Case Study Analysis / Reflection
Summary of
individual student performance on a variety of assessments:
Both formative
and summative assessments were used by me throughout the unit to determine
lesson effectiveness. Students asked for clarification when needed and resulting
discussions provided further insight into any gaps of understanding.
Explain how evidence from the assessments supports or contradicts pre-test, post-test, formative/summative assessments related to student learning.
The pre-test provided a base-line to assess prior knowledge and exposure to the content. The pre-test results indicated little or no prior knowledge of the selected figurative language or vocabulary words. Subsequent assessments supported the gradual acquisition of new content material. Post-test data demonstrated that nearly all students scored higher after completion of the unit indicating improvement in content mastery.
Use assessment data to draw conclusions about the learning of ALL students through the evaluation of student performance on the objectives.
Although assessment data does not support the conclusion that all students manifested mastery of both areas of focus, data does indicate that all showed improvement in at least one area.
Discuss the assessment instruments to determine the validity of questions used in assessments to measure student learning.
The method used for formative assessment was matching the vocabulary word to the correct definition and matching the excerpt from the play to the correct form of figurative language. This style of assessment was appropriate for one specific reason: this unit was the first exposure to this content. Had there been prior content knowledge on which to build, I might have increased the difficulty of the assessment; however, since this unit was creating the foundation upon which future content knowledge would be supported, I opted for an assessment which would not only measure learning but also reinforce the content vocabulary.
Only one subgroup was required for this analysis, and I chose a small group of intentional non-learners. These are students who are, in every respect, capable of learning the content but choose instead to direct cognitive focus elsewhere. They are seldom disruptive and, in fact, most often prefer to sit in silent, self-imposed isolation. I consider the fact that they participated in both the pre- and post-tests a minor victory. The data shows that there was improvement demonstrated by all five of them in at least one area of assessment focus. The data shows that there was improvement demonstrated by all five of them in at least one area of assessment focus.
Student 532 was the only special education student in this class. This student showed dramatic improvement in both areas of assessment.
Explain how evidence from the assessments supports or contradicts pre-test, post-test, formative/summative assessments related to student learning.
The pre-test provided a base-line to assess prior knowledge and exposure to the content. The pre-test results indicated little or no prior knowledge of the selected figurative language or vocabulary words. Subsequent assessments supported the gradual acquisition of new content material. Post-test data demonstrated that nearly all students scored higher after completion of the unit indicating improvement in content mastery.
Use assessment data to draw conclusions about the learning of ALL students through the evaluation of student performance on the objectives.
Although assessment data does not support the conclusion that all students manifested mastery of both areas of focus, data does indicate that all showed improvement in at least one area.
Discuss the assessment instruments to determine the validity of questions used in assessments to measure student learning.
The method used for formative assessment was matching the vocabulary word to the correct definition and matching the excerpt from the play to the correct form of figurative language. This style of assessment was appropriate for one specific reason: this unit was the first exposure to this content. Had there been prior content knowledge on which to build, I might have increased the difficulty of the assessment; however, since this unit was creating the foundation upon which future content knowledge would be supported, I opted for an assessment which would not only measure learning but also reinforce the content vocabulary.
Only one subgroup was required for this analysis, and I chose a small group of intentional non-learners. These are students who are, in every respect, capable of learning the content but choose instead to direct cognitive focus elsewhere. They are seldom disruptive and, in fact, most often prefer to sit in silent, self-imposed isolation. I consider the fact that they participated in both the pre- and post-tests a minor victory. The data shows that there was improvement demonstrated by all five of them in at least one area of assessment focus. The data shows that there was improvement demonstrated by all five of them in at least one area of assessment focus.
Student 532 was the only special education student in this class. This student showed dramatic improvement in both areas of assessment.