The content objective related to this assessment was followed.1.edited
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Information Systems
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Nov 24, 2024
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Reflection on Data Analysis
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2
Discussion on Data
The content objective related to this assessment was followed: “The students will be able
to read the dates in Spanish registering a minimum of 80% in terms of accuracy.” Based on an
examination of the whole-class summative assessment data about their capacity for reading
dates, 60% of the students met the content target by achieving 80% accuracy or above on the
assessment, with eight individuals constituting 40% of the students not completing the content
objective, with some scoring as low as 45%.
The complete class data revealed multiple learning trends about advantages and
potential for progress. One strength rests in the students' ability to process qualitative
information. In Items One, two, four, and Five, the class demonstrated above 70% accuracy on
items indicating their strength in selected Qualitative Reasoning. However, one weakness of all
students is their ability to process qualitative information, as demonstrated when the class
registered a 25% accuracy on item three and read the dates in Spanish. So, it is shown that the
students had strengths and weaknesses in their ability to process qualitative information. The
gifted students achieved 100% accuracy on items one, two, and three, while the struggling
readers and no special needs achieved 80% and 100% accuracy on items two and three,
respectively. It is also worth noting that 0% of the struggling readers and those with no special
needs got the date correct or sored item four, which required Qualitative Reasoning.
In summary, qualitative reasoning is an area of improvement for the entire class, as the
type registered an average of 64% accuracy on the six items that formed the test. Moreover, the
females tended to achieve higher accuracy on all items than the males with items one through
four; the females achieved 100%, 100%, 36%, 64%, and 82% accuracy, while the males
achieved 89%, 89%, 11%, 67%, 56%, on item one to five respectively. It is also worth noting
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that the performance of the struggling readers and those with no special needs were consistently
below the class average for all the items in the study, the worst being reading of the date where
they have 0%.
However, it is also essential to observe that the two struggling readers' responses
to items one to six in the test registered an average of 1.5 points, which could be rounded off to 2
points, which was the passing mark.
Feedback Provided
The feedback to the gifted student recognizes their excellence in reading and
comprehending Spanish as a demonstration of their firm grasp of the language. Therefore, the
input will be geared towards pushing the student further through challenging texts or
assignments to elevate the gifted student's skills and keep them engaged. On the other hand,
feedback shall acknowledge and celebrate the progress made by the two struggling readers in
certain aspects of the test, noting that though they did not meet the
pass mark, they were able to
score an average of 1.5 points out of 2 in the first six items in the test a demonstration of some
strengths, such as basic knowledge of Spanish words and sounds. It is based on this feedback that
the teacher shall anchor their strategies for improvement by providing extra support and
resources, such as additional practice activities or targeted interventions, to help the students
catch up with their peers.
Individual Student’s Support
For the gifted students, the teacher shall expose them to challenging activities meant to
build on their strengths in reading Spanish. For example, the teacher shall consider giving the
student more complex reading passages in Spanish, requiring them to recognize and read critical
dates and events. Further, the teacher shall encourage them to read the quotes aloud in Spanish to
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improve their fluency. For the struggling readers, the teacher shall be present to offer additional
support, which will include giving them a Spanish-English dictionary to help them learn new
words and master pronunciation, in addition to providing visuals and manipulatives to aid
comprehension and offering them consistent opportunities for them to practice reading in
Spanish, preferably loudly. In addition, the teacher shall assist the student individually but
preferably in small groups to address specific areas of struggle, such as decoding and
pronunciation.
Steps for Instruction to Impact Student Learning:
The following are the steps that will be applied. The first and most crucial step shall be to
address foundational reading skills such as phonics, decoding, and word recognition to improve
their overall ability to read fluently and accurately, a situation that ultimately supports their
reading comprehension. The next step shall be to Provide additional support for the two
struggling readers through one-on-one tutoring or small group instruction. Such an arrangement
shall allow the teacher to provide personalized support and education focused on their needs.
Still, in this step, the next step, the teacher shall seek to make learning more engaging by using
visual aids and hands-on activities such as flashcards, creating interactive calendars, and role-
playing exercises, all of which will be instrumental in helping the three students improve their
understanding and retention of Spanish dates. As they advance, the teacher shall support the
struggling readers in reading the paragraph in Spanish by breaking it down into smaller chunks,
providing vocabulary support, and giving students sentence starters or scaffolding questions to
guide their reading. Next, the teacher shall continue employing various instructional strategies
and materials, adjusting the pace and level of instruction, and providing choices in assignments
and activities. Further, the teacher shall continually monitor the progress of all students and
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provide regular feedback on their reading skills. In this, the teacher shall intentionally give
specific, individualized feedback but package it to motivate and inspire struggling readers to see
their progress.
How These Next Steps Follow from the Analysis of Student Learning
The results demonstrate that the gifted student has a more robust understanding and grasp
of the language than the two struggling readers. This may be due to several factors, such as their
natural abilities and previous exposure to the Spanish language. At the same time, the two
struggling readers did not meet the expected minimum of 80% accuracy, indicating that they still
have room for improvement in their Spanish reading skills. As discussed, the first and most
crucial step is to help the two struggling readers improve their understanding and recognition of
Spanish dates. This shall be done through additional practice and individualized support focusing
on reading and interpreting dates in Spanish. This step aligns with the principles of mastery
learning, which suggest that students should have the opportunity to master a concept before
moving on to more complex tasks (
Betts et al., 2021). Focusing on small steps that struggling
readers can make will ensure they build a solid linguistic foundation before moving on to more
complex language tasks. It has also been mentioned that the teacher shall employ individualized
support and tutorage. This aligns well with the principle of scaffolding. The students receive
appropriate support and guidance to help them achieve their learning goals (
Taber, 2018). This
kind of support shall be instrumental in helping struggling readers develop their reading skills at
a pace that fits their individual needs and in pushing the gifted students beyond their comfort
zone. In summary, therefore, the steps are supported by mastery learning and scaffolding
principles, which are foundational in building a remarkable learning experience. By addressing
the specific needs of the struggling readers and providing appropriate support and instruction by
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positively packaging feedback, the teacher can motivate and inspire the students and the two
struggling students to improve their Spanish reading skills and ultimately achieve success in the
language.
References
Betts, A., Thai, K. P., & Gunderia, S. (2021, July). Personalized Mastery Learning Ecosystems:
Using Bloom’s Four Objects of Change to Drive Learning in Adaptive Instructional
Systems. In
International Conference on Human-Computer Interaction
(pp. 29–52).
Cham: Springer International Publishing.
Taber, K. S. (2018). Scaffolding learning: Principles for effective teaching and the design of
classroom resources.
Effective teaching and learning: Perspectives, strategies and
implementation
, pp. 1-43.
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