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Analysis of Student Learning

Pre and Post Test
Students were given a pre-test to determine the facts they knew about the human body
systems prior to participating in the lessons of this unit. The pre-test was given on March 16th,
2015 in Mrs. Marlins classroom. Each student was asked to do their very best on this test. They
were also told to skip any questions they did not know. The environment was calm, and the
students were relaxed during the assessment.
The assessment consisted of 10 multiple choice questions, and two short answer
questions. After giving the pre-test, it was clear that the students in Mrs. Marlins class did not
know much about the human body, or its processes. The highest score on the pre-test was 11
correct, out of 16 possible points. One student did not answer any of the questions correctly.
Student 12, who is the only student on an IEP, refuses to take any pre-tests. He becomes
frustrated, and destructive if we ask him to take a test on concepts he has not yet been taught.
Because of this, he chose to receive 0% on his pre-test.
*Figure 1: Questions Most Frequently Missed on Pre-Test

Figure 1 shows each student, and the questions they missed on the pre-test. The most
frequently missed questions were number 1, and number 12. Number 1 asked about the small
intestine, as a part of the digestive system. Number 12 asked the students to name the organs of
the digestive system, in order of digestion.
The question that was missed the least was number 11. This question asked students to
name one reason why it is important to exercise, and to eat a healthy diet. Only 6 students did not
answer this question correctly.
This pre-assessment showed me that the students in Mrs. Marlins class didnt know
much about the human body, and its systems or processes. The class average on this pre-test was
30%. There were 13 students who scored above the average score. There were 9 who scored
below the average score.
The post-test was given on March 27, 2015. The post-test was exactly the same as the
pre-test, consisting of 10 multiple choice questions, and two short answer questions. The
environment was the same as during the pre-test.
*Figure 2: Questions Most Frequently Missed on Post-test

Figure 2 shows the most frequently missed questions on the post-test. The students in
Mrs. Marlins class, overall, did much better on the post-test. Each students score improved.
The class average on the post-test was 79%. There was a 49% growth from the pre-test to the
post-test.
The most frequently missed question on the post-test was still question 12. This question
asked the students to name the organs of the digestion system, in order of digestion. However,
the students did receive partial credit for each organ they did put in the correct order. This is why
some students have points added onto question 12.
The questions missed the least were questions 2, 4, 5, and 9. Question 2 asked about
bones in the body. Question 4 asked about where the digestive process starts. Question 5 asked
about the heart. Question 9 asked about the skin, and how it protects your body. Most of the
students really understood all of these concepts. These two assessments showed me that most of
the students learned the concepts, and met the objectives of my unit plan.

*Figure 3: Pre and Post-test Scores Compared

Pre-test and Post-test Scores

18
16
14
12
10
8
6
4
2
0
1

*2

*3

10

11

Pre-test

*12

13

Post-test

14

15

16

17

18

19

20

21

22

Figure 3 shows each students pre-test score, compared to their post-test score. As the
chart shows, the scores on the post-test were much higher than the pre-test scores. However,
students 2, 6, 14, 18, and 21 still did not score very well. Although it is important to note that
each child improved their score, rather than digressing, which has happened on previous
assessments.
Subgroups
ELL Student
In Mrs. Marlins class, there is only one ELL student. She scored 18% on her pre-test,
compared to the 30% classroom average. On the post-test, the scored 43%, compared to the 79%
classroom average. She scored quite a bit lower than the other students in the classroom. Only
one other students scored the same as her, and no one scored lower. This information shows me
that although her scores show growth, she did not meet all of the objectives of this unit.
*Figure 4: ELL Score Compared to Class Average

ELL Scores
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

ELL Score
Pre-test

Class Average

ELL Score
Post-test

Figure 4 shows how the only ELL student in Mrs. Marlins class compares to the class
average scores. Her scores show a growth of 25%. The concepts she missed on the post-test were
about the structure of muscles, exercise, the respiratory system, and the digestive system.
IEP Student
In Mrs. Marlins class there is only one student who is on an IEP, or Individualized
Education Plan. This student scored 0% on his pre-test. However, this data is not completely
accurate. The reason why he was given a 0% on his test was because he refused to take a pretest. Taking a test on subjects he has not been taught yet causes severe anxiety for this child. In
order to reduce frustration, and further problems, I allowed this student to skip the pre-test.
Because of this, I am not completely sure what this child knew prior to participating in the
lessons, and taking the post-test. On the post-test, this child scored 87%, which is above the class
average. He did very well during this unit. His paraprofessional assisted him only when
necessary, and he was very engaged during each lesson.
*Figure 5: IEP Score Compared to Class Average

IEP Score
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

IEP Score
Pre-test

Class Average

IEP Score
Post-test

Figure 5 shows how this students scores compare to the class average. This student
shows a growth of 87%. However, as mentioned above, this data is slightly skewed since he
refused to take the pre-test. This data does show that this student did well on his post-test, but the
questions he missed were about the structure of the intestines, and the order of digestion.
HLL Scores
There are two students in this classroom who are considered high level learners. These
students scored an average of 40% on the pre-test, which is 10% above the class average. These
students scored an average of 96% on the post-test, which is 17% above the class average. One
of these students scored 100%, while the other only missed one question. The question he missed
was about the order of digestion. He did receive partial credit for the few organs he did place in
the correct order.
*Figure 6: HLL Scores Compared to Class Average

HLL Average
120%
100%
80%
60%
40%
20%
0%
Class Average

HLL Average
Pre-Test

Class Average

HLL Average
Post-Test

Figure 6 shows how the HLL students scores compared to the class average. It is clear
from this chart that these students score far above the rest of their classmates. They were able to

meet all objectives, and understand each concept. They were also challenged throughout the unit,
to enhance their learning.
LLL Scores
There are 7 students who are considered low level learners. Included in this group is the
one ELL student. On the pre-test, these students scored an average of 21%, which was below the
class average. On the post-test, these students scored an average of 58%. This score is quite a bit
lower than the class average.
*Figure 7: LLL Scores Compared to Class Average

LLL Average
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

LLL Average

Class Average

Pre-test

LLL Average
Post-test

Figure 7 shows LLL scores compared to the class average scores. As the chart shows,
their scores are quite a bit lower than the average. However, there was growth from the pre-test
to the post-test. This group of students scores show a growth of 37%.
Gender Comparison

In Mrs. Marlins class there are 10 girls, and 12 boys. On the pre-assessment, the girls
averaged 27%, which is slightly below the class average. On the post-assessment, the girls
averaged 71%, which is also slightly below the class average. Four out of these ten girls are
considered LLL. None of the girls in this class are considered HLL. The boys scored an average
of 32% on the pre-test, which is slightly above the class average. They scored an average of 86%
on the post-test, which is above the class average. Three of these boys are considered LLL
students, and 2 are considered HLL.
*Figure 8: Girls Average Compared to Class Average

Girls' Average
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

Girls' Average

Class Average

Pre-test

Girls' Average
Post-test

*Figure 9: Boys Average Compared to Class Average

Boys' Average
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

Boys' Average
Pre-test

Class Average

Boys' Average
Post-test

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*Figure 10: Gender Comparison

Boys' and Girls' Average

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Boys' Average

Girls' Average
Pre-test

Boys' Average

Girls' Average
Post-test

Figures 8, 9, and 10 show how girls and boys scores compare to the class average
scores, as well as to each other. The data shows that the boys scored slightly better than the class
average. They also scored better than the girls average.
Focus Students
Student 2
The first student I chose to focus on was student 2. This student is the only ELL student
in the class, and she is also considered an LLL student. She has been an interesting student
because her parents do not want her receiving any special services because she is ELL. She is
pulled out for reading interventions however, because she is below grade level.
This student is always well behaved, and listens well. She has never been a behavior
problem. She is very creative, and loves to draw and make things. She is very low academically

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however, and takes much longer to catch on to things. I was hoping that a focus on vocabulary,
and incorporating group work would help her to do well on this unit.
*Figure 11: Student 2 Scores Compared to Class Average

Student 2 Scores
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

Student 2
Pre-test

Class Average

Student 2
Post-test

Figure 11 shows student 2s scores compared to the rest of the class. As you can see, her
scores are far below the class average. However, she does show a growth of 25%. Much of her
work was incomplete, and incorrect. If I were to redo this unit, I would have each student turn in
each page of their workbook at the end of the day so I could make sure they were completing
them correctly. We had corrected each page as a class, so I was unaware that she was not
completing them. This may be why she still did not do as well as the others. I also would have
spent more time one-on-one with this student specifically. I would have made sure she
understood the vocabulary that was being used. I also would have provided more visuals for her
as well.
Student 3

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The second student I chose to focus on was Student 3. This student is considered an HLL
student in math and reading. He always scores well, and completes his work neatly and
accurately. He is always one of the first students finished with their work, and is very quick to
catch on to new concepts being taught.
This student is usually on task and well behaved. However, he can often be very silly and
talkative. He occasionally needs to be reminded to focus on his work, and to not distract others.
He is very popular among the other students, and they love to be around him. He sets an example
for the rest of the class.
This student is very bright, and needs additional challenges. I incorporated some extra
activities into my unit to enhance his learning. I hoped the additional things would keep him
engaged, focused, and challenged. However, it was interesting to see that he did not want to take
on the additional challenges, which is unusual for him. He completed the assignment, and then
wanted to find books in the classroom about the body. This was another great choice for him,
because he could learn even more through reading informational books.
*Figure 12: Student 3 Scores Compared to Class Average

Student 3 Scores
120%
100%
80%
60%
40%
20%

Figure 12 shows student 3s scores compared to the rest of the class. Student 3 received

0%

25% on the pre-test,

which was slightly
below
the class average.
He scored 100%Student
on the
Class Average
Student
3
Class Average
3 postPre-Test

Post-Test

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test, which was far higher than the class average. He was one of two students who scored 100%
on his post-test. He met all objectives, and understood the concepts being taught. When looking
at his worksheets and formative assessments, he completed everything neatly and correctly. He
had all of the correct information.
Student 12
The last student I chose to focus on was student 12. He is the only child in the class who
is on an IEP. He is on an IEP mostly for his behavior concerns. This child is diagnosed with
ADHD, Autism, and High Anxiety. He will frequently become frustrated and destructive. He
does have a paraprofessional with him throughout most of the day.
Our biggest challenges with this student is getting him to focus during instruction time.
He will often be off task, doodling, or mumbling to himself during the main lesson or instruction
time. This causes him to be frustrated when it is time to do independent work because he is
confused on what he is supposed to do. Another challenge is that we never know when he will
have a meltdown or an anxiety attack. He has them without warning. We try to minimize
frustration as much as possible. He also dislikes writing, and will often refuse to complete any
writing assignments. When this happens, we usually allow the paraprofessional to assist him, or
to politely remind him that it is important to complete all of his work.
This student is very smart, and very capable of completing all of his work correctly. He is
a wonderful reader, and can comprehend what he is reading. When he is motivated and on task
he is one of the first students to complete his work, and it is usually done correctly. I included
many video clips and visual to specifically help student 12 to stay engaged, focused, and
motivated to complete his assignments, and to learn the information being taught.

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*Figure 13: Student 12 Scores Compared to Class Average

Student 12 Scores
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Class Average

Student 12

Class Average

Pre-test

Student 12
Post-test

Figure 13 shows how student 12s scores compare to the rest of the class. As the chart
shows, this student received 0% on his pre-test. This is because he refuses to take any pre-tests.
He does not like to be tested on concepts he has not yet been taught. In order to reduce
frustration, I did not require him to take the pre-test, I just explained that he would receive a 0.
He scored 87% on his post-test, and completed it on his own without the help of his
paraprofessional. His score was higher than the class average. When looking at his assignments
and formative assessments for this unit, he completed all of it correctly. He was engaged and
focused during the lessons, and seemed very interested in what was being taught. He met most of
the objectives, and understood a fair amount of the concepts.
If I were to redo this unit, I would add even more video clips and visuals. I would also
provide some live demonstrations or models. I feel these things would help this child to preform
even better. It would also benefit the rest of the class.

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Assessment Validity
The assessment used for this unit was a 12 question test. Ten of the questions were
multiple choice, and two were short answer. I felt this was an appropriate test for this unit
because it covered all of the concepts that were being taught. It also required the students to write
answers, as well as recall facts. I think it is important to have both types of questions.
After the students had taken the pre-test, it was pretty clear that the students did not know
much about the human body, its systems, or processes. The students scores were very low. This
told me that I needed to cover every concept in my unit in depth. I needed to make sure each
objective was clear so that each child could grow, learn, and do well on the post-assessment.
After the post-assessment was given, I could see that all of my students scores improved.
There were no questions that were invalid, or confusing. Each child was able to perform better
on the post-test than they had on the pre-test. Because of this, I feel the assessment given was
valid and reliable.