improvement. I will make sure to let the student know that I will help them every step of the way and that they will be successful. While conversing ways to improve, I will make it a point to ask the students if there is any way that I can help them understand the material more. Summative Assessment E. 1. Comparable to the other assessments, key/signal multiple choice questions were the parts that presented achievement within the whole class. The information from the Summative Assessment displays that this unit established 90-95% ability. These illustrations show constant development from the Pre-Assessment to the Summative Assessment. 2. Based on the Summative Assessment outcome, the continuing problem area is Solution, particularly the constructed response questions. The general percentage for the three constructed response questions were 65% and lower, which is regarded as not proficient. This area was also a dilemma in the Pre-Assessment and the Informal Formative Assessment. 3. There could be many imaginable explanations for students not being capable in some areas. Information from both assessments display difficulties in constructed response and fill in the blank questions. This stem from a few reasons; one aim may be that the educator may not have spent an adequate time working on successful strategies to help the students. One other reason could have been that the student lack an interest in reading, which could have resulted in the students not taking the time to read each section correctly and efficiently. That reason could have caused the students to not understand the questions fully.