Analysis of Student Learning

1. Use this chart to document key formative assessments used.

Formative
Assessment
(Name the type
of assessment
used, e.g., one
minute essay.)
Novel Role #1
(Discussion
Director)

Standard
and/or UbD
Alignment

9-10.RL.2.2
9-10.RL.2.3
9-10.RL.3.1
9-10.RL.3.2

10

90%

87-100%

Novel Role #2
(Connector)

9-10.RL.2.4
9-10.RL.2.2
9-10.RL.2.3
9-10.RL.3.1
9-10.RL.3.2

10

90%

86-100%

Novel Role #3
(Art Director)

9-10.RL.2.4
9-10.W.4
9-10.W.5
9-10.RL.4.2

10

100%

95-100%

Novel Packet

9-10.W.4
9-10.RL.2.2
9-10.RL.2.1
9-10.RL.2.3
9-10.RL.3.1
9-10.RL.3.2

10

90%

89-96%

Jupiter Forum

9-10.W.4
9-10.W.3.1

10

100%

100%

9-10.RV.1
9-10.RV.2.1
9-10.RV.2.2
9-10.RV.2.4

10

100%

100%

9-10.RV.1
9-10.RV.2.1
9-10.RV.2.3
9-10.RV.2.4

10

100%

Wordly Wise:
Section 9A

Section 9C

Number of
Students
Completing
assessment

What
percentage of
the students
reached
mastery?

Grade
range

Section 9E

9-10.RV.1
9-10.RV.2.3
9-10.RV.2.4
9-10.RV.3.1
9-10.RV.3.2

10

80%

63-92%

Section 10A

9-10.RV.1
9-10.RV.2.1
9-10.RV.2.2
9-10.RV.2.4

10

90%

100%

Section 10C

9-10.RV.1
9-10.RV.2.1
9-10.RV.2.3
9-10.RV.2.4

10

100%

92-100%

Section 10E

9-10.RV.1
9-10.RV.2.3
9-10.RV.2.4
9-10.RV.3.1
9-10.RV.3.2

10

80%

58-91%

2. Use this chart to document key summative assessments used.

Summative
Assessment

Standard
Alignment

Wordly Wise 9

9-10.RV.1
9-10.RV.2.1
9-10.RV.2.2
9-10.RV.2.3
9-10.RV.2.4
9-10.RV.3.1
9-10.RV.3.2

LESSONS
LEARNED ESSAY
GRASPS ESSAY

9-10.W.4
9-10.W.3.3
9-10.W.3.2
9-10.W.4
9-10.W.5
9-10.RL.1
9-10.RL.2.2
9-10.RL.2.1
9-10.RL.2.3

Novel Unit Test

Number of
students
completing
assessment
10

What was the

percentage of
student mastery?
80%

10

100%

10

100%

10

90%

9-10.RL.3.1
9-10.RL.3.2
9-10.W.3.2
Wordly Wise 10

9-10.RV.1
9-10.RV.2.1
9-10.RV.2.2
9-10.RV.2.3
9-10.RV.2.4
9-10.RV.3.1
9-10.RV.3.2

10

20%

3. Whole Class:

PRE vs. POST

89

98

94

92

48
34

37

94

93

99
86

51

88
Pre Test
48

37

34

93

53

Post Test

36
24

4. Sub-Groups:

MALE (5) vs. FEMALE (5)

93.4

91.8

MALES
FEMALES
40.8

39.6

5. Individual Students:

2 Formative & 2 Summative

Student A
Student B

Assessment Commentary:
Student Data:
I have a fairly small class and the upside to this is that I have the ability to
differentiate instruction, especially on the formative assignments, to where students are
able to either have one-on-one instruction, or they are able to have their assignment
designed in a way that interests them individually. These two formative assessments were
designed to guide students through the reading process and connect their lives to the life
of the main character. Our novel packet was a guided reading, guided note-taking packet
that helped the students recognize emerging themes, character connections, new
vocabulary, and the lessons the characters learned. The Heaven Essay was a differentiated
assignment that made the reading relevant to the student. This was one of the students
favorite assignments because they were able to connect directly to the main character and
learn how the lessons he was learning, they could resonate with as well. All students
displayed evidence of mastery on this assignment. Ten-percent of their grade went

towards grammar and spelling, while the rest was graded on the content, analysis, and
presentation of ideas.
The summative test was broken up into two separate sections. Their first
summative test was an essay, followed by a traditional question test. Both of these were
graded separately, and then averaged together for their final test score. I feel it is more
important for students to connect to what they are reading and be able to analyze it in a
way that expresses they understand the deeper meaning of the novel, rather than what
character did what. This is why the essay was worth twice as much as the test. These
results showed me that these students were truly learning and identifying the deeper
meaning and messages of the novel, rather than just the surface information. While
reading through their essays, each student found a way to connect to our main character
on a personal level, showing me that they truly understand the deeper meaning of the
novel and were provoked to practice higher-order thinking.
In regards to the overall sub-group data, I was very surprised that the men
performed higher than the women. Now this could be due to multiple factors but
throughout the unit, I felt that the men were more attentive and could connect to the
character more, not only because he was a male, but because their instruction was also
coming from a males perspective. I felt that my instruction was more geared towards the
men due to my teaching style. I am a very hands on, interactive teacher and the men in
my class relate really well to that. There were a few times where the females had a
Whats going on? moments because I would spin the lesson in a way that is more
towards this style, rather than sitting in their desks and writing, which these women
prefer. However, the group averages were so close to one another that it is hard to say. To

be completely honest, this could be that I graded the men easier than I did the women. I
do not know if I did this, but it could be part of the result.
Student A and Student B have always been high achieving students and due to the
fact that this is an honors class, they all tend to excel quite well. However, I made a
suggestion to our IEP coordinator that we make a change in her testing accommodations.
I worked with this student two days a week after school, improving her skills in deductive
reasoning, analytical skills, and reading comprehension practices. She used to receive
tests that had answers narrowed down for her, she received a study guide and extra time.
She still receives extra time but that is all. She did quite well on her summative
traditional test, which I was quite proud of. Student B still struggles with these skills on
her Wordly Wise Vocabulary tests, but we are continuing to do one-on-one after school
tutoring together to help change this. Student B is also the outcast of the class. She tends
to keep to herself, not interact as much in hands on learning experiences or collaboration
activities. This was a goal her and I set when we were also creating her writing goals. I
have seen improvement, but I am hoping to get her more involved in the social academic
aspect, in order for her to learn and develop multiple perspectives on a topic. Student A is
a Student Ambassador for Seton, but will tend to lack in academic focus around
basketball season, which this was right in the middle of. Luckily for me, both of these
students excelled excellently on the unit summative test, but did not excel on their
Wordly Wise 10 vocabulary test. From looking at the data collected form this test, this
was a struggle for everyone, not just these two students. Overall, these students unit grade
did display evidence of mastery. I averaged all of the assessments together for the unit
and Student A averaged a 92.3% while Student B averaged a 94.8%.

Formative Instruments:
I created these formative assessments with certain standards in mind. I have
spoken with numerous teachers form numerous schools and they have all
stressed to me that it is very hard to teach every standard, every yearits
impossible. As the teacher in my classroom, it is my responsibility to sort
through the standards and determine which are most important for that
individual class. What are their strengths, what are their weaknesses, and what
are their writing skills like. Once I completed this analysis of this class, I took
these standards and designed the novel packet, as well as the formative essay.
These two assessments gauged their close reading comprehension skills,
analytical skills, and gauged their writing ability. With the ECA coming in
May, these students need to have as much instruction and practice in these
areas as possible.
1. The assessment criteria used kept me consistent I the way I graded these
assessments. The formative assessments were designed for students to have
the ability to go whatever way they wanted to with them, while still achieving
the desired goal. In their essays, students talked about numerous different
aspects and areas of life and the novel, but by being graded on content,
comparison, synthesis and connection, I knew exactly what to look for in
order to remain consistent and fair in my grading. On other assignments, I
have been guilty of holding the men to higher expectations, resulting in being
graded more harshly. By using the assessment criteria, it prevented this flaw
and bias in my grading.

Summative Instruments:
1. I applied the same process in constructing the summative assessments that I
did while completing the formative, but I went one step further. After
analyzing the strengths and weaknesses of the class, I analyzed the formative
assessments and applied the standard connection from these assessments into
the summative. The summative assessment covers the standards of emphasis
throughout the unit. I analyzed what standards the students had mastered in
their formative as well as those they had not and made these weaknesses a
focal point on the summative assessment. These assessments were well
aligned with the standards at hand, involving reading comprehension,
deductive reasoning, interpretation, and writing.
2. On a traditional test, the grading was very straightforward. On the GRASPS
essay however, it was quite difficult. I assigned this task in order to push the
students and make them think deeper and harder about our topic at hand. They
were required to design every aspect of this paper in their own way, on their
own person as well as themselves. The first two days of working on this
assignment, I answered more questions than I can remember, but once I
explained their instruction again, step-by-step, the students had a ball thinking
outside the box and being challenged.