Step Standard 6 - Analysis of Student Learning

STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.
Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient 8
(90%-100%)
Proficient
4 7
(80%-89%)
Partially Proficient
8 3
(70%-79%)
Minimally
Proficient 6
(69% and below)
Post-Test Analysis: Whole Class
Based on my analysis of the post-test data, I feel like this lesson went very well. All students were
excited for this lesson. We had fun with some of the words that rhymed, the students thought they
was funny. The students gained knowledge to better understand rhyming words.
Based on the whole class the post-test, I am very pleased with the overall percentage of my
students. The highly proficient students did very well and was able to grasp rhyming words just
by hearing them. When doing a worksheet these students were able to cut and glue the rhyming
words in the right places. The proficient group of students also did well on learning rhyming
words. This group did better when they could see a picture and hear the words. The partially
proficient students did understand what they were listening for in rhyming words, but just could
not do it consistently. This group did well during songs and singing words that rhymed. I feel like
this lesson was a success for the students in their future learning.
Post-Assessment Analysis: Subgroup Selection

This student has an IEP. This student receives speech services. This student has a hard time
getting his words out and is very hard to understand. I set goals for this student and will help them
meet these goals.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Pre-Test Post-Test
Highly Proficient
(90%-100%)
Proficient
1
(80%-89%)
1
(70%-79%)
Minimally
Proficient
(69% and below)
Post-Assessment Analysis: Subgroup
Based on my analysis of the post-test data, this student with a speech IEP I will take the extra time
to understand what he is saying. This student takes a little more time than others, but he is
understanding rhyming words better. He has worked hard to say each word. This child will say
the words and match them up as I point to them. I also will help him to get his words out while
playing with his peers.
Based on the post-test data of my IEP students, he has shown improvement. This student does very well
with one on one help. He does have a speech delay, but he does not shy away. He will keep talking even if
you do not understand him. This child could name and match up the rhyming the words on a worksheet.
For future teaching I would do the -At family lesson.
Post-Assessment Data: Remainder of Class

Pre-Test Post-Test
Highly Proficient 8
(90%-100%)
Proficient
4 7
(80%-89%)
8 3
(70%-79%)
Minimally
Proficient 6
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Based on the analyze data of the subgroup as compared to the remainder of the class there is not
much different. During large groups in circle I used a lot of visual aids. I would show a picture
say the name of the picture and then show another picture they rhyme it. For an example: I would
hold up a picture of a cat and the students would say cat than I would hold up a picture of a hat
and the students would say hat. Then I would ask if the sound alike. If they get it right, I then will
hang them up together. All students were engaged in the lesson and was willing to learn the
rhyming words.
To build upon this unit we will next work on identifying syllables. Upon completion of this
lesson, students will be able to:
 Define 'Syllable'
 Identify Syllables in Words
National/State Learning Standards
 LL.P.2.3 Identify Syllables in words

 LL.P.2.3.1 Clap to two syllable words

Step Standard 6 - Analysis of Student Learning

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How did the students perform on the pre-test and post-test?

How did the student with a speech IEP perform?

STEP Standard 6 - Analysis of Student Learning

Post-Assessment Analysis: Subgroup Selection

Number of Students Number of Students

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

 LL.P.2.3 Identify Syllables in words

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