In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students. Create a chart with rows for data on Whole Class, Subgroups, and Individuals.
1. To analyze the progress of your whole class on one learning goal taught in Topic 5, enter the preassessment and postassessment data on every student (not by name but in summation) in the Whole Class row of your table.
2. Summarize what the table communicates about your students’ learning in this unit (i.e., the number of students who met the criterion) and possible reasons why the goals were met or not, and actions you might take to promote learning for all students.
1. Select a subgroup characteristic (e.g., gender, performance level, socioeconomic status, language proficiency, special needs) to analyze in terms of one learning goal.
2. Provide a rationale for your selection of this one characteristic to form subgroups (e.g., girls compared to whole group, boys compared to whole group; ELLs compared to whole group).
3. In the Subgroup row, compare preassessment and postassessment results for the chosen subgroup on this learning goal. Summarize what this data communicates about student learning and possible actions you might take to promote learning for all students.
1. Select two students who demonstrated different levels of performance. In the Individuals row of your chart, compare the two students' progress toward one learning goal.
2. Use preassessment, formative assessment, and postassessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the learning goal. Discuss possible actions you might take to promote learning for all students.
1. Select the learning goal in which your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, engagement and management strategies, and assessment along with student characteristics and other contextual factors under your control.
2. Select the learning goal in which your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, engagement and management strategies, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or more effectively in the future to improve your students’ performance.
3. Your analysis and evaluation should be 1,000-1,250 in length and include an introduction, conclusion, charts, graphs, summaries, and, if necessary, references and appendices.
Prepare your analysis and evaluation according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin