Compare the results of the pre-assessment(attached) to the results of the summative assessment(attached) such as, the class as a whole, a student who demonstrated growth, and a student who did not demonstrate growth. Task 2: Evaluating Learning and InstructionPre-Assessment: Student ResultsPrior to teaching the lesson to the class, the teacher created and administered a pre-assessment to students to evaluatestudents' proficiency in prerequisite skills (key/signal words) and the problem skills and solution skills to be taught duringthe lesson. The following table shows the student results from this assessment:Student12 (EL)34 (SD)5678 (EL)9101112 (SD)13 (SD)14151617 (EL)181920Correct perQuestion% Proficientper QuestionTypeKey/SignalWordsMC MC MCXXXX75%XXXXXXXXXX85% 90% 55%ProblemMC35%XXXXXXXXCRXX****XXXXXXXFITB MCXXXXXXXXXXXXXXXXX XXXX XXX60% 40% 25%X40% 25%35%SolutionMC CRXXXXXXAssessing Impact on Student Learning ScenarioXXXXXPAGE 6FITBXXXXXXXXXXXX XXXXXXXXXXXXXXX50% 55% 20% 25%XXX20% 25%OverallScore60%50%70%40%60%40%50%80%60%50%70%20%50%40%40%50%20%50%80%30%XW WESTERN GOVERNORS UNIVERSITY.WUMC = Multiple choiceCRFITB = Fill in the blankKey= Question answered correctly= Question answered incorrectly=Looking at each question, teachers can determine how many students are proficient on each individual question. Forexample, the first Key/Signal Words MC column, 17 out of 20 students answered it correctly, so 85% were proficient onquestion 1. The % Proficient are in the last row of the table above."Overall Score" Proficiency Scale: 0-49% = Not Proficient; 50-69% = Approaching Proficiency; 70-100% = ProficientConstructed response Summative Assessment: Student Proficiency.After giving and grading the summative assessment, the teacher analyzes the data by creating the same tables as was done for thepre-assessment. The first table lists each skill (i.e., key/signal words, problem, and solution) and how many students were proficient inthose skills based on item type. The second table lists the students by subset (i.e., all students, English learners, and students withdisabilities) and how many students were proficient in each skill. The final table created lists the student subsets and how manystudents from each subset were nonproficient, approaching proficiency, and proficient on the overall assessment.For example, in the Summative Assessment: Skill Proficiency by Item Type table below, the number and percent of students isdetermined using the Summative Assessment: Student Results table above. Proficiency is set at 70-100%. The Key/Signal Words, MCcolumns (first four on the above table), indicate that 18 out of 20 students answered t least 70% correctly. So, 18, or 90% of studentswere proficient when looking at all the MC questions.Summative Assessment: Skill Proficiency by Item Type# (%) StudentsItem TypeMultiple ChoiceConstructed ResponseFill in the BlankStudentsAll StudentsEL OnlySD Only# (%) StudentsProficient -Key/Signal Words18 (90%)N/AN/AStudentsAll StudentsEL OnlySD Only# (%) StudentsProficient -ProblemSummative Assessment: Skill Proficiency by Student Subset# (%) StudentsProficient-Key/Signal Words18 (90%)# (%) StudentsProficient -Problem# (%) StudentsProficient -Solution3 (100%)3 (100%)11 (55%)12 (60%)14 (70%)# (%) StudentsNot Proficient3 (15%)0 (0%)1 (33%)Proficient -Solution13 (65%)2 (67%)1 (33%)10 (50%)7 (35%)11 (55%)Summative Assessment: Overall Proficiency by Student Subset# (%) StudentsApproaching1 (5%)1 (33%)0 (0%)8 (40%)0 (0%)1 (33%)# (%) StudentsProficient16 (80%)2 (67%)2 (67%)

Answered: Compare the results of the…

Understanding Business

12th Edition

ISBN:9781259929434

Author:William Nickels

Publisher:William Nickels

Chapter1: Taking Risks And Making Profits Within The Dynamic Business Environment

Section: Chapter Questions

Problem 1CE

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Question

Compare the results of the pre-assessment(attached) to the results of the summative assessment(attached) such as, the class as a whole, a student who demonstrated growth, and a student who did not demonstrate growth.

Task 2: Evaluating Learning and Instruction
Pre-Assessment: Student Results
Prior to teaching the lesson to the class, the teacher created and administered a pre-assessment to students to evaluate
students' proficiency in prerequisite skills (key/signal words) and the problem skills and solution skills to be taught during
the lesson. The following table shows the student results from this assessment:
Student
1
2 (EL)
3
4 (SD)
5
6
7
8 (EL)
9
10
11
12 (SD)
13 (SD)
14
15
16
17 (EL)
18
19
20
Correct per
Question
% Proficient
per Question
Type
Key/Signal
Words
MC MC MC
X
X
X
X
75%
X
X
X
X
X
X
X
X
X
X
85% 90% 55%
Problem
MC
35%
X
X
X
X
X
X
X
X
CR
X
X
****
X
X
X
X
X
X
X
FITB MC
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X X
X
X
X X
X
X
60% 40% 25%
X
40% 25%
35%
Solution
MC CR
X
X
X
X
X
X
Assessing Impact on Student Learning Scenario
X
X
X
X
X
PAGE 6
FITB
X
X
X
X
X
X
X
X
X
X
X
X X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
50% 55% 20% 25%
X
X
X
20% 25%
Overall
Score
60%
50%
70%
40%
60%
40%
50%
80%
60%
50%
70%
20%
50%
40%
40%
50%
20%
50%
80%
30%
X
W WESTERN GOVERNORS UNIVERSITY.
WU
MC = Multiple choice
CR
FITB = Fill in the blank
Key
= Question answered correctly
= Question answered incorrectly
=
Looking at each question, teachers can determine how many students are proficient on each individual question. For
example, the first Key/Signal Words MC column, 17 out of 20 students answered it correctly, so 85% were proficient on
question 1. The % Proficient are in the last row of the table above.
"Overall Score" Proficiency Scale: 0-49% = Not Proficient; 50-69% = Approaching Proficiency; 70-100% = Proficient
Constructed response

Summative Assessment: Student Proficiency.
After giving and grading the summative assessment, the teacher analyzes the data by creating the same tables as was done for the
pre-assessment. The first table lists each skill (i.e., key/signal words, problem, and solution) and how many students were proficient in
those skills based on item type. The second table lists the students by subset (i.e., all students, English learners, and students with
disabilities) and how many students were proficient in each skill. The final table created lists the student subsets and how many
students from each subset were nonproficient, approaching proficiency, and proficient on the overall assessment.
For example, in the Summative Assessment: Skill Proficiency by Item Type table below, the number and percent of students is
determined using the Summative Assessment: Student Results table above. Proficiency is set at 70-100%. The Key/Signal Words, MC
columns (first four on the above table), indicate that 18 out of 20 students answered t least 70% correctly. So, 18, or 90% of students
were proficient when looking at all the MC questions.
Summative Assessment: Skill Proficiency by Item Type
# (%) Students
Item Type
Multiple Choice
Constructed Response
Fill in the Blank
Students
All Students
EL Only
SD Only
# (%) Students
Proficient -
Key/Signal Words
18 (90%)
N/A
N/A
Students
All Students
EL Only
SD Only
# (%) Students
Proficient -
Problem
Summative Assessment: Skill Proficiency by Student Subset
# (%) Students
Proficient-
Key/Signal Words
18 (90%)
# (%) Students
Proficient -
Problem
# (%) Students
Proficient -
Solution
3 (100%)
3 (100%)
11 (55%)
12 (60%)
14 (70%)
# (%) Students
Not Proficient
3 (15%)
0 (0%)
1 (33%)
Proficient -
Solution
13 (65%)
2 (67%)
1 (33%)
10 (50%)
7 (35%)
11 (55%)
Summative Assessment: Overall Proficiency by Student Subset
# (%) Students
Approaching
1 (5%)
1 (33%)
0 (0%)
8 (40%)
0 (0%)
1 (33%)
# (%) Students
Proficient
16 (80%)
2 (67%)
2 (67%)

Expert Solution

Step 1: Introduce Assessing the Impact of Instructional Methods

Assessing the impact of instructional methods on student learning is a fundamental component of effective teaching and educational evaluation. In this analysis, we delve into the results of a pre-assessment and a summative assessment to evaluate the progress and proficiency of a class as a whole, individual students who demonstrated growth, and those who did not exhibit significant improvement. These assessments are essential tools for educators to gauge the effectiveness of their teaching strategies and identify areas that require further attention and refinement. By examining the data from these assessments, we gain insights into how teaching interventions can lead to enhanced learning outcomes, benefiting a diverse group of students, including English learners and those with disabilities. This exploration underscores the importance of data-driven instruction and the continuous pursuit of academic excellence for all students.

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