Assessment
Assessment of student's prior knowledge
In order to assess students' prior knowledge I administered two pre-tests, one to assess the students' knowledge of the life cycle of the butterfly and one to assess the students' ability to select and summarize a text. Additionally, I presented images of each stage of the butterfly life cycle and asked them to tell me what they noticed and what they predicted would happen between the four phases. This helped them find the language they needed to express what they already knew in regards to the concept of the butterfly life cycle. Because the majority of the class scored so well on the pre-assessment, I realized that my lesson planning needed to focus more on the details of each butterfly stage and facts the students found interesting and what questions they had regarding the subject. This also helped make the lessons more meaningful and engaging for the students.
Assessing whether students achieved the outcomes/objectives addressed in teaching
Upon review of the pre, mid, and post assessments, it appears that the majority of the class achieved the seven objectives outlined in the Curriculum Overview. Students were able to make at least one prediction about what occurs during all four phases of the butterfly life cycle after studying images of the egg, caterpillar, chrysalis, and butterfly. They wrote their predictions in their journal and after watching a video marked whether their prediction was correct with a +, incorrect with a -, or unanswered with a ? I reviewed their science journals after class to ensure everyone had met the objective. A couple students had not marked their predictions with a +, -, or ? In those instances, I asked them to review their predictions and indicate what they learned with the previously mentioned symbols from the video. Students were able to make at least one prediction about what occurs during the chrysalis and adult stages of the butterfly life cycle. Students were able to correctly draw and/or write the butterfly life cycle in their science journals. Students were able to work with a partner to compare the adult and caterpillar stages of the butterfly life cycle, using a Venn diagram. Students were able to compare at least one similarity and one difference of the adult and caterpillar stages of the butterfly life cycle within the Venn diagram. Students were able to research and write a paper on at least one aspect of the butterfly life cycle with a partner. Students were able to describe the life cycle of the butterfly in their research papers. All of the students met the objectives outlined in the Curriculum Overview.
What did this assessment show regarding students' learning?
The final research paper was the overall post-assessment that assessed both student learning in regards to their knowledge and understanding of the butterfly life cycle and their ability to summarize an appropriately leveled text. The assessment demonstrated the students' knowledge of the four phases of the butterfly life cycle. It also demonstrated their summarizing skills, as they were able to read a nonfiction text with a partner and outline the book, using their own words. The final research paper class average was 14.8/16 points, which is an impressive 92%. Considering the class average pre-assessments were approximately 75% and 87%, the class made decent learning gains. In order to assess the final research paper, I referred to a rubric that outlined expectations including punctuation, spelling, capitalization, content, length, and organization.
How are you reflecting on student learning gains from pre- to post-assessment?
It felt like I was expecting a lot of my students and I had to simplify my lesson planning as we went to make the learning more accessible and meaningful to the students. However, upon reviewing the post-assessments comparatively to the pre-assessments, it is apparent that the students' learning gains are evident. High expectations challenge the students, and as along as you can make them feel supported and encourage them they realize that your high demands as their teacher are also confidence in their ability to perform. I can take the information I have of their learning to assess where to go with them next (if it were my own classroom). Each student is unique and has a unique set of challenges and strengths. Taking this information and applying it to future teaching is what will help the students reach the next level of knowledge and skill. The majority of students, aside from four, have an excellent grasp on the butterfly life cycle and how to write a basic research paper. These students are ready for more advanced research writing, such as gathering information from more than one source (i.e. more than one book, a video, a podcast) to compile an organized, coherent paper. The four that are not ready to move-on, could possibly work in a small group with the teacher to review basic reading and writing skills, with a lot of comprehending practice in-between. The reflection piece of the assessing and the teaching is the most important part because it helps you realize what's working, what's not, and why.
Sharing of whole class and individual students' learning gains
In order to keep track, study, and display student assessment data, I am utilizing Grade Book Pro with the help of my mentor teacher. I keep a hard copy with me so that I can easily access it when needed (see below) to help me visualize how the class (and the individual student) did on the pre-, mid-, and post-assessments. My mentor teacher and I sit down regularly to discuss student assessments. I share the data with her and we discuss ways to improve and implement instruction so that the students are getting what they need from their learning experience.
Analysis of student learning
The students met the unit objectives as a class. The unit was divided into two parts with a writing component and a science component. Below, I will delve into my analysis of the student data for each.
The class goal for the writing portion of the unit was that the class average 80% by post-assessment. The class exceeded expectations by 2%. The average class writing scores declined for from the pre- to the formative assessments by 4%. However, the class average improved by 8% between the formative to the post-assessment, which in-turn increased learning gains by 4% from pre- to post assessment. The final writing assessment for the butterfly life cycle unit was the research paper in which the class average reached 92%. Because the formative assessment was the students’ rough draft of their research paper, it was hard to compare the pre-assessment against the post-assessment (which was a written test). In retrospect, it would have been more appropriate and effective to use an identical (or similar) test to the formative assessment and the final research project for the pre-test.
The goal for the science portion of the unit was for the class to attain an average 100% on the post-assessment. The discrepancy between writing and science expectations is a reflection of student performance on the writing and science pre-tests. The class average for the writing pre-test was 75%, while the class average for the science pre-test was 87%. Half of the class scored 75% on the science pre-test and half scored 100%. I decided to present the life cycle of the butterfly to the class in new and innovative ways to enable the students (who had a concept of the butterfly life cycle) to think more critically about life cycles in general. I also wanted the students to be able to visualize and act out (using body movements) what is actually happening during the different processes of the butterfly life cycle – to help them better understand and cognize the abstract concept of metamorphosis. My goal for the half of the class that scored 75% was to get them to 100% by the end of the unit, by working closely with those students who already seemed to have a good grasp on the four phases of the butterfly life cycle. The students nearly met the class goal by earning an average of 96%.
Individually, I believe, almost all of the students did remarkably well on the science portion of the unit. There was only one student who scored below 100% on the post-test. This student received a score of 50%. She is currently being tested for learning disabilities. Five other students in my class are being tested for learning disabilities as well. I believe this speaks volumes to my ability to differentiate my instruction so that all types of learners in my classroom were performing. However, I’m not sure what happened with the student who scored 50%. I gave her the option of drawing pictures and afterward, in conversation, she verbally expressed the butterfly life cycle accurately. On the test she switched the caterpillar stage with the stage of the chrysalis. It is possible that she got confused and made a mistake on the test. She may have test anxiety, which is something we should look out for in the future. I could help coach her on how to deal with test anxiety by having her practice taking timed-tests and giving her coping mechanisms and points of reference.
In regards to writing, individually the students did well. However, four students scored below the 80% mark on their final research paper. Two of these students are currently being tested for learning disabilities and their greatest challenged seemed to be focusing on the assignment at hand, long enough to get their work done in a reasonable time. In order to help them succeed, I am in the process of setting up plans with them as individuals to help them stay in their seats and get their work done. I have taped a reminder to their desks that states their goal is to stay in their seat and get their work done. Time will tell if this will work for one or both of them. Hopefully, I will find something that helps them concentrate. The other two students did not follow the rubric closely enough to score at where they are capable of scoring. They need help with remembering to listen carefully to directions and sticking on point. In order to help them succeed, I will address these keys to success with them and go over what they think will help them follow the rubric more carefully.
The data collected will be entered into Mrs. Meehan's grading system and recorded on the students’ academic records. The following day, I will share with the students how well they did on their test so we can take some time to celebrate their victories. I'm hoping that sharing their victories and giving them words of praise and encouragement will give them incentive and motivation to keep performing to the best of the their ability - in and out of the classroom. The students' scores will be sent home to the parents and caregivers at the end of the term. If the parents have any questions or concerns, I will be happy to set up a time to meet with them and go over possible next steps to promote their child's learning. All of the students seem to be on-track for the third grade with exception of a few, who are in the process of getting the additional support they need. I would like to sit down with my mentor teacher and create a summer packet for the students to work on during the break so they don't lose the information gained through the interim of the school year.
In order to assess students' prior knowledge I administered two pre-tests, one to assess the students' knowledge of the life cycle of the butterfly and one to assess the students' ability to select and summarize a text. Additionally, I presented images of each stage of the butterfly life cycle and asked them to tell me what they noticed and what they predicted would happen between the four phases. This helped them find the language they needed to express what they already knew in regards to the concept of the butterfly life cycle. Because the majority of the class scored so well on the pre-assessment, I realized that my lesson planning needed to focus more on the details of each butterfly stage and facts the students found interesting and what questions they had regarding the subject. This also helped make the lessons more meaningful and engaging for the students.
Assessing whether students achieved the outcomes/objectives addressed in teaching
Upon review of the pre, mid, and post assessments, it appears that the majority of the class achieved the seven objectives outlined in the Curriculum Overview. Students were able to make at least one prediction about what occurs during all four phases of the butterfly life cycle after studying images of the egg, caterpillar, chrysalis, and butterfly. They wrote their predictions in their journal and after watching a video marked whether their prediction was correct with a +, incorrect with a -, or unanswered with a ? I reviewed their science journals after class to ensure everyone had met the objective. A couple students had not marked their predictions with a +, -, or ? In those instances, I asked them to review their predictions and indicate what they learned with the previously mentioned symbols from the video. Students were able to make at least one prediction about what occurs during the chrysalis and adult stages of the butterfly life cycle. Students were able to correctly draw and/or write the butterfly life cycle in their science journals. Students were able to work with a partner to compare the adult and caterpillar stages of the butterfly life cycle, using a Venn diagram. Students were able to compare at least one similarity and one difference of the adult and caterpillar stages of the butterfly life cycle within the Venn diagram. Students were able to research and write a paper on at least one aspect of the butterfly life cycle with a partner. Students were able to describe the life cycle of the butterfly in their research papers. All of the students met the objectives outlined in the Curriculum Overview.
What did this assessment show regarding students' learning?
The final research paper was the overall post-assessment that assessed both student learning in regards to their knowledge and understanding of the butterfly life cycle and their ability to summarize an appropriately leveled text. The assessment demonstrated the students' knowledge of the four phases of the butterfly life cycle. It also demonstrated their summarizing skills, as they were able to read a nonfiction text with a partner and outline the book, using their own words. The final research paper class average was 14.8/16 points, which is an impressive 92%. Considering the class average pre-assessments were approximately 75% and 87%, the class made decent learning gains. In order to assess the final research paper, I referred to a rubric that outlined expectations including punctuation, spelling, capitalization, content, length, and organization.
How are you reflecting on student learning gains from pre- to post-assessment?
It felt like I was expecting a lot of my students and I had to simplify my lesson planning as we went to make the learning more accessible and meaningful to the students. However, upon reviewing the post-assessments comparatively to the pre-assessments, it is apparent that the students' learning gains are evident. High expectations challenge the students, and as along as you can make them feel supported and encourage them they realize that your high demands as their teacher are also confidence in their ability to perform. I can take the information I have of their learning to assess where to go with them next (if it were my own classroom). Each student is unique and has a unique set of challenges and strengths. Taking this information and applying it to future teaching is what will help the students reach the next level of knowledge and skill. The majority of students, aside from four, have an excellent grasp on the butterfly life cycle and how to write a basic research paper. These students are ready for more advanced research writing, such as gathering information from more than one source (i.e. more than one book, a video, a podcast) to compile an organized, coherent paper. The four that are not ready to move-on, could possibly work in a small group with the teacher to review basic reading and writing skills, with a lot of comprehending practice in-between. The reflection piece of the assessing and the teaching is the most important part because it helps you realize what's working, what's not, and why.
Sharing of whole class and individual students' learning gains
In order to keep track, study, and display student assessment data, I am utilizing Grade Book Pro with the help of my mentor teacher. I keep a hard copy with me so that I can easily access it when needed (see below) to help me visualize how the class (and the individual student) did on the pre-, mid-, and post-assessments. My mentor teacher and I sit down regularly to discuss student assessments. I share the data with her and we discuss ways to improve and implement instruction so that the students are getting what they need from their learning experience.
Analysis of student learning
The students met the unit objectives as a class. The unit was divided into two parts with a writing component and a science component. Below, I will delve into my analysis of the student data for each.
The class goal for the writing portion of the unit was that the class average 80% by post-assessment. The class exceeded expectations by 2%. The average class writing scores declined for from the pre- to the formative assessments by 4%. However, the class average improved by 8% between the formative to the post-assessment, which in-turn increased learning gains by 4% from pre- to post assessment. The final writing assessment for the butterfly life cycle unit was the research paper in which the class average reached 92%. Because the formative assessment was the students’ rough draft of their research paper, it was hard to compare the pre-assessment against the post-assessment (which was a written test). In retrospect, it would have been more appropriate and effective to use an identical (or similar) test to the formative assessment and the final research project for the pre-test.
The goal for the science portion of the unit was for the class to attain an average 100% on the post-assessment. The discrepancy between writing and science expectations is a reflection of student performance on the writing and science pre-tests. The class average for the writing pre-test was 75%, while the class average for the science pre-test was 87%. Half of the class scored 75% on the science pre-test and half scored 100%. I decided to present the life cycle of the butterfly to the class in new and innovative ways to enable the students (who had a concept of the butterfly life cycle) to think more critically about life cycles in general. I also wanted the students to be able to visualize and act out (using body movements) what is actually happening during the different processes of the butterfly life cycle – to help them better understand and cognize the abstract concept of metamorphosis. My goal for the half of the class that scored 75% was to get them to 100% by the end of the unit, by working closely with those students who already seemed to have a good grasp on the four phases of the butterfly life cycle. The students nearly met the class goal by earning an average of 96%.
Individually, I believe, almost all of the students did remarkably well on the science portion of the unit. There was only one student who scored below 100% on the post-test. This student received a score of 50%. She is currently being tested for learning disabilities. Five other students in my class are being tested for learning disabilities as well. I believe this speaks volumes to my ability to differentiate my instruction so that all types of learners in my classroom were performing. However, I’m not sure what happened with the student who scored 50%. I gave her the option of drawing pictures and afterward, in conversation, she verbally expressed the butterfly life cycle accurately. On the test she switched the caterpillar stage with the stage of the chrysalis. It is possible that she got confused and made a mistake on the test. She may have test anxiety, which is something we should look out for in the future. I could help coach her on how to deal with test anxiety by having her practice taking timed-tests and giving her coping mechanisms and points of reference.
In regards to writing, individually the students did well. However, four students scored below the 80% mark on their final research paper. Two of these students are currently being tested for learning disabilities and their greatest challenged seemed to be focusing on the assignment at hand, long enough to get their work done in a reasonable time. In order to help them succeed, I am in the process of setting up plans with them as individuals to help them stay in their seats and get their work done. I have taped a reminder to their desks that states their goal is to stay in their seat and get their work done. Time will tell if this will work for one or both of them. Hopefully, I will find something that helps them concentrate. The other two students did not follow the rubric closely enough to score at where they are capable of scoring. They need help with remembering to listen carefully to directions and sticking on point. In order to help them succeed, I will address these keys to success with them and go over what they think will help them follow the rubric more carefully.
The data collected will be entered into Mrs. Meehan's grading system and recorded on the students’ academic records. The following day, I will share with the students how well they did on their test so we can take some time to celebrate their victories. I'm hoping that sharing their victories and giving them words of praise and encouragement will give them incentive and motivation to keep performing to the best of the their ability - in and out of the classroom. The students' scores will be sent home to the parents and caregivers at the end of the term. If the parents have any questions or concerns, I will be happy to set up a time to meet with them and go over possible next steps to promote their child's learning. All of the students seem to be on-track for the third grade with exception of a few, who are in the process of getting the additional support they need. I would like to sit down with my mentor teacher and create a summer packet for the students to work on during the break so they don't lose the information gained through the interim of the school year.