Essay On Post Test

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Alyssa is showing concern about who will view her record. The case manager explains that she knows privacy is important to Alyssa. The supervisor, consultant, and other staff who are working directly with Alyssa cannot view her record without her signed consent. In explaining to the client there are exceptions in cases of emergency where information may be shared without her consent. For example, suicide, homicide or other life-threatening situations (Woodside & McClam, 2013).

Describe the pre-assessment(s) used to establish all students’ baseline knowledge and skills for this lesson.

The data from the pre-test can be used to adjust what the teacher covers during the activity, such as a student understanding the difference of the adjustment knobs and instead needing a deeper understanding of how each knob affects the image of the specimen. This could also be seen in an improvement from the pre-test to the post-test, such as a student meeting the objective successfully after instruction. Both assessments could also be used to gauge how well the students understood the information the activity presented and help the teacher adjust further learning and lessons afterwards, by including more instruction on how the microscope functions during a practical application test, such as an experiment using a

The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this

Silvia is below grade level student who is also and ELL with a WiDA level 3. On the pre-assessment Silvia scored a three out of ten. (See graph 7) I used this pre-assessment to measure what areas Silvia needed to most help on. Because Silvia missed based questions about making graphs I decided that would be an area of focus with her. As a modification during lesson where the class made graphs I would work one-on-one with Silvia to make sure that understood how to create a graph. On the post-assessment Silvia scored five our on ten. Which is still not a passing score but it is a twenty percent improvement from the pre-assessment. As a modification I sat next to Silvia and read her every question separate from the rest of the class. I focused my teaching on Silvia understanding the concept of creating a graph and she was able

This test/quiz would give me an indication of the comprehension level regarding the lesson over the southern colonies. These questions cover all of the southern colonies; hence giving me feedback as to whether the students fully understand the main ideas/concepts regarding the southern colonies. If the students perform well enough on this assessment we would move on to the next lesson. However, if the students performed poorly I would need to go back and cover the topics again as well as reassess their knowledge on these topics before moving on to the next lesson or giving an exam over the unit. This test/quiz is a great way to gauge how well I did at teaching the lesson on the southern colonies. If students do poorly, then I must reassess

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

The special education teacher interviewed, co-teaches algebra into three class periods. She is able to teach up to 50 students. In her classroom she can teach children with disabilities or up to 25 at-risk students.

On the following day, both groups will review and retake the test as a post test. The teachers will return the students notes from the five-day unit plan. Students will be given 10 minutes to review their notes individually. The teacher will collect the notes and administer the post test. Students will be instructed to again give their best guess and know their answers may or may not be different from the pretest. The test will not be timed but should take approximately 30 minutes. The teacher will collect the tests and the researcher will collect both the unit notes and posttests from each group at the end of the

These test results will influence a lesson plan by giving the teacher proper knowledge they need when planning a lesson in order

The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design.

DefinitionEdit DefinitionSave to FavoritesSee ExamplesAgents, factors, or forces in an organization's external environment that are out of its control, and can directly or indirectly affect is chances of success or failure.

In 1975 Ruth M. Owades joined The Avion Group where she became the Director of Marketing.

First of all, I had initially deemed question six to be a bad question, when I assessed my pretest because only two of my students answered it correctly. However on the post test, this category saw significant growth moving from two correct answers to eight, and the girls went from a average score of one out of six to a three out of six, and the boys went from an average score of zero out of six to two out of six. Even though I was not able to teach this topic successfully the way I had anticipated, it showed me that I was still successful to a small handful of students.