Ec 329 Tws 6 Revised Morgan Chambers

Morgan Chambers EC 329 TWS 6 Analysis of Student Learning Data on Whole Class The table below shows the
data I collected before, during, and after my Showcase Lesson. My objective for this lesson was, Students will be able to write and tell time using both digital and analog clocks with at least 80% accuracy. Students 1 High 2 Middle 3 Low 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Key Pre X student participated with correct answers During X student participated with correct answers Post X student participated with correct answers Pre X X XX X X X X X X X X XX X X X X XXXX X XX X X X X X X X X X-X X X XX XX-X During X X X X X X X X X X X X X X X X X X X X X Post
- student showed incorrect answer, but was able to fix it and show correct answer
- student needed help during worksheet, but afterwards were able to correctly finish by themselves -- student needed help during the worksheet and answered one or more incorrectly afterwards
To summarize, my data showed that the students had an understanding of the material and were able to successfully work through the standard and lesson objective. They were able to use the knowledge gained in the pre and during assessments to help them successfully complete their post assessment. Overall, all students were able to complete the lesson with at least 80% accuracy. The students who struggled with some questions during the pre and during assessments, were then able to correctly complete the post assessment, therefore they were able to fully complete the objective.
Results on Three Individual Students When I examined the data for my low-achieving student, the pre-assessment showed that the student has a basic understanding for showing time. There were a few times where the student had the answer incorrect, but they were minor things such as having the minute and hour hands switched around, or being off on the minute hand by five minutes. During the lesson, the student needed some help with some of the questions, but after working one on one with him, he was able to complete the worksheet with 100% accuracy. The post-assessment showed the student had a clear understanding of the assessment and was able to correctly complete it. This student had a good attitude and desire to learn throughout the lesson, even when he had to correct his answers he still had a desire to understand and worked until he got the correct answer. When I examined the data for my middle-level student, the pre-assessment showed that the student and a clear understanding for showing time. He was able to correctly show every answer to each question I asked. During the lesson, the student was able to correctly answer every question on the worksheet without any help. The post-assessment showed that the student had a
clear understanding of the assignment and was able to complete it correctly. This student had an eagerness to answer every question when asked and kept on task throughout the lesson. When I examined the data for my high-achieving student, the pre-assessment showed the student had a clear understanding of how to tell time and was able to successful show each answer when I asked. During the lesson, the student completed their worksheet without 100% accuracy without any help. He even helped his neighbors when they had questions on the worksheet and I was busy helping another student. The post-assessment showed that the student had a clear understanding of the assignment and was able to complete the assessment correctly. This student had a clear desire to learn and was fully engaged throughout the lesson. It is important to understand the learning of these particular students because they show the range of learning abilities in the classroom. By understanding how these types of students work, I will have a better understanding of how to approach and assess future lessons. Attached, you will find examples of these three students during assessments. The pre and post assessments were done through an observational checklist and that data is showed in the chart on the first page.
Key side 1
Key side 2
Student 1
Student 1
Student 2
Student 2
Student 3
Student 3

Ec 329 Tws 6 Revised Morgan Chambers

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Morgan Chambers EC 329 TWS 6 Analysis of Student Learning Data on Whole Class The table below shows the

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