Eced461 tws6 Rhodes

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Randi Rhodes
TWS 6 Analysis of Student Learning Unit
A. Whole Class
Pre-Assessment Table
Student
1
Middle
2
3
4
5
6
7
8
9
10
11
Low
12
13
14
15
16
17
18
19
20
21
High
22
23
24
Did they
stick to
topic?
Did they have

pictures/senten
ces
Did
pic./sent.
relate?
Is it
teaching all
about
_____?
Yes (how-to)
Yes
Yes
No
Yes
Yes (how-to)
Yes (how-to)
No
Yes
No
Yes
Yes
Yes (1)
Yes
Yes
No
Yes
No
Yes (1)
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Yes
No
No
No
No
Yes
No
No
No
No
Yes (1)
No
No
No
Yes (how-to)
No
Yes
Yes
Yes
Yes
No
Yes
No (1 pic)
Yes
Yes (1)
Yes
Yes
No
Yes
No
Yes
Yes
Yes
Yes
No
No
No
No
No
Yes
Yes
Yes
Yes (1)
Yes
No
No
No
Yes (1)
No (2 pic)
Yes
No
No
No
The majority of the class did not know how to complete an all-about
book correctly. Sixty-five percent of the class knew how to pick a topic and
write only about that topic and out of that sixty-five percent, four students
picked topics based on how they should write a how-to story, which was
their last unit of writing. Eighty percent of the students wrote sentences
and drew pictures for their books, which is expected because they have
been working on the writing process for several months. The number in
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parenthesis is the number of sentences they wrote throughout the whole

book, and if it has pic behind it that is the number of pictures they drew.
Seventy percent of the class could draw pictures to correspond with their
sentences. Again, this is something that the students have been working
on for the past several months, regardless of the specific unit of writing.
Only fifteen percent of the students taught me something through their
writing. This category judged whether they picked an appropriate topic
and if they told me facts about their topic in their book. I did not expect
many students to do well in this category because this is the main
concept that is being taught in the all-about book unit.
Post-Assessment Table
Student
Did they
stick to
topic?
Did they have

pictures/senten
ces
Did
pic./sent.
relate?
Is it
teaching all
about
_____?
1
Middle
Yes
Yes
Yes
Yes
Yes
Yes
Yes
3
4
5
6
7
8
9
10
11
Low
12
13
14
15
16
17
18
19
20
21
High
22
23
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes (Sent. not

developed)
Yes
Yes
Yes
No
Yes
No (2 pics.)
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Yes
No
Yes
Yes
Yes
Yes
Yes
No (3 pics.)
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
Yes
No
Yes
Yes
Yes
Yes
Yes
No
No
Yes
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
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Randi Rhodes
24
Yes
Yes
No
Yes
By the end of the unit, the students progressed in each category

except for having the pictures and sentences relate. In the preassessment, I feel as if I were a little more flexible because a lot of
students were writing how-to books instead of an all-about book. In that
case, the students did better relating the pictures to the sentences
because they were very familiar with the unit of writing. Once being
introduced to all-about books, I think the students lost focus in drawing
appropriate pictures. The students excelled in the main concept, which
was teaching all about a topic through their books. Eighty-three percent of
the students had appropriate sentences and pictures throughout their
book, and eighty-eighty percent of the students stuck to one topic in their
all-about book.
Graphic
Organizer
100
90
80
70
60
50
40
30
20
10
0
Pre-Assessment
Post-Assessment
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Randi Rhodes
The students improved by twenty-three percent on writing about one

topic in each book. They were all given one topic to write about, but the
students had to have the ability to keep their sentences on topic. Since
having sentences and pictures in a story is standard writing, the students
have practiced this skill for the past several months. Therefore, the
percentage only increased by three. As I described above, the percentage
decrease from pre-assessment to post-assessment for the skill of relating the
sentences and pictures.
B. Individuals
There is significance to understanding the results of the low, middle, and
high-leveled students that I have chosen. The three students represent the
rest of the classs differentiation in levels. If I can meet the needs of these
three students then I can meet the needs of most of my students, therefore, I
need to be able to understand their assessments and how to adjust and
accommodate.
a. Quantitative:
High - For the pre-assessment the high-leveled student showed three of
the four skills in her book, which is seventy-five percent correct. She drew
one out of the four pictures that she was supposed to draw because of the
time limit. She related her pictures and sentences to the topic of her choice.
Her book did not teach me about her topic because she based it around a
how-to, step-by-step, book. For the during assessment, she participated in
every discussion and answer most of the questions correctly. For the postassessment, she improved in every category and mostly on the main
concept of teaching someone about a topic. She scored 100%, getting the
four out of four categories of this writing unit correct in her all-about book.
Middle For the pre-assessment, the middle-leveled student scored the
same as the high-leveled student. He showed three out of the four skills that
were assessed and scored seventy-five percent correct. He stuck to the topic
that he decided to write about, but he wrote the book in a how-to writing
style. This student drew pictures for every sentence that he wrote and they
all related appropriately. He did not execute the main idea of this unit, which
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is telling all about one specific topic and teaching someone about it. For the
post-assessment, the middle-leveled student scored 100 percent. He showed
all of the skills that were taught throughout the unit.
Low For the pre-assessment, the low-leveled student showed one out of
the four skills, which is 25% correct. The only skill that she showed was
having at least one picture and one sentence. For the post-assessment, this
student showed three out of four skills that were assessed. Out of the 75%
that she got correct, she did not relate the pictures and the sentences
correctly. She participated about fifty percent of the time in the during
assessment.
b. Qualitative:
High This high-leveled student always holds a positive attitude toward
learning. She never turns in work that is messy or against my directions.
Around ninety five percent of the time she is participating in class discussion
and contributing to the learning process. During this writing unit, she stayed
on task the whole time and continued to work hard everyday. If she has a
question or needs help, she raises her hand for my assistance. When I do
instruct her to make changes or correct her, she is always curious to know
why and then takes into account what I say. She is also helpful to other
students. If I have a student that is struggling, I may put this high-leveled
student with them for assistance.
Middle This middle leveled student puts forth good effort for most of
his work. He has a hard time focusing during individual work time, but he will
eventually get his work completed. Many times, he will not raise his hand if
he has a question he will just do what he thinks he should do, which is often
incorrect. During the writing unit, he stayed on task for the most part and did
a great job drawing pictures that related to the sentences we came up with.
He does a great job participating in-group discussion and is willing to help
others if needed.
Low This low-leveled student participates in whole group discussions as
much as she can, but she cannot seem to work by herself because she wants
to rely on someone elses guidance. I was asked several times everyday
throughout the unit to assist her with what to do next. Her pictures were not
as accurate to the story as the rest of the students pictures. Once I would
help her with one concept of writing that she needed to complete, she did a
great job finishing out that task.
Low-Leveled Student Work
Pre-Assessment
Post-Assessment
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Middle-Leveled Student Work

Pre-Assessment
Post-Assessment
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High-Leveled Student Work

Pre-Assessment
Post-Assessment
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Randi Rhodes

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ECED 461

Did they have

parenthesis is the number of sentences they wrote throughout the whole

Did they have

Yes (Sent. not

By the end of the unit, the students progressed in each category

The students improved by twenty-three percent on writing about one

Middle-Leveled Student Work

High-Leveled Student Work

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