DO93 Task 2

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Western Governors University *

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D093

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Electrical Engineering

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Apr 3, 2024

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docx

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Uploaded by DoctorReindeerMaster1436

2023 Evaluating Learning and Instruction DO93-ASSESSING IMPACT ON STUDENT LEARNING KELSEY CONKLIN

Pre-Assessment A. Analyze the student pre-assessment results from the scenario by doing the following: 1. Discuss an area of strength (i.e., skill area, question type, student subset) and how it is supported by the data. After observing the pre-assessment, one of the strengths I noticed was the Key/Signal words. These questions were answered with an 85% accuracy. Students are 85% proficient in one area of the multiple-choice questions and 90% in the other multiple-choice questions for the key/signal word multiple-choice questions. 2. Discuss a potential problem area (i.e., skill area, question type, student subset) and how it is supported by the data. A potential problem area is the problem solution section of the pre-assessment test. The majority of students did not score proficient on the problem solution section, the lowest scoring section would be the constructed response section. The constructed response section scored a 20% in proficiency. Students also did not score very well in the fill-in-the-blank sections as they only scored 25% as a class in that section as well. B. Using your analysis from part A, recommend an adjustment to the “Anticipatory Set” section of the lesson plan from the scenario. After examining the pre-assessment, it has become clear that the solution questions are where the students struggled the most. My Recommendation would be to adjust the lesson plan. I would include discussing the type of questions that are on it, and going back over the answers so students can see how it is done correctly. While walking the students through the strategies of how to answer these questions, they would be better able to handle future questions. Another adjustment that I would make is to include more questions like the constructed response and fill in the blanks in the lesson plan so that students can become better familiar and confident with them in the future. Informal Formative Assessment C. Analyze the student results from the informal formative assessment of the scenario by doing the following: 1. Discuss an area of strength and how it is supported by the data. The data shows that an area of strength in the students is key/signal words. This is supported by only three out of twenty students who are not proficient in this area. One of those students is an English learner. 2. Discuss a problem area and how it is supported by the data. A problem area in this class is the solution. This shows that almost half the students are not proficient in solutions. Almost 50% of the class is not proficient and so that is a problem area as the students are not understanding how the solution. D. Compare the results of the pre-assessment to the results of the informal formative assessment for the following:  A class as a whole: Overall, it seems that students did better on the informal formative assessment as a whole. Most students were more proficient in the three categories on the informal formative assessment than they did on the pre-assessment.  A student who demonstrated growth: Student one demonstrated much growth between the pre- assessment to the informal assessment. The student was not very proficient in the problem and solution categories. They scored in the 60% percentile on the pre-assessment but were proficient in all three categories on the informal formative assessment.

 A student who did not demonstrate growth: Student number 20 did not show any growth. They scored 30% on the pre-assessment, which is not proficient. The student continued to be not proficient in two of the three categories on the informal formative assessment. They did not show any growth in the problem or solution categories on the assessment. 1. Describe the feedback you would provide to the class and each identified student in part D regarding their progress after the informal formative assessment. The feedback provided should be specific, appropriate, and meaningful as well as aligned with the data. I would say overall the class did a good job and the class as a majority improved. I would go to student number one and show how they made improvements and where they showed growth and then show where they excelled. I would let them know that they got key/ signal words down pat and to not stress that part. I would then show their improvements in the problem and solution. I would then let them know what areas they need to focus on a little more before taking the summative assessment to improve their schools. Especially with the constructed responses and the fill-in-the-blank. I would then talk to student number 20 about where they are and how they can do better on the summative assessment. I would then give them a game plan on how they can do better. I would tell them how we would first focus on the problem category because they are halfway proficient and then once they are proficient on that we will move on to the solution aspect. E. Analyze the student summative assessment results from the scenario by doing the following: 1. Discuss an area of strength and how it is supported by the data. An area of strength the students had was the multiple choice in key/signal words. Nineteen out of twenty students answered the first question correctly, which shows a 95% proficiency in that category. 2. Discuss a remaining problem area and how it is supported by the data. An area that has remained a problem is the solution category. The majority of the class is still struggling with the constructed response answers. This is a problem as these types of questions are only getting thirty-five percent correct within the class. 3. Discuss two possible causes of non-proficiency for the students in certain areas after the summative assessment. Two possible causes for non-proficiency can be the students just do not have enough practice on the constructed responses and need more time and the lack of resource materials. The teacher can give examples of what each section is expected from the students. The teacher can give multiple examples from different viewpoints on what the constructed response should look like. The teacher can then go over where to find the solutions and how to look for them in the text for the solution section to help the student. The teacher can also have the students show her where to find the solutions to better gauge their comprehension and techniques to find the answers. Many students are EL or have disabilities, so the teacher can look into accessing more resources that are available to help increase the proficiency of these students. F. Compare the results of the pre-assessment to the result of the summative assessment for the following:  The class as a whole: Overall, the scores showed tremendous growth in the class. The majority of the students showed some type of growth from the pre-assessment to the summative assessment. Seventeen out of 20 students scored proficiency.  A Student who demonstrated growth: Student 1 demonstrated a major growth between the pre- assessment and summative assessment. Student 1 scored a 60% proficiency on the pre-assessment.

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The same student went and scored a 95% proficiency on the summative assessment only getting one of the fill-in-the-blank questions wrong.  A student who did not demonstrate growth: Student number 20 did not demonstrate growth and declined from the pre-assessment to the summative assessment. Student 20 scored a 30% in proficiency on the pre-assessment but only scored a 20% on the summative assessment. This shows a decline in proficiency from the pre-assessment to the summative assessment. 1. I would call students up individually to have data chats with them. I would tell my students where they had the most growth or where they needed to work on some more. I would tell them that they did a great job in taking the assessments. For students who did not show growth, I would sit with them and go over the questions they got wrong and explain why a different answer was the better one. I would then say, that it will all be okay, and that the student can get it next time, we just may have to work a little harder. I would go over with the whole class where the majority of students struggled. I would show them the correct answers so that they know for next time where they can find them. I would then congratulate the class on doing a good job overall on the assessment. I would then go over any questions they may have had especially about their scores and then come up with a game plan as to how I can further help this student in the future. I would let them know that it's one small hiccup and we will work on it together to get them back up to speed. For student 20 I would have them come up individually and ask them questions, i.e. what happened, or did they just not understand what was being asked? This student did not make any improvements and declined from the pre-assessment to the summative assessment. For student 1 I would call them up by themselves and let them know that they increase their proficiency scores. I would tell them that they did a great job and that they did great on their summative assessment. G. Using your analyses from Part E, select any two of the following components of the lesson plan from the scenario and recommend one adjustment for each:  Presentation Procedures for New Information and/or Modeling  Guided Practice  Independent Student Practice  Culminating or Closing Procedure/Activity  Differentiated Instruction  Assessment Using my Analysis in part E I would adjust my presentation procedures. Instead of just having my one PowerPoint for all of the class I can add closed captions in any language to help my EL students better understand the material. Another thing I can adjust is the assessment. I can translate the assessment to my Students in their first language to help them better understand the questions. 1. Discuss your rationale for how each recommendation from Part G would improve instructional effectiveness or support student learning. I believe that adding the closed captions and translating the assessment will improve effectiveness because it will take away the language barrier between my EL Students and me. This will improve comprehension and the ability of students to ask questions, as they can get the information in the language they are most familiar with while hearing me read and speak in English.