5. Analysis of Student LearningShowcase lesson (LO 4.1 & 4.

2) (APS 3 & 7)
TWS Standard
The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.

Whole Class:
The following table shows the anecdotal notes during the lesson for the pre and during
assessment. It also gives the score of students work during the post assessment.
Student Number

Pre- Assessment/ During

1 (low performer)
2

Seemed lost and easily distracted

Interested during the lesson and knows some of the
content
Had a few questions during the lesson but seemed to
grasp the content
Needs more practice, seemed to copy the others
Knows the content well, was very quiet
Few questions, copied others in the group
Knows the content well
Asked minimal question, didnt know the content
well
Asked minimal questions, knew content well
Asked questions, seemed confused about content

3 (average
performer)
4
5
6
7
8
9 (high performer)
10

Post
Assessment
60
90
95
100
100
90
100
85
100
85

Overall I was pleased with the students work on the pose assessment. The students asked
questions when needed and seemed overall to know the content. 70% of the students received 95
or above the assessment. The students got points taken off if all the charts werent filled in or if
they had an incorrect answer. 30 % of the students received an 85 or lower on the post
assessment.
Individuals:
The students I selected all had different levels of performance. I chose on student as the
low, average and high performers during the math activity.
The lower performing student scored a 60 on the math activity. This student completed
the first three charts on the math sheet. He failed to complete the last 2 charts. While working on
the assignment it seemed that the student seemed lost and easily distracted. He understood how
to make the chart but had difficulty placing the x coordinates to receive the y coordinates. He
often talked to his peers which distracted them from the lesson. When I moved him to a seat by
himself, he was able to concentrate a bit better on the lesson. This student is exceptionally low in
Math and reading.

The average performing student scored a 95 on the math activity. This student stated at
the beginning of the lesson that it was too easy but during the lesson struggled with some of the
problems. She got one of the problems wrong on the chart because the y coordinate was wrong.
The student worked with peers and received assistance from me during the lesson. She really had
difficulty with the fraction problem which I helped most of the class with. She was on task for
most of the assignment but often time stopped to talk to her peers about outside of class
situations. When redirected she continued to work on the assignment. This student may want to
review content for better understanding at a later date.
The high performing student scored a 100 on the math activity. This students always does
well with any assignment that are given to him. He is an ESOL student but understands Math
very well with some difficulty with reading. During the lesson he asked minimal questions and
helped his classmates around him if they had questions. An extension of the lesson that I stated
when I saw that some students breezed through the assignment was to try to graph the charts
with the x and y coordinates. This completed all the graphs for all the charts on the sheet. I was
surprised and the graphs are mostly correct. I just wanted to see which students were to make
graphs. This student knew the content very well.

(STUDENT WORK STARTS NEXT PAGE)

Student 1 (lower)

Student 2

Student 3 (average)

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9 (high)

Student 10