Documentos de Académico
Documentos de Profesional
Documentos de Cultura
IV:
Analysis
of
Student
Learning
According
to
the
Habitat
pre
and
post-assessment,
I
can
acknowledge
that
many
students
did
improve
their
understanding
regarding
habitats
and
living
things.
As
I
assessed
the
pre-test,
52%
of
students
came
in
with
at
least
80%
knowledge
of
habitats
and
living
things,
according
to
their
pre-test.
In
regards
to
the
post-test,
90%
of
students
left
with
at
least
90%
knowledge
of
habitats
and
living
things.
Figure
1
represents
students
results
regarding
the
habitat
pre
and
post-test.
Students
are
able
to
receive
up
to
12
points,
or
100%
on
both
tests.
According
to
the
graph,
the
total
out
of
10
points
is
recorded
on
the
x-axis
and
the
students
number
is
recorded
on
the
y-axis.
12
10
8
Pre-Test
Series 2
4
2
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Figure 1
Student
6
is
an
advanced
student
in
our
class.
She
is
not
considered
GATE,
and
has
not
been
tested,
but
overall
she
exceeds
in
her
schoolwork.
She
entered
this
habitat/living
things
unit
with
a
great
amount
of
knowledge.
She
received
a
9
out
of
10
on
the
pre-test.
The
only
question
that
she
missed
was
in
regards
to
what
a
habitat
actually
is.
She
answered
that
a
habitat
is,
shelter
and
space,
the
answer
was
all
of
the
above
meaning
a
habitat
is,
shelter,
space,
air,
water,
and
food.
On
the
post-test
she
did
receive
100%
by
answering
10
out
of
10
questions
correctly.
Student
14
is
an
English
Language
Learner
(ELL)
student
in
our
class.
He
tries
his
best
academically,
but
is
in
our
lower
student-groups
in
both
reading
and
math.
(These
math/reading
groups
are
based
on
assessments
given
throughout
the
school
year)
He
is
pulled
out
for
Imagine
Learning
2-3
times
a
week
for
a
half
hour.
On
the
pre-test
he
answered
5
out
of
10
questions
correctly.
He
did
not
understand
what
living
things
need,
what
does
a
habitat
mean,
what
it
means
to
adapt,
as
well
as
what
it
means
to
migrate.
He
also
did
not
know
what
animals
use
to
help
them
fight,
hide,
or
get
out
of
danger.
According
to
the
post-test,
he
answered
9
out
of
10
questions
correctly.
He
improved
by
40%.
The
question
he
did
not
answer
correctly
was,
what
does
it
mean
to
adapt.
He
did
answer
this
question
incorrectly
on
the
pre-test
as
well.
Student
16
has
a
Speech
IEP
and
is
in
our
lowest
reading
and
math
groups.
(These
math/reading
groups
are
based
on
assessments
given
throughout
the
school
year)
She
has
not
reached
2nd
grade
reading
level,
which
is
a
level
24.
She
is
on
a
reading
level
of
14.
This
student
does
receive
leveled
literacy
interventions
4
days
a
week
for
a
half
hour.
Also,
she
is
pulled
for
Speech
once
a
week
for
a
half
hour.
According
to
the
pre-test,
she
answered
7
out
of
10
questions
correctly.
She
did
not
answer
the
following
questions
correctly:
what
does
a
habitat
mean,
the
desert
is
home
to
which
animals,
and
what
do
animals
use
to
help
them
fight,
hide,
or
get
out
of
danger?
On
the
post-test
she
received
100%
by
answering
10
out
of
10
questions
correctly.
She
improved
by
30%
according
to
these
assessments.
Figure
1b
indicates
the
comparison
of
the
whole
class
average
compared
to
student
6,
14,
and
16.
The
blue
bar
represents
the
score
on
the
pre-test
and
the
red
bar
represents
the
score
on
the
post-test.
As
you
can
see,
student
6
and
16
exceeded
the
scores
of
the
class
average
in
regards
to
both
the
pre-test
and
post-test.
Student
14
received
a
lower
score
on
both
the
pre-
test
and
post-test
than
the
class
average.
12
10
8
6
Pre-test
Post-test
4
2
0
Class
Average
Student 6
Student 14
Student 16
Figure 1b
Whole
Class
Analysis
I
gave
the
students
a
pre
and
post-test
for
the
habitat
and
living
things
unit.
Both
assessments
were
the
exact
same
and
where
given
in
the
same
classroom
environment.
Figure
2
represents
the
pre-test.
The
green
indicates
questions
answered
correctly,
and
the
red
indicates
questions
answered
incorrectly.
The
highest
score
was
10
out
of
10,
student
7s
score.
The
lowest
score
was
student
8
who
received
2
out
of
10.
Question
5
was
answered
incorrectly
by
the
most
students,
16
students.
There
was
no
question
that
was
answered
correctly
by
every
student.
Question
Question
2
1
Question
3
Question
4
X
X
X
X
X
5
X
X
X
X
X
5
Habitat
and
Living
Things
Unit
Pre-test
results
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Total
missed
X
X
X
X
X
X
X
X
X
9
Incorrect:
Figure
2
Question
5
Question
6
Question
7
X
X
X
X
X
X
X
X
X
X
10
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
16
Correct:
X
X
2
Question
Question
8
9
Question
10
Score
out
of
10
X
X
2
X
X
X
3
X
X
X
X
X
X
6
X
X
X
X
X
X
X
X
8
9
9
7
8
8
9
10
2
7
8
6
7
8
5
6
7
8
0
9
8
3
Figure
3
indicates
the
results
from
the
post-test.
The
results
of
the
post-test
specify
that
all
students
improved
on
their
post-test;
no
students
lowered
their
score
from
the
pre-test.
All
21
students
answered
questions
3,
7,
and
8
correctly.
One
or
two
students
missed
questions
1,2,4,5,6,9,
and
10.
Out
of
21
students,
17
students
received
100%.
One
student
received
the
lowest
score
of
50%.
One
student
received
70%
and
two
students
received
90%.
Question
Question
2
1
Question
3
Question
4
Question
5
Question
6
X
1
X
X
2
X
1
Correct:
Habitat
and
Living
Things
Unit
Post-
test
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Total
missed:
X
1
Incorrect:
Figure
3
X
1
Question
7
Question
8
Question
Question
9
10
Score
out
of
10
X
X
2
X
X
2
10
10
10
10
10
10
10
5
10
10
10
10
10
9
10
10
10
10
10
9
7
Sub-Group
Analysis
Gender
Scores
Figure
4
and
5
indicate
the
difference
between
what
the
girls
and
boys
scored
on
the
pre-test.
The
amount
of
students
who
received
the
score
is
indicated
on
the
x-axis
and
the
scores
are
indicated
on
the
y-axis.
One
boy
did
receive
100%
on
the
pre-test.
The
lowest
score
on
the
pre-
test
for
the
boys
was
2
out
of
10,
or
20%.
Most
girls
received
8
or
7
out
of
10
on
the
pre-test.
The
lowest
score
for
the
girls
was
a
0
out
of
10.
Figure
4
Figure 5
Figure
6
and
7
indicate
the
boys
and
girls
post-test
results.
The
x-axis
indicates
the
amount
of
students
who
received
a
score
and
the
y-axis
indicates
the
score.
Both
boys
and
girls
improved
the
test
results
since
the
post-test.
Out
of
9
boys,
7
boys
received
100%.
The
lowest
boy
score
was
5
out
of
10
on
the
post-test.
Out
of
13
girls,
11
received
100%
on
the
post-test.
The
lowest
score
for
the
girls
was
7
out
of
10.
2
0
1
out
of
2
out
of
3
out
of
4
out
of
5
out
of
6
out
of
7
out
of
8
out
of
9
out
of
10
out
of
10
10
10
10
10
10
10
10
10
10
Figure
6
Figure
8
represents
the
breakdown
of
ELL
students
scores
compared
to
the
class
average
scores.
The
class
average
pre-test
score
was
6.8
out
of
10
questions
answered
correctly.
The
class
average
post-test
score
was
9.5
out
of
10
questions
answered
correctly.
Student
14
had
the
lowest
pre-test
score
of
all
the
ELL
students.
Student
10
did
have
a
higher
post-test
score
than
the
class
average;
he
received
100%.
Student
14
and
20
received
a
lower
post-test
score
than
the
class
average.
12
10
8
6
Pre-test
Post-test
2
0
Class
Average
ELL Student 10
ELL Student 14
ELL Student 20
Figure 8
Figure
9
represents
a
comparison
of
the
class
average
scores
and
the
advanced
student
in
our
class.
The
advanced
student
did
receive
a
higher
score
in
both
the
pre-test
and
post-test
in
comparison
with
the
class
average.
He
did
receive
7
out
of
10
on
the
pre-test
and
10
out
of
10
on
the
post-test.
12
10
8
6
4
2
0
Pre-test
Post-test
Advanced Student
Class Average
Figure 9
Figure
10
represents
the
comparison
of
students
with
speech
IEPs
and
the
class
average.
Student
1,4,16,
and
21
all
have
speech
IEPs.
As
you
can
see,
student
1,4,
and
16
received
both
higher
scores
on
the
pre
and
post-test
than
the
class
average.
Student
21
received
lower
scores
than
the
class
average.
She
received
a
3
out
of
10
on
the
pre-test,
and
a
7
out
of
10
on
the
post-
test.
12
10
8
6
4
2
0
Pre-test
Post-test
Class
Average
Student 1
Student 4
Student 16
Student 21
Figure 10
How
evidence
from
the
assessments
supports
or
contradicts
pre-assessment
findings
As
I
assessed
the
pre-test,
I
realized
many
students
did
not
have
an
understanding
in
regards
to
what
migration
includes.
Almost
all
students
who
answered
in
incorrectly
answered
that
migration
means
to
sleep
through
the
winter.
As
I
assessed
my
pre-test
I
knew
that
migration
was
a
concept
that
we
needed
to
focus
on
and
correct
any
misconceptions
students
had.
Also,
many
students
did
not
understand
what
it
means
to
adapt.
Those
who
answered
question
4
incorrectly
answered
that
adapt
means
to
stay
the
same.
Obviously
students
did
not
have
an
understanding
of
adaptation.
As
I
taught
this
lesson
I
made
sure
to
make
connections
to
students
and
their
lives.
We
discussed
different
ways
that
animals
adapt,
and
we
even
connected
it
to
migration
(which
was
a
concept
students
needed
exposure
to).
Overall,
on
the
post-test
only
two
students
missed
this
question.
Also,
many
students
did
not
know
what
a
habitat
includes.
They
did
not
understand
that
a
habitat
needs
air,
water,
food,
shelter,
and
space.
Throughout
the
unit
we
discussed
and
referred
to
what
a
habitat
needs
in
every
lesson,
so
the
students
would
get
multiple
exposures
to
this
concept.
On
the
post-test
only
one
student
missed
this
question.
As
I
was
assessing
students
understanding
through
formative
assessment,
I
was
able
to
see
students
progress
and
solidification
with
concepts.
Throughout
formative
assessment,
I
realized
how
important
it
was
to
make
connections
between
pre-taught
concepts
and
concepts
I
was
still
teaching.
By
doing
so,
it
helped
bridge
any
gaps.
Overall,
post-
assessment
results
seemed
accurate.
I
was
able
to
accurately
compare
students
progress
from
the
pre-test
to
the
post-test,
because
both
assessments
were
the
same.
All
students
test
scores
improved
on
the
post-test.
In
regards
to
the
questions
concerning
migration,
adaptation,
and
habitat,
overall
all
students
answered
these
questions
correctly
on
the
post-test
besides
one
or
two
students.
Their
overall
understanding
of
habitat
and
living
things
improved.
Discuss
the
assessment
instruments
to
determine
the
validity
of
questions
used
to
measure
learning.
The
pre
and
post
assessment
include
10
questions
regarding
animals
of
the
Tundra,
Desert,
Ocean,
and
Rainforest
habitats.
It
also
includes
questions
regarding
what
a
habitat
is,
what
living
things
need,
how
animals
survive,
and
how
they
adapt.
These
assessments
were
valid,
because
they
assessed
students
understanding
and
learning.
They
are
also
a
common
assessment
developed
by
the
district
and
used
in
second
grade
classrooms.
Lesson
1
included
the
pre-assessment
as
a
form
of
pre/formative
assessment.
We
also
created
a
needs
of
living
things
foldable
as
a
form
of
formative
assessment.
Students
were
able
to
show
their
knowledge
by
creating
a
foldable
that
indicated
the
needs
of
living
things,
and
why
they
are
needs.
This
form
of
assessment
is
valid
because
it
aligns
with
the
unit
plan
and
the
core
standards
that
students
need
to
achieve.
Lesson
2
included
a
form
of
formative
assessment.
The
formative
assessment
included
students
creating
a
rainforest
mural.
They
labeled
the
different
layers
of
the
rainforest
and
included
animals
that
would
live
in
each
layer
of
the
rainforest.
This
assessment
is
valid
because
it
aligns
with
the
lesson
and
objective,
as
well
as
the
pre
and
post-test.
Lesson
3
has
a
form
of
formative
assessment
that
includes
a
desert
animal
graphic
organizer.
Students
learned
about
different
desert
animals
and
their
characteristics.
Along
with
learning
about
these
animals
they
learned
about
the
desert
habitat
characteristics.
This
assessment
is
valid
because
it
aligns
with
core
standards
that
students
need
to
achieve.
Lesson
4
has
a
form
of
formative
assessment
that
includes
an
ocean
booklet
that
students
completed.
As
they
completed
the
ocean
booklet
they
were
able
to
learn
about
the
ocean
habitat
and
the
different
animals
and
plants
that
they
could
find
there.
This
assessment
is
valid
because
it
aligns
with
their
pre
and
post-test.
The
formative
assessment
for
lesson
5
included
an
arctic
tundra
animal
scene.
Students
read
a
story
about
the
arctic
tundra
habitat
and
animals
that
they
could
find
there.
Along
with
reading
about
the
animals,
they
read
about
their
characteristics.
As
they
read
the
story,
they
created
an
art
scene.
They
were
able
to
incorporate
arctic
tundra
animals
and
labeled
their
characteristics.
This
assessment
is
valid
because
it
aligns
with
the
core
standards
and
pre/post-test.
Lesson
6
has
a
formative
assessment
that
includes
a
wetland
habitat
graphic
organizer.
Students
watched
a
movie
regarding
the
wetland
habitat.
Then
they
created
a
graphic
organizer,
which
included
a
picture
of
the
wetland
habitat
and
a
description.
They
also
chose
2
animals
to
draw
and
described
these
animals
and
how
they
survive
in
the
wetland
habitat.
This
assessment
is
valid
because
it
is
aligned
with
the
lesson
and
objective.
The
formative
assessment
for
lesson
7
included
an
animal
adaptation
worksheet.
Students
learned
about
different
ways
that
animals
adapt,
which
included
migration.
They
read
about
these
adaptations
and
then
wrote
about
how
these
adaptations
have
helped
animals
to
survive.
This
assessment
is
valid
because
it
is
aligned
with
the
core
standards
that
students
need
to
achieve,
as
well
as
the
pre
and
post-test.
Analysis
of
Learning
on
Various
Assessments-Student
6
In
regards
to
lesson
1,
student
6
was
able
to
achieve
a
perfect
score
of
10
out
of
10.
She
was
able
to
list
the
5
needs
of
living
things.
She
also
correctly
described
why
each
of
these
was
a
need
and
drew
a
picture
along
with
her
description.
Overall,
this
shows
me
that
she
met
the
lesson
objective.
In
lesson
2,
student
6
also
received
a
score
of
10
out
of
10.
She
was
able
to
correctly
label
the
layers
of
the
rainforest.
She
also
included
the
different
animals
we
learned
about
in
each
rainforest
layer.
This
shows
me
that
she
met
the
lesson
objective.
In
lesson
3,
she
received
a
score
of
12
out
of
12.
She
correctly
described
two
characteristic
of
each
desert
animal
we
learned
about
and
how
they
are
able
to
live
in
the
desert.
Along
with
her
description,
she
included
a
picture
of
each
animal.
This
assessment
indicates
that
she
met
the
lesson
objective.
According
to
lesson
4,
she
received
a
perfect
score
of
12
out
of
12.
She
correctly
completed
her
ocean
booklet,
which
incorporated
ocean
animals
and
the
ocean
habitat.
This
shows
me
that
she
met
the
lesson
objective.
In
lesson
5,
she
received
a
9
out
of
10
on
her
assignment.
She
created
an
arctic
tundra
scene
with
the
correct
animals
and
she
did
label
their
characteristics.
She
missed
one
point,
because
it
is
hard
to
read
her
characteristics
that
she
wrote.
In
regards
to
lesson
6,
she
received
a
score
of
10
out
of
12.
She
had
correctly
chosen
two
animals
that
live
in
the
wetland
habitat
and
wrote
a
description
of
how
these
animals
survive
in
the
wetland
habitat.
She
did
draw
a
picture
of
the
wetland
habitat,
but
she
missed
points,
because
she
did
not
write
a
description
of
the
wetland
habitat.
Lastly,
according
to
lesson
7,
she
received
a
score
of
12
out
of
12.
She
correctly
wrote
about
animals
and
their
adaptations
that
help
them
survive
in
their
habitat.
Overall,
she
met
the
lesson
objective.
Analysis
of
Learning
on
Various
Assessments-
Student
14
According
to
lesson
1,
this
student
received
a
score
of
10
out
of
10.
He
correctly
labeled
the
needs
of
living
things,
as
well
as
describing
why
these
are
needs
and
drawing
pictures
of
them.
Overall,
this
shows
me
that
he
met
the
lesson
objective.
In
lesson
2,
student
14
received
a
score
of
10
out
of
10.
He
correctly
labeled
the
layers
of
the
rainforest,
as
well
as
including
different
animals
that
can
be
found
in
each
rainforest
layer.
Overall,
this
shows
me
that
student
14
met
the
lesson
objective.
Student
14
received
a
score
of
12
out
of
12
in
regards
to
lesson
3.
He
correctly
described
two
characteristics
for
each
desert
animal
he
read
about.
He
also
drew
pictures
of
each
desert
animal.
Overall,
this
shows
me
that
he
met
the
lesson
objective.
According
to
lesson
4,
student
14
received
a
score
of
12
out
of
12.
He
correctly
completed
his
ocean
booklet
as
he
learned
about
the
ocean
habitat
and
animals
found
there.
Overall,
this
shows
me
he
met
the
lesson
objective.
Student
14
was
absent
for
lesson
5.
In
regards
to
lesson
6,
student
14
received
a
score
of
10
out
of
12.
He
correctly
drew
a
picture
of
the
wetland
habitat,
as
well
as
drew
a
picture.
He
did
draw
two
wetland
animals,
but
he
only
described
the
characteristics
of
one
animal,
not
both.
Lastly,
student
14
received
a
score
of
11
out
of
12
on
his
lesson
7
assignment.
He
correctly
wrote
about
the
animals
and
their
adaptations,
but
he
missed
1
point,
because
he
forgot
to
write
the
name
of
one
animal.
Analysis
of
Learning
on
Various
Assessments-
Student
16
According
to
lesson
1,
student
16
received
a
score
of
10
out
of
10.
She
was
able
to
correctly
label
the
needs
of
living
things.
She
also
described
how
these
are
needs
of
living
things
and
drew
a
picture.
This
shows
me
that
she
met
the
lesson
objective.
In
lesson
2,
student
16
received
a
score
of
10
out
of
10.
She
correctly
labeled
the
layers
of
the
rainforest.
Also,
she
included
animals
that
would
be
found
in
each
of
these
layers.
This
shows
me
that
she
met
the
lesson
objective.
Student
16
was
absent
for
lesson
3.
In
regards
to
lesson
4,
student
16
received
a
score
of
12
out
of
12.
She
correctly
completed
her
ocean
booklet
by
learning
about
the
ocean
habitat
and
animals
found
there.
This
indicates
that
she
met
the
lesson
objective.
In
lesson
5,
student
16
received
a
score
of
8
out
of
12
on
her
arctic
tundra
scene.
She
included
the
correct
arctic
tundra
animals.
She
did
label
the
characteristics
of
the
arctic
tundra
animals,
but
on
two
animals,
she
did
not
go
into
depth
about
how
these
characteristics
help
the
animal.
According
to
lesson
6,
student
16
received
a
score
of
12
out
of
12.
She
correctly
drew
a
picture
of
the
wetland
habitat
and
described
it.
She
also
drew
two
wetland
animals
and
described
their
characteristics
that
help
them
live
in
the
wetland
habitat.
This
shows
me
that
she
met
the
lesson
objective.
Lastly,
in
lesson
7,
student
16
received
a
score
of
12
out
of
12.
She
correctly
wrote
about
different
animals
and
their
adaptations
that
help
them
to
live
in
their
habitat.
Overall,
this
shows
me
that
she
met
the
lesson
objective.