Kolb EDUC 461 Fall 2014

Analysis of Student Learning

Green - Middle
Yellow- Low
Pink- High
Lesson 1: Learning and Identifying the Letter L
Key: 2- without help; 1- some help, yellow marker, 0-constant help
1) Whole Class:
A) Checklist for Letter L:
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18

PreAssessment
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

PostAssessment
2
2
2
2
1
1
2
2
2
2
2
2
2
2
2
2
2
2

B) Graphic Summary

Pre-Assessment
0

1 2
10

12

14

16

18

20

During Assessment

8
0

10
1

12

14

16

Post-Assessment
0

10
0

12

14

16

18

C) Summary: The data above shows how many students were able to do all three
assessments. The relationships with the lowest students showed me that they do
need more intervention help when it comes to writing letters. For their
accommodations, I have used a yellow marker for those particular students to
trace over. In the meantime, I have come up with a writing intervention for those
students during center time. The letter L is a simple letter to write but it was
surprising to see if the students have touched the bottom and top line when
making their Ls. One student has increased with the during assessment to the
post assessment and one student has the same score for both. The percentage of
the students who completed the worksheet with correctness of the formation of
the letter was 95% with only two students receiving yellow marks.
2) Individual Students:
A) It is important to analyze the differences between the high, middle, and low
students. It shows you what the strengths and weaknesses are in all of the subjects being taught.
The difference between all three is that your high excels in all of things you put in front of him or
her. It gives you other ideas to challenge the best you can. With the middle student, there are
some things that excel in and some things that they do not. It is up to you where they need to
improve in that certain area as well as challenge him or her. For your low student, they could be
low in basic skills like writing, recognizing letters, or math. It is important that you give them
extra accommodations like using a yellow marker for them to trace over, or helping them think
of ways to relate their letters to something like their parents name.
B) All three students were able to do the pre-assessment with ease because of words we
have been spelling for our words of the day. The during assessment was the harder part for my
low student because his L was backwards even we did it together as a class. His lowercase l
did not touch the bottom or top line and he scrunched it together without using his finger space.
This was the post assessment for him in which I did not get a paper from him but I did have to
use a yellow marker for his paper. The middle student did well to form the letter L and it did

touch the top and bottom line. Unfortunately she did not use her finger spacer so her letters were
bunched together and her lowercase l was slanted instead of straight up and down. The higher
student was already a great writer when it came to forming her letters. They were not slanted and
they touched the bottom and top line. She used her finger space and she drew something that
began with the letter L as well as spelled it.
All three students did participate during the lesson. They sang the song and participated
with the book being used for the lesson. They answered the questions when I would form the
letter L the wrong way. It kept them interactive as well as doing the white board activity.
During the post assessment, the high and middle student did extremely well with participation
and being excited about doing the assignment. My low student was getting frustrated with the
post assessment so I did have to help him by using the yellow marker.
Lesson 2: Ways to Make 5
Key: 0- Incomplete, had help while doing the work, 1- had some or little help, 2- did it
without help
1) Whole Class:
A) Checklist for Ways to Make Five:
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18

PrePostAssessment Assessment
2
2
2
2
2
2
2
0
2
2
2
0
2
2
2
2
2
1
2
2
2
0
2
2
Absent
Absent
2
2
2
0
2
2
Absent
Absent
2
1

B) Graphic Summary

Pre-Assessment
Category 1
0

8
0

10
1

12

14

16

18

During Assessment
Category 1
0

8
No

10

12

14

16

Yes

Post-Assessment
Category 1
0

6
0

10

12

C) Summary: The data above shows how many students were able to make number
sentences that give you the answer five. Students were able to represent it in
students, colored squares, and fingers. Two students were absent during this
lesson so their data was not counted for this lesson. The data also shows that the
assessments as well as the learning modalities that were used helped the students
in different ways when it came to teaching them about subtraction. The
percentage of students understanding of ways to make five was 85% which comes
for the students who did not need help or little help.
B) Individual Students
a) It is important to analyze the differences between the high, middle, and low
students. It shows you what the strengths and weaknesses are in all of the subjects
being taught. The difference between all three is that your high excels in all of
things you put in front of him or her. It gives you other ideas to challenge the best
you can. With the middle student, there are some things that excel in and some
things that they do not. It is up to you where they need to improve in that certain
area as well as challenge him or her. For your low student, they could be low in
basic skills like writing, recognizing letters, or math.
b) For the high student, she was able to count each of her colored squares and make
the pattern starting from five orange squares to five yellow squares. For her preassessment, she showed one finger on one hand and four fingers on the other hand
to make five. For the middle student, her pre-assessment she showed the
combination of one finger and four fingers as well. For her post, she did not need

as much help but she was able to keep up with me and was able to do it on her
own. The low student had some difficulty with this lesson. For the preassessment, he did well with showing the same finger combination as the other
two. For the post-assessment, he needed constant guidance and to make sure he
was staying along with everyone else.
All three students participated throughout the whole lesson. They all showed their
fingers for the pre-assessment as well as staying with me during the lesson. The
three students were able to stay involved with the lesson and participated with the
other students being part of making the ways to make five as well as the students
using the Elmo.
Lesson Three: All about a Leaf
Key: 2- said basic needs and completion of research, 1- did not include needs but completed
research, 0- did not include needs or complete research of a leaf
A) Whole Class
Checklist for All About a Leaf:
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18

Pre-Assessment
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2

Post-Assessment
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

B) Graphic Summary

Pre-Assessment

10
1

12

14

16

18

20

During Assessment

10
1

12

14

16

18

Post Assessment
Category 1
0

10
1

12

14

16

18

20

C) Summary: The data above shows that most of the students in the beginning of the lesson
were able to talk about the basic needs of a leaf and different kinds of leaves. The post
assessment showed that all students completed the research about a leaf but did not
include the basic needs in their research or mentioning it on the research paper. The
reasoning for this fact was that the research paper for them did not include that so they
could not add it anywhere on the paper itself. The percentage of half of the research
being completed was about 50% because of the description of the leaves but 0% on the
basic needs included on the research paper itself.

2) Individual Students
a) It is important to analyze the differences between the high, middle, and low
students. It shows you what the strengths and weaknesses are in all of the subjects
being taught. The difference between all three is that your high excels in all of
things you put in front of him or her. It gives you other ideas to challenge the best
you can. With the middle student, there are some things that excel in and some
things that they do not. It is up to you where they need to improve in that certain
area as well as challenge him or her. For your low student, they could be low in
basic skills like writing, recognizing letters, or math.
b) For the high student, she was able to name all of the basic needs of a leaf. For her
post assessment, she has done well with directions and consistency of getting the
assignment done. She was able to describe the leaf as well as the size and color of

it. For the middle student, she did need some guidance along the way but she was
able to write her sentence as well as describe her leaf in great detail just like the
high student. The low student had to have some guidance along the way. He
would color more than one of the color words when the leaf he chose was not one
of those colors. The ending of his sentence did not have the correct letter
formation even when they were just copying the sentence.
Lesson Four: Initial Sound of P
Key: 1- correct sound of P, completed worksheet without help; 0- said puh, needed
help with worksheet.
1) Whole Class
Checklist for Sound of P:
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18

Pre-Assessment
1
1
0
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1

Post-Assessment
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

A) Graphic Summary

Pre-Assessment
Category 1
0

8
1

10
0

12

14

16

18

During Assessment
Post Assessment
Category 1
Category 1

10

8 1
1

0 10

12
12

14
14

16
16

18
18

20
20

B) Summary: The data above shows the progress the students made during lesson as well as
what they have learned. Only a couple of students had trouble with the initial sound of
p because they put the u sound to make puh. After the lesson, all of the students
were able to make the p sound without the u sound. The during assessment was
already blending activity that all students were able to do. The post assessment was a
worksheet for the students to match the objects that had the initial p sound. All of the
students were able to do this assessment without any help. The percentage of students
who completed this lesson was 100%. Most students were able to complete the
worksheet.

2) Individual Students:
a) It is important to analyze the differences between the high, middle, and low
students. It shows you what the strengths and weaknesses are in all of the subjects
being taught. The difference between all three is that your high excels in all of
things you put in front of him or her. It gives you other ideas to challenge the best
you can. With the middle student, there are some things that excel in and some
things that they do not. It is up to you where they need to improve in that certain
area as well as challenge him or her. For your low student, they could be low in
basic skills like writing, recognizing letters, or math.
b) For the pre-assessment, all three students were asked individually to the say the
sound of p if they knew the sound of it. The high student had a stutter when she
was saying it but she did not add the uh at the end of the p sound. For her post
assessment she completed it with no trouble. She was able to color all three
pictures that had the p sound at the beginning of a word. For the middle student,
she did not have any trouble saying the p sound. For her post assessment, she
was able to color the three pictures that had the p sound. The low student did
exceptionally well in the pre-assessment. He was able to say the p sound
without putting the uh at the end. For the post assessment, he colored all of the
pictures and not just the three he was supposed to. He tends to rush through his
work.
Lesson 5: Season Fun

Key: O= said incorrect fact about season, punctuation not there, sentence does not make
sense
+ or 1= correct info, correct punctuation and sentence makes sense
1) Whole Class
Student
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18

PreDuringPostAssessment Assessment Assessment

+
+
+
+
+
+
+
+
O
+
+
+
+
+
+
+
+
O
+
+
O
+
+
+
+
+
O
+
+
O
O
+
+
+
+
+
+
+
+
O
+
+
+
+
O
O
+
+
+
+
+
O
+
O

A) Graphic Summary

Pre-Assessment
Category 1
0

8
O

10

12

14

16

Plus

During Assessment
Category 1
0

8
O

10
Plus

12

14

16

18

20

Post- Assessment
Category 1
0

6
O

10

12

Plus

B) Summary: The data above shows the number of students who were able to do most of the
elements of the pre and post assessment. All of the students were able to categorize each
item in the during assessment. The students that received an O for the pre and post was
either for one of those things or two of them. They were not marked for all of them
incorrect. The average of all the students together for the percentage was 72%. The
reasoning is because some students missed one or two elements in the post assessment.
2) Individual Students
a) It is important to analyze the differences between the high, middle, and low students.
It shows you what the strengths and weaknesses are in all of the subjects being taught.
The difference between all three is that your high excels in all of things you put in
front of him or her. It gives you other ideas to challenge the best you can. With the
middle student, there are some things that excel in and some things that they do not. It
is up to you where they need to improve in that certain area as well as challenge him
or her. For your low student, they could be low in basic skills like writing,
recognizing letters, or math.
b) The high student during this lesson was able to collaborate with her partner and talk
about a fact about one of the seasons. She was also able to complete the writing
portion of the activity but she received an O because she forgot her punctuation at the
end of the sentence. The middle student was able to recall a fact about a season and
her post had all of the elements of sentence formation and the formation of the letters.
She also used her spacer in between her words. The low student did not have a
problem with talking about a fact from a season. His post assessment did not have the
correct formation of the letters. He also missed the punctuation as well. His sentence
that he said made sense but it was the formation of how he wrote it on the paper.