D093 TASK2 - REV 2
pdf
keyboard_arrow_up
School
Western Governors University *
*We aren’t endorsed by this school
Course
D093
Subject
Communications
Date
Feb 20, 2024
Type
Pages
3
Uploaded by DukeFlower7459
A1. It seems as though key/signal words questions based upon the data. The class achieved an overall of an 75% in regards to key/signal words question. This score was the highest of any section.This high score correlates positively with comprehension of the matter. Out of the entire class, five students missed the key/signal words questions. Out of the five students that missed the question, two of them were identified as EL students. The third student was identified as an SD student. The last two students were general education students.
A2. Upon reviewal of the data, a potential problem area would be the solution skill portion of the assessment, specifically the portion comprised of fill in the blank and constructed response questions implicated significant struggles amongst the class. Scores were the lowest on these questions. When tasked with completing a question that required a constructed response students scored an average of 25%. Only four students, four being general education students and one an EL completed the question accurately. When students were required to fill in the blanks, the average score was better, but only by a mere 5% (25%). Five education students answered these questions accurately, they were all general education students. B. I would adjust my instruction by taking a preemptive approach and developing and teaching my students a strategy that they could apply and utilize to answer these fill in the blank and constructed response questions that they struggled with. I would also allow them more practice with these types of questions. By having a strategy and getting ample practice, students will build confidence and comfortability when answering these types of questions. C1. The results yielded from the formative assessment showed a very high level of proficiency in the class in the key words questions. Only three students out of the twenty in the class did not meet proficiency levels in this section and out of the three students that missed the question, two of them were identified as general education students and the third an EL student.
C2. The solution skill portion still seemed to cause struggles amongst the class. 45% of the class failed to meet proficiency standards. Of the nine students that failed to meet proficiency, six students were general education students, one was identified as an EL student and the other two were SD students. D. If comparing the results, it can be concluded that there was a growth in scores from the pre-
assessment to the formative assessment. In the section comprised of signal and key word questions there was a 10% increase in proficiency , with the class average going from 75% to 85%. In the solutions portion of the assessment, the class previously struggled however, there was an exponential increase of 30%, with class average going from 20% to 55%. Student 1 is a general education student.Their scores on the pre-assessment showed that they were not proficient as to where their score on the formative assessment yielded the result of proficient in all three sections. Student 10 scored an overall score of 50% on the pre-assessment. There was no growth from the pre-assessment to the formative assessment. The displayed a lack of competency on both assessments and were not proficient in all areas on both assessments.
D1. I think that it will be really important to highlight the progress that my students have made while reviewing the results with them. I think that while we were reviewing the scores, not only the negative should be addressed, but the positive, as well. I would begin by letting my class know how proud I am of them and that most of the class made positive progress. I would let the class know that we have plenty of time and with a little hard work we can help them reach their proficiency goal as well. if the students had any questions about their results or just wanted to make a comment, I would allow them to do so in order to foster positive engagement and an open environment. If the students know that they can talk about the results with their teacher openly, I feel as though that will take some of the pressure o
ff
of them to get a high score and they will be able to solely focus on learning the material. I would also
group my students and address them in small groups. In a group that included Student 1 amongst other of their classmates that had positive progress, I would congratulate them and let them know that I was proud of them, and we would set new goals and expectations for the future. In another group, I would pair together Student 10 and other members of the class that struggled or did not display enough growth. I would take the time to carefully discuss what the results show so that we can decide the right method to reach our goal in the areas that need improvement. I would probe them for ideas on strategies we can utilize for their success. I would also ask them if there was any way I can support them and what they personally feel they need help with.
E1. The results show that an area of strength on the assessment was the key/signal words portion. The results of the pre-assessment yielded a result that 90% of the class met proficiency. The summative assessment results displayed a steady growth of 5% from the formative assessment.
E2. The solution section remained a consistent issue throughout the assessments. While there was some growth, the class as a whole did not achieve proficiency or approaching proficiency. Students struggled with these questions, only 40%, 8 students being proficient in this section. `
E3. There could be a variety of di
ff
erent contributing factors as to why students are lacking proficiency in some areas. Being that the results show that students were having trouble with specific types of questions (fill in the blank, constructed responses) , the teacher might not have allocated enough time teaching the students the correct method and approach to take with questions like these. Another factor that may have contributed to the students lacking proficiency , may be that proper accommodations were not made for the identified EL and SD students.
F. The class showed growth in their results from the pre-assessment to the time they took the summative assessment. On the pre-assessment, the class averaged a score of a mere 20%. On the summative assessment, there was an exponential amount of growth, rising to 80%. Four students were proficient after taking the pre-assessment, as to where following the summative assessment only four students lacked proficiency. While not every student met proficiency after the summative assessment, all students did show positive progress and growth. Student 17 is an identified EL student. Student 17 had major growth on their scores. On the pre-assessment, Student 17 scored a 20%. Student 17 showed substantial growth on the summative assessment, achieving a score of 75%, meeting the goal of proficiency. Student 12 displayed a minor amount of growth, however proficiency still was not met. Student 12 scored a 20% on the solution section on the pre-assessment and a 45% on the summative assessment.
F1. When I discuss the results with the class, I would be excited. I would let the class know that I am proud of their progress. I would let them know that there was still room for improvement however our class score went up by 60% from a 20% to an 80%. I would address the solution section and let the class know we would continue to work on it and improve. I’d let Student 17 know that they did very well, show them their results and let them know that I was proud of them. I would set time aside to meet with Student 12 and let them know I while was proud of the growth they had increasing by 25%, we still needed to improve in order to meet proficiency. Ww would place special emphasis on reviewing the problem section of the assessment because the is where they scored the lowest (13%).
G. Based on the results, the majority with questions that required fill in the blank answers, a conducted response, or both. After seeing that this is where students had the most trouble, I would incorporate modeling into my lesson. I would not only review these questions but model a strategy for student to use when they encounter these questions. I would encourage
students to ask any questions and share their thoughts. In the guided practice, I’d like to have my students divided into groups that will focus on the problem area. The groups will be assigned questions based on the area they struggled with. Through added practice, they will become more confident. By incorporating more modeling , I am hoping to e
ff
ectively teach students a way to solve these problems. Consistently modeling would lead to students gaining understanding and the ability to solve these questions. We would also break into small groups to review and focus on problem areas. This would grant me to address independent student struggles, as well and help all students become proficient.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help