Using Assessment Data to Guide Intruction Part 1
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Liberty University *
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5195
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Arts Humanities
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Dec 6, 2023
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USING ASSESSMENT DATA TO
DRIVE INSTRUCTION
Part 1: Initial Assessment and Analysis Commentary
EDUTL 5195 - Reflective Seminar / Parsons
2 October, 2021
Brandon Willmore
Willmore.7@osu.edu
Assessment Data and Analysis Narrative
Given the task to collect assessment data and then formulate a re-engagement lesson which further supports mastery of learning objectives, I went to the drawing board to create a single-day lesson that could be factored into a two-week study of Ancient Greece in my 7
th
grade Social Studies curriculum plans. From there, I gathered data on learning targets in a simple summative format, and analyzed the student work to make a generalized evaluation of both whole class and individual student learning. Students were tested on their knowledge of the progression of events in the Greco-Persian War which is considered to be a very consequential event within the larger study of Ancient Greece history. This lesson is therefore closely related to Ohio’s S.S. 2.1.2 standard for learning which states that
“the civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art and architecture, as well as literature and history.” After learning about the strength and sophistication of the Greek military which was able to remain intact in the face of an assault by much larger Greco-Persian military, we gain a deeper understanding of what made Greece so impactful on later civilizations.
Through a web-quest research activity in which they explored five different website resources (linked in the web-search form), students were then tasked to fill in a Google Doc and answer specific questions on the causes, events, and aftermath of the Greco-Persian War. During this independent web search, they received help from myself and other classroom aides as they researched. Students then demonstrated their knowledge of the content with a short post-assessment that helped me to gauge overall comprehension and to identify any critical areas that I could re-engage students in a follow-up lesson. The specific objectives of the initial lesson are as follows:
•
In this study/ practice, student will be able to identify and differentiate between the causes, the key battles, and their outcomes of the Greco-Persian War, as well as the effects of the wars using the provided ‘web quest research worksheet’
•
Students will be able to contextualize the significance of the Greco-Persian wars within the greater historical footprint of the Ancient Greece civilization and will be able to build on their knowledge of Ancient Greece - specifically the influence that it has had on later western civilizations. •
Students will then demonstrate the knowledge they’ve gained with a brief post-assessment using the Kahoot! application The assessment data collected is shown in the following graphics:
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Whole class assessment average (fig.1):
•
Individual Quiz question performance (fig. 2):
•
Individual Student Performance (fig 3):
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Key Take-aways from this data
•
55% overall correct answers across the class (fig. 1)
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5 out of 17 students scored 70% or above (fig. 3) 7 out of 17 students scored 40% or below (fig. 3)
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5 of the 10 questions registered whole-class correct responses of 47% or below (fig. 2)
The data that was collected in this brief post-assessment gave me a relatively clear picture of whole-class and individual student comprehension along with the specific content that needs to be more thoroughly addressed in a re-engagement lesson. There were a handful of students who performed well, and an equal proportion of students that performed poorly and showed relatively low comprehension of the content. The mean score among a class of 17 students came in at 60% (fig. 3). This average is significantly lower than the class average that I have seen in previous assessment performances. While this snapshot was effective in showing the individual needs or strengths of the students with consideration to the lesson objectives
that were established beforehand, I was not encouraged by the overall 55% class average (fig. 1), and this strikes me as the most relevant data point. From this, I can say, generally, that the web-search activity was an ineffective teaching strategy at the whole-class level. Reflecting back on this uncharacteristically low output, I was able to hone in on some possible
deficiencies in my instructional strategy by seeing which questions yielded lower percentages. Among the five questions that students registered correct responses at a rate lower than 47%, three of them were directly related to the combatants and the outcomes of specific battles (questions #7, 8, and 9), and one of them was related to the specifics of the initial cause of the war (question #2) (fig 2). It would seem that these details which were tested by basic fact-recall measures (multiple choice and true-false questions), have shown the poor associations that students have made with regard to the specific names and players of the war. If we look at broad questions—which side won the war? Which was the bigger or smaller military? or we consider the broad themes of the war such as why certain battles have formed into the ‘the stuff of legend’ (the brave 300 Spartans at Thermopylae)— whole class performance shows a higher correct response rate, and we can see that their comprehension of themes is developing appropriately. Considering this data, my goal for a re-engagement would be to find an effective way to help students distinguish the differences in the particular causes and battles by working to build definitive mental associations and attach unique visual schema to each of these critical episodes within the big picture of the war.
This data has definitely helped me to see that I must go back to the drawing board and consider some new creative ways to deliver this content to the students. I feel very confident that my instruction can be developed in way that yields better overall comprehension. As it was
mentioned above, I have seen much higher levels of performance from this population in
previous assessments, and so I believe the lesson itself was insufficient in helping the larger class to meet the objectives. The main focus going forward will be to provide an individualized look at each of these key events of the Greco-Persian War, and thereby help them to mentally compartmentalize the specifics of the war. I believe that if there is a way that I can “bring the war to life” in my lesson, the students will have much more success in meeting the objectives.
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