D093-Task_2
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School
Ashworth College *
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Course
MA240
Subject
English
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by lanebarnes
Lane Barnes
D093: Task 2
January 12, 2023
A.
Preassessment Analysis:
An area of strength for the class is the Key/Signal Words section. This section had
an average score of 85%. The other two skills had lower average grades. The average score for problem skills is 42.5%, and the average score for solution skills is 31.25%. The Key/Signal Words is the strongest scoring section of the preassessment.
An area the students faced the most difficulties came from the Solution Skills section. Only three students scored proficiently in this section. The questions the most students got correct were the multiple-choice questions, throughout the assessment. The lowest scoring column was the constructive response questions with 15% of students answering correctly. This could show the students do not fully understand the concept being assessed. B.
Along with the anticipatory set, I would have a video to go through the vocabulary list/academic language for the English learning students. The video may assist the English learning students and would also assist in keeping the attention of the students with attention issues. With an increased understanding of the vocabulary list, the students would have a basic understanding of the incoming lesson. I would also review the preassessment to show help show the students a path to answer the questions and to help gives the students experience on the questions. C.
Formative Assessment 1 Analysis:
An area of strength the class is the Key/Signal Words section. This section had the highest proficiency percent of 85%. This has remained the same from the preassessment, but the number of students that are proficient increased by three students. An area of weakness the class faced was the Solution Skills. This section had the lowest proficiency percent of 55%, a 40% increase from the preassessment.
D.
Compare Preassessment + Formative Assessment 1
On average, the entire class improved from the preassessment to the formative. In the Key/Signal Words section, the student went from 75% proficient in the preassessment to 85% proficient in the formative assessment. In the Problem Skills section, the class increased proficiency from six students from the preassessment, to fifteen scoring proficiently on the formal assessment. In the Solution Skills section, the amount of the students who score proficiently on the preassessment is three. The proficient students increased to 11 proficient students. This is an increase in proficiency in the three sections, but the Solutions Skills section remains the lowest scoring section for students.
Majority of the students showed progress for is student 6. This student in the preassessment scored a 40% overall score. This was a result of scoring proficient in the Key/Signal Words and not proficient in Problem or Solution Skills. After the formal assessment, the student score proficient in Key/Signal Words and Problem Skills, but they did not score proficient in Solution Skills. A student who did not show progress is student 10. They scored not proficient in any section on the preassessment. The formal assessment bared the same results of all sections in not proficient. Class Feedback: The class mainly increased their scores from the preassessment to the formative assessment. I would address the overall gain in score, and I would acknowledge the commonly missed questions as well as any other student questions. For student’s struggling in sections, I will pull aside to review the information and clear any misunderstandings. Student 6 Feedback: Your hard work paid off! Your scores have improved in the Problem Skills section. You are doing great and have learned so much! Keep up the great work and study hard to improve your Solution score! Student 10 Feedback: Your scores did not improve any. You maintained a low score on the assessment. Are you doing, okay? What can I do to assist you? We will work
together to help boost your scores! We can do this!
E.
Summative Assessment:
A strength from the summative assessment would be the Key/Signal Words. The students had a proficiency percent of 90% proficient. The data shows that four students out of 20 missed questions, but only two of the four scored below proficient. An area of weakness during the summative assessment would be the Solution Skills. The students have improved in the section, however. Three students in the preassessment passed this section without missing a question. In the summative assessment, six students scored perfectly in the solutions section. Most of the missed questions in this section was the constructive response and the fill in the blanks. A possible cause of scoring nonproficiency could be a language barrier. The English language learners may not fully understand the some of the lesson’s vocabulary. There could have not had adequate scaffolding for the students to fully understand, causing the student to feel lost. Another possible cause is the teacher not fully reviewing
the material answering student’s questions. This can cause the students to not fully understand the content of the test if the students have unanswered questions.
F.
Comparing Pre-assessment to Summative:
The class as a whole class improved their scores. The Solutions section saw minor
improvements, but the problem section contained the most improvement as a class. The
students each obtained a 20%-55% improvement in overall scores. Student 15 demonstrated growth from the pre-assessment to the summative assessment. The student improved his overall score up 45%. The Key/Signal Words section remained at a 100%, but they improved the solution score 38% and the problem score up 75%. Student 8 did not demonstrate growth. They did score higher than the pre-
assessment, but the scores growth was among the lowest overall. They maintained a 100% in the Problem section, and they grew 50% in the Key/Signal Words and 38% in Solution skills. This growth is too low to be determined that they demonstrated understanding.
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G.
Recommended Adjustments:
In the Guided Practice section, I would have the students go into smaller groups, three to four students. This would offer more perspectives in an earlier time. I would have the groups shrink over the lesson, so this group would be three students. In the differentiated instruction, the English Learners accommodations would include a problem solution video with captions for the early English learners. The graphic organizer would
also be available online for the students. I would also have more visuals in the tests for the students. My adjustments would effectively support student learning by allowing better understanding. In the English learner’s adjustment, the access to the video with captions to help
associate the English words with the captions of their native language and provides visuals with both languages present. The Guided Practice adjustment would allow students to have access to
more perspectives than with only one partner. This could assist in effectively having students assisting others.3