Evaluating Learing and Instruction D172 Task 2

docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

D172

Subject

Electrical Engineering

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by JusticeHyena3284

Evaluating Learning and Instruction Pre-Assessment A1. The chart provided of the results from the pre-assessment shows the area of strength as Key/Signal word section. The chart shows that five out of the twenty students did not get the answer correct. The chart also shows that “Student 8 who is identified as an English Learner, requires background support and scaffolding for academic vocabulary as well as visuals” did not correctly answer either question on the test in that section (Assessing Impact on Student Learning Scenario, n.d.). When looking over the

Evaluating Learning and Instruction results it looks like that class did a good job with the Key/Signal section with an overall proficient score of 85%. The data presented demonstrates that the students exceeded the teacher's goal of achieving 70% on this pre-assessment. A2. The chart provided of the results from the pre-assessment shows the problem area as the Solutions section. The proficiency of the students ranged between 20% to 35% in this portion of the assessment, this is below the teacher’s goal of 70%. When observing the data shows six out of the twenty students missed every question, two students out of twenty got each question correct, and twelve students out of twenty missed anywhere from one to three questions. With this information, it shows this was the section that students struggled with. B. The following recommendations I would suggest to the Anticipatory Set of the lesson are:  Begin the lesson with a set of open-ended questions related to the topic.  Utilize a KWL chart, followed by a brief discussion.  Pairing the students together for a short time to review before the test. When adding these adjustments to the lesson plan it will assist the students in knowing what to expect and assist them in refreshing their memory before taking the assessment. Informal Formative Assessment C1. The chart provided of the results from the informal formative assessment shows the area of strength is the Key/Signal word section. It shows that three out of the twenty students did not perform as expected. This means that 85% of the class understood the section, which met the teacher's goal of 70% of the class being proficient. Students 5, 8, and 10 struggled with this section, however student 8 is an English learner and she struggled with the pre-assessment position in this section too. C2. The chart provided of the results from the informal formative assessment shows the area of weakness is the Solutions section. It shows that nine out of the twenty students did not perform as expected. This means that only 55% of the class understood the section, and this fell below the teacher’s goal of 70% of the class being proficient. Students 8 and 13 both struggled with this section as they did with the pre-assessment section. Student 8 is an English learner and student 13 has a Specific Disability. D. Whole Class – Given both charts with the results it shows that the students overall improved from the pre-assessment to the informal formative assessment. The students went from 75% in the pre- assessment for Key/Signal words to 85% proficient, in the Problem section they went from 30% to 75% proficient, and in the Solution section they went from 20% to 55% proficient. Given the results from both charts, it does show that the students are making progress toward meeting the teacher's goal, understanding the material taught, and showing what they know. A student who demonstrated growth – Student 12 demonstrated growth in the problem section when it came to the informal formative assessment compared to the pre-assessment. Student 12 went from 20% on the pre-assessment and only performing well in the Key/Signal section to performing well in both the Key/Signal section and the Problem section of the informal formative assessment. Student who did not demonstrate growth – Student 10 did not demonstrate growth between the pre- assessment and the informal formative assessment. In the preassessment the student received 50%

Evaluating Learning and Instruction whereas in the informal formative assessment, the student failed each section of the assessment, therefore the student declined showing no proficiency. D1. Whole Class – I would praise the class by letting them know I am impressed with how they have improved in all sections between the pre-assessment and informal formative assessment. However, there are a couple of students that need extra assistance, and that I fine. Student who demonstrated growth – I would praise the student on the amazing growth I have seen in their assessment regarding the Key/Signal Section and the Problem section of both assessments, I would also inform the student there is one area we will need to work on, which is the Solution section. Student who did not demonstrate growth – I would sit one-on-one with the student and discuss each section of the assessment. I would review the question with the student to see if they understood what the question was asking, then come up with a solution on how the student could perform better on the next assessment. I will also ask the student if they have any input on what would best help them improve their scores in the future or if there is anything I could help with when instructing. Summative Assessment E1. The charts provided for all three assessments show that the students grew proficiently from 75% in the pre-assessment, to 85% at the informal formative assessment, to 90% in the summative assessment being the final score about the Key/Signal word section. This shows that the students understood this area. E2. The section that still raises concern to me is the Problem section. The pre-assessment showed a score of overall 30%, the informal formative assessment showed a score of overall 75%, and the summative assessment showed a score of overall 65%. This shows me that the students struggled up and down in this section and may need to review the criteria. E3. The two possible causes of non-proficiency for students are that time ran out to instruct on the problem areas the students were struggling with, this seemed to be evident in the assessment sections for several of the students. Another possible cause is that students may have become disengaged in the less, some may have understood section 1 of the lesson more than they did sections 2 and 3 of the lesson, so they could have lost interest in learning after section 1. F. Whole Class – In the pre-assessment the class overall scored 75% and in the summative assessment, the overall score of the students was 90%. Student who demonstrated growth – Student 1 demonstrated growth, in the pre-assessment it shows the student's overall score of 60% and in the summative assessment it shows the overall score of 95%. Student who did not demonstrate growth – Student 20 did not demonstrate growth, in the pre- assessment, the student’s overall score was 30% and in the summative assessment, the student’s score was 20%. F1. Whole Class – I would praise the class and express how proud I am that they pushed themselves hard to understand the material and how well they did on their assessments.

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

Evaluating Learning and Instruction Student who demonstrated growth – I would have a one-on-one meeting and praise them for the effort put forth, show them the scores they received, we would discuss any areas that needed extra attention, and find a way to meet the goal they are struggling with. Student who did not demonstrate growth – I would have a one-on-one meeting with the students and praise them for their effort and their hard work. I would speak with them about coming up with a study plan to increase their scores for future assessments. I would also explain that I understand it can be challenging sometimes and that it's okay to ask for help when needed if they do not understand the material. G. The two components that I would choose for my analyses are the disengagement from the lesson and guided practice to not run out of time from part E. Presentation Procedures for New Information and/or Modeling : I would like to do a whole class discussion to see what the students already know regarding the topic, questions, and answers. I could then demonstrate some example answers to help them see what I will be looking for in their responses. Guided Practice : I would pair the students together and give them some sample questions to work on together to see if they understand the information presented to them before giving them the assessment, this in return could help them improve their results and give an insight to the assessment they will receive. G1. I believe that by allowing the students to practice more and access their prior knowledge about the information, they will have a better understanding of the material and a chance at improving their scores. It allows them extra time to brush up on the material and could make them feel like the teacher supports them to strive for success.