STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 2

Proficient
(80%-89%) 0 3

Partially
Proficient
1 5
(70%-79%)

Minimally
Proficient
22 13
(69% and below)

Post-Test Analysis: Whole Class

Based on my interpretation of the data, students in tier 3 for math were able to catch on their
subtraction problems very easily. Some of the other students made simple mistakes were their
counting was off by one because they used a timeline to count and they started counting their
jump either too late or too early. I have a big group of students who did not understand what they
were doing so I am going to have to reteach and use more manipulatives in small groups.
I believe that my teaching was effective because I had 9 students who passed the test considering
that all students failed the pre-test. I was able to teach them different techniques when subtracting
such as using a number line, drawing a picture or using their hundreds chart. I believe that
students will remember how to use these techniques when testing later on in the year and I just
have to break down into small group to bring the students who were not successful up to speed.
Post-Assessment Analysis: Subgroup Selection

Using the information obtained in Standard 1, select one subgroup population to focus on for this
analysis. Provide a brief rationale for your selection (1-3 sentences).

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 2
Meets 0 2

Approaches 0 1

Falls Far Below 0 1

Post-Assessment Analysis: Subgroup

This sub-group is for the boys in the class (we have 6 boys) and they did a lot better than I
expected for the reason that they are always talking and hurry through their work to finish. Two
of them were able to reason and figure out what the problem was asking and show their work
with hardly any mistakes. I have another two who are good but they need to focus on their work
and stop rushing through it all. My approaching student is emergent ELL student that I am sure
had some trouble understanding some of the problems and my last boy is really struggling with
his reading and math, he will for sure benefit from some one-on-one direction.

I have to students who are falling behind and I need to make sure that they catch up with the rest
of the class as soon as possible as we will be adding and subtracting from here on out. One of the
boys who is approaching is very smart but he has language barriers, for him I plan on to do some
journal work where we can write down words that mean that he needs to subtract such as less
than, fewer and take away. With the other student who falls far below I need to teach him the
basics and really let him use manipulatives and start subtracting with one-digit numbers and then
trying with two-digit numbers again.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 1

Meets 0 5

Approaches 0 3

Falls Far Below 0 8

Post-Assessment Analysis: Subgroup and Remainder of Class

Based on my finding more than half of the girls failed the test, I was really surprised by some of
the girls’ responses because they had been doing good throughout the week and their answers
were completely off. I need to make sure that I stress the importance of taking time to read the
problem and going back to check my answer.

The next step for instruction will have to be reinforcement for subtraction problems by using
manipulatives and repetition of steps. Students will have to show and explained how to perform a
subtraction problem for their objective.