Task 2 D093

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Western Governors University *

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D093

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Electrical Engineering

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Dec 6, 2023

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docx

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Task 2 D093 Evaluating Learning and Instruction Belinda Bonadies A1. After analyzing the results from the pre-assessment for the 20 students in the class, the area of strength is the key/signal words, multiple choice questions. 75% of the students scored proficient. 2. The problem is the solution area. Both the constructed response and fill in the blank questions have a low Percent that were correct. Constructed response questions only had a percentage of 15 correct and the fill in the blank questions only had 20%. B. Once section A has been analyzed, I would recommend an adjustment to the “Anticipatory Set” by including some examples of solution construction responses. This could be done by giving some questions to the class that have-to-have construction responses. Possibly another video that explains things a little more in depth. I would also add some type of activity that includes the strategy of I do, you do, we do. Repetitive activities, or work can be a tremendous help. Informal Formative Assessment C1. Once again, the area of strength is key/signal words. Out of the 20 students only 3 of them fall into the not proficient category. This showing the students have a strong understanding of key/signal words. 2. The problem area yet again is Solution. Out of the 20 students in the class 9 of them fall into the not proficient category. This showing that the students have a weak understanding of the solution skill. D1. The class as a group showed growth from the pre-assessment to the informal formative assessment. On the pre-assessment only 3 students were proficient, on the formative assessment that number increased to 8 proficient in all 3 categories. 8 students were proficient in at least 2 categories. 2. A student who demonstrated growth is student 2. On the pre-assessment student 2 was only proficient in one category, key/signal words. When the student took the formative assessment, she improved to proficient in all 3 categories. 3. A student who did not demonstrate growth is student 20/ Student 20 basically stayed the same from pre-assessment to the formative assessment. The student remained proficient in key/signal words, but not proficient in the other two categories.

4. The feedback that I would give would be based on the whole class performance. I would let them know that as a class they improved from the pre-assessment to the formative assessment. I would individually discuss each student score with them. I would ask the students for their feedback, using that information to see what I need to do to make the lesson better. There would be a whole class discussion to go over any questions the students might have, as well as reviewing the information. I would encourage all the students to do their best, ask for any questions they might have, and remind them there is never a stupid question. I would allow students to work together so they could discuss ways to improve their performance. As far as student 20 I would work one on one with the student do find out what areas are causing the issues and come up with a plan to help the student succeed. With student 2 I would show them the improvement they made, ask them what they did differently and let them know how proud I am of the hard work they put in. Summative assessment: E1. For the third time the area of strength is key/signal words. Using the table for summative assessment skill proficiency by student subset 90% of the students are proficient in Key/signal words. 2. The remaining problem area is still solution. The summative assessment skill proficiency by student subset shows that only 45% of the students are proficient in solutions. 3. Two possible causes of nonproficiency for students in certain areas could be lack of accommodations, or the student does not fully understand what has been taught. If the student has certain accommodations such as extra time, visual or hearing aids to help with reading the test, or even a seating arrangement and if these accommodations are not met it can cause issues with the assessments and what the student is learning. In the case of the student not knowing or understanding the material taught. The student could have missed some classes, not been paying attention, or something could be going on outside of school. That student could ask for help from the teacher or even their peers. It would be hard for the teacher to know what material the student is unsure of without assessments. F1. The class showed major improvement as a whole class. On the pre-assessment only 3 students scored proficient. On the summative assessment only 3 students did not score proficient. 2. A student that demonstrated growth would have to be student 17. On the pre-assessment the student made a 20%, when the student took the summative assessment, it went up to a 75%. 3. A student who did not really demonstrate growth would be student 12. This student made a 20% on the pre-assessment and a 45% on the summative assessment. 4. I would once again address the whole class. I would tell them how well they did and how proud of them I am. I would tell them their scores individually. I would explain to the students

with little improvement that I am there to help them. We can learn all the information to help them on the test together. I would tell the class to keep pushing themselves, so they can do even better next time. With having only 3 students score not proficient I would have the students work in pairs to review the information from the lesson. With student 12 I would have a one-on-one discussion to see what they felt went wrong. We would discuss a plan to use to help that student reach the goal of proficient with the lesson. Student 17 had an extremely large growth from 20% to 75%, I would let this student know how proud I was of them. I would ask them what they did differently this time on the assessment to see what helped them and might be used to help another student. G1. One component of the lesson plan I would select is the formative assessment. The second component of the lesson I would select is presentation procedures. 2. For presentation procedures once we had gone through everything listed in the lesson plan, I would break the students up into small groups and have the groups each do their own three- column notes. When every group was finished, they could be hung on the board and the class could go over them and compare to see if any group had missed something another group thought of. The second component, formative assessment, would be adjusted. The teacher would use more tactics to assess the students. Not only would she be going from group to group, but she would also be using guided questions. The teacher would take the time to discuss the groups three column notes to get an idea if the students truly understood. By being more involved with the assessment the teacher can really grasp the idea of what needs to be gone over, or retaught. What areas the students are having problems in. 3. Having each group of students doing their own three-column notes will be helpful for the students as well as the teachers. The students will get to see information they might not have thought of. The teacher can see what the students are missing, and what areas the most help is needed in. She might even see some areas that need to be taught over or taught a different way. Having the teacher more involve in the assessment will lead to the same thing as the students doing their own notes. The teacher will pick up on things the students might not have understood, she will know what needs to be taught, how to tech it, and what needs to be repeated for the students to learn. The areas that show that more students are struggling can be gone over in more depth.

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