work help

help.docx

TWS Standard 6: Analysis of Student Learning

Post-Test Data: Whole Class

Pre-Test: (remove example and fill in your data as number of students)

	LG Pre-Test	LG Post-Test
Exceeds 92-100%	8	16
Meets 80-91%	11	5
Approaches 60-79%	3	1
Falls Far Below 59% and Below	0	0

Post-Test Analysis: Whole Class

Based on the whole class post-test data, write a one paragraph interpretation of the students’ learning:

After the post-test

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and your assessment:

Post-Test Data: Subgroup Selection----Girls 8-w 3-b

Pre-Test: Administer, collect, and score pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete - Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete . . .” or “Insert”.

Analyze the common characteristics of the students. Based on those characteristics, select one subgroup to analyze. List the subgroup.

Brief rationale for your selection (one to three sentences) -

Post-Test Data: Subgroup

(remove example and fill in your data as number of students)

	LG Pre-Test	LG Post-Test
Exceeds 92-100%	5	9
Meets 80-91%	6	2
Approaches 60-79%	0	0
Falls Far Below 59% and Below	0	0

Post-Test Data: Remainder of Class

(remove example and fill in your data as number of students)

	LG Pre-Test	LG Post-Test
Exceeds 92-100%	3	7
Meets 80-91%	5	3
Approaches 60-79%	3	1
Falls Far Below 59% and below	0	0

Post-Test Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the finding of your analysis with respect to the effectiveness of your instruction.

Post-Test Data: Single Student (remove example and fill in your data as total score)
	LG
Pre-Test	80
Post-Test	99
Post-Test Analysis: Single Student
Based on the single student data, write a one paragraph interpretation of the student’s learning:
Based on the single student data, write one paragraph analyzing the effectiveness of your instruction and your assessment:

In this standard, you will be analyzing data to explain progress and achievement toward learning goals as demonstrated by your entire class, by a subgroup of students, and by an individual student.

Post-Test Data: Whole Class

1. For the class as a whole, insert pre-assessment and post-assessment data in the appropriate fields for this section.

Post-Test Analysis: Whole Class

1. Interpret the results, and analyze the effectiveness of your instruction.

2. Write 75-100-words for each post-test analysis.

Post-Test Data: Subgroup Selection

1. Select a subgroup characteristic (e.g., gender, performance level, language proficiency, special needs) by analyzing the common characteristics of the students.

2. Provide a rationale for your selection of this one characteristic.

Post-Test Data: Subgroup

1. Insert the pre-assessment and post-assessment data for this subgroup.

Post-Test Data: Remainder of Class

1. Insert the data for the remainder of the class.

Post-Test Analysis: Subgroup and Remainder of Class

1. Analyze the data of the subgroup.

2. Write 75-10- words indicating how this subgroup compares to the rest of the class.

Post-Test Analysis: Single Student

1. Select one student.

2. Provide a rationale for your selection of this student.

3. Insert the pre-test and post-test data for this student.

4. Write 50-100-words interpreting the student's learning.

Unit Topic	% Value	Not Met	Partially Met	Met
% Scaling		0%	75%	100%
Test: Data and Analysis	25%	Test data have not been charted and analyzed, or there is no evidence that the information has been used in instructional design. (0 points)	Test data are charted, analyzed, and some evidence is provided that the data influenced instructional design. (9.375 points)	Test data are charted, analyzed, and used to fine tune instructional design and delivery. (12.5 points)
Analysis: Alignment with Learning Goals	25%	Analysis of student learning is not aligned with the learning goal. (0 points)	Analysis of student learning is partially aligned with the learning goal and/or fails to provide a comprehensive profile of student learning relative to the goal for the whole class, subgroup, and individual. (9.375 points)	Analysis is fully aligned with the learning goal and provides a comprehensive profile of student learning for the whole class, subgroup, and individual. (12.5 points)
Interpretation of Data	20%	Interpretation is inaccurate and conclusions are missing or unsupported by data. (0 points)	Interpretation is technically accurate, but conclusions are missing or not fully supported by data. (2 points)	Interpretation is meaningful, and appropriate conclusions are drawn from the data. (10 points)
Evidence of Impact on Student Learning	20%	Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward the learning goal. (0 points)	Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning goals. (2 points)	Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward the learning goal. (10 points)
Mechanics	10%	Frequent errors in spelling, grammar, and punctuation. (0 points)	Occasional errors in spelling, grammar, and punctuation. (1 point)	Nearly error-free. Reflects thorough proofreading for grammar and spelling. (5 points)