Analysis of Student Learning

Assessment Information:
1. Listed below is a chart of the formative assessments used in this unit. All of the assignments
were graded for content and accuracy.

Formative
Assessment

Standard and/or
UbD Alignment

Pre-assessment
8.3.1 & 8.3.2

8.3.1- Explain that

reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

How did these

results impact
your
subsequent
instruction?
These results
did not impact
my instruction
because I
anticipated
these scores.
This was a preassessment, and
the students had
not had any
prior
information
over this lesson.

What
percentage of
the students
reached
mastery?
0% reached
80% mastery.

How is this
aligned with
your
summative
assessment?
This assessment
is a variation of
the post
assessment.

The results of
the inquiry lab
questions
indicated that
the students
made

97%

This assessment
connects to the
post-assessment
because it
introduces a
central concept

Inquiry lab
questions

Understand
that there are
two processes
in which
genetic
information is
passed down,
and the
different
species that
use each one.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which

all organisms
transmit genetic
information.
Understand
and explain
the variety of
genes in a
population.
Meiosis
Vocabulary
Sheet

Guided Reading
Questions

8.3.1- Explain that

reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
the key terms
in this lesson,
and connect
these terms to
help better
understand
the process of
meiosis in
sexual
reproduction.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
that sexual
reproduction
is the process
that allows
genetic
information
to be passed

connections
between
probability and
how sexual
reproduction
produces
genetic
variation in a
population.
The results of
this vocabulary
lesson indicated
that the students
were beginning
to really
understand the
vocabulary
terms for this
unit. However,
continued
enhancement of
the vocabulary
is necessary.

The results of
this guided
reading
assignment
indicated that
the students
have a really
nice
understanding
of the processes
of sexual
reproduction,
and the
advantages and
disadvantages
of this type of
reproduction.

in this unit, and

allows students
to begin to
understand the
other concept in
this unit,
genetics.
85%

This assessment
connects to the
post-assessment
because it
reinforces
understanding
of key terms,
which is crucial
in understanding
the material.

83%

This assessment
connects to the
post-assessment
because it
covers the
majority of
information that
will be on the
post-assessment.

Sexual
Reproduction
Short Answer

Connecting
Vocabulary
Terms Work
Sheet

down from
one
generation to
the next.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Identify,
connect, and
explain key
concepts in
this lesson
and use
vocabulary
terms to
explain the
processes of
sexual
reproduction
and meiosis.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Compare a
set of
vocabulary
terms to one
another, and
the process of
sexual
reproduction.
Identify and
explain the
relationship

The results of
this sexual
reproduction
short answer
assignment
indicated that
students were
improving their
understanding
of vocabulary
terms by being
able to use these
terms in a
sentence.

81%

This assessment
connects to the
post-assessment
because it
covers the
majority of
information that
will be on the
post-assessment.

These results
43%
indicated that
the students did
not retain
information
very well over
the past few
snow days we
have had.
Additional
vocabulary
development
and practice will
be needed to
reach 80%
mastery level.

This assessment
connects to the
post-assessment
because it
reinforces
understanding
of key
vocabulary
terms that are
crucial to
obtaining 80%
mastery level.

Sexual
Reproduction &
Meiosis
Sequencing
Work Sheet

vocabulary
terms have
with one
another.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

These results
indicated that
there was a
large
improvement in
understanding
vocabulary
terms than the
previous day. I
believe this was
accomplished
through
continued
exposure to
these difficult
terms

78%

This assessment
connects to the
post-assessment
because it is
developing
knowledge of
key concepts
and vocabulary
terms that are
required to
understand in
order to achieve
mastery
understanding.

These results
indicated that
the students
were able to
identify and
describe the
phases of
meiosis, as well
as illustrate and
label the correct
vocabulary
terms to the
corresponding
phase of
meiosis.

80%

This assessment
connects to the
post-assessment
because it
increases
exposure and
understanding
on one of the
most difficult
concepts in this
chapter, and will
be seen again on
the end of
chapter test.

Phases of
Meiosis Poster

Explain and
connect
vocabulary
terms from
this lesson.
Label and
sequence a
list of events
in the correct
order of
occurrence.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

Asexual
Reproduction
main concepts
work-sheet

Compare and
Contrast types
of sexual
reproduction

Label,
sequence, and
explain the
process of
meiosis and
the phases
that comprise
this
reproductive
process.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Identify,
compare, and
explain the
main
concepts and
types of
asexual
reproduction
and connect
these
concepts to
one another.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.

These results
indicated that
understanding
of key terms
and concepts
associated with
asexual
reproduction is
being achieved,
however,
increased
exposure to
these terms is
needed in order
to meet 80%
mastery level.

69%

This connects to
the postassessment
because
understanding
of key concepts
is crucial in
order to achieve
80% mastery
level.

These results
indicated that
the students
were very close
in their
achievement of
mastery
understanding
of the types of

73%

This assessment
connects to the
post-assessment
because it is a
key component
to understand
which
organisms use
which type of

8.3.3 Pre-quiz

Punnett Square
practice packet

8.3.2- Compare and

contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Compare and
contrast
asexual and
sexual
reproduction
by identifying
the
similarities
and
differences
between both
through a
Venn diagram
and graphic
organizer.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Identify, and
compare
concepts in
genetics
through a
multiplechoice quiz.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Understand
and apply
knowledge of
Punnett
Squares to
generate the

reproduction.

reproduction,
and the
advantages and
disadvantages of
each.

These results
59%
indicated that
students built
upon knowledge
learned during
reproduction,
and were able to
draw
conclusions and
achieve a higher
than normal prequiz grade.

This connects to
the postassessment
because it is a
variation of the
post-assessment.

These results
indicated that
the students
were able to
analyze their
work, and
complete an
essential part of
this unit to
determine the
ratio of
offspring when

This connects to
the postassessment
because it
reinforces a
central concept
that will be seen
on the postassessment.

80%

Mendelian
genetics worksheet

Lesson outline

Human
characteristics
lab

possible
phenotypic
and genotypic
ratios of a
given
offspring.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Evaluate a set
of criteria to
support or
refute claims
that Gregor
Mendel made
during his
experiments
with pea
plants.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.

8.3.3 Explain that

genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Compose and
create a data
chart and

given the
genotypes of the
parents.

These results
indicated that
students were
able to correctly
analyze
statements and
are able to infer
which
statements were
accurate
descriptions of
Mendelian
genetics.

89%

This connects to
the postassessment
because it is a
central concept
that is essential
to understand to
accurately
complete the
post-assessment.

These results
indicated that
students were
able to combine
terms and
formulate an
outline that
emphasizes the
process of
Mendelian
genetics, and
correctly
explain
vocabulary
terms.
These results
indicated that
the students are
excelling at
completing and
constructing a
Punnett square.
However, the
results also

78%

This connects to
the postassessment
because it
reinforces key
vocabulary
terms that are
essential to
understand in
order to achieve
80% mastery
level.

69%

This connects to
the postassessment
because the
ability to
construct a
Punnett Square
is an essential
aspect in

graph that
depicts the
number of
human
characteristic
s that are
expressed in
this
classroom.
Pre-assessment
8.3.1 & 8.3.2
Student A

8.3.1- Explain that

reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

indicated that
the class did not
receive 80%
mastery. This
was majorly due
to the incorrect
genotypic and
phenotypic
ratio, which
resulted in
lower scores.
This result did
not impact my
instruction
because I
anticipated this
score. This was
a preassessment, and
this student had
not had any
prior
information
over this lesson.

mastering this
standard.

40%

This assessment
is a variation of
the post
assessment.

50%

This assessment
is a variation of
the post
assessment.

Pre-assessment
8.3.1 & 8.3.2
Student B

Understand
that there are
two processes
in which
genetic
information is
passed down,
and the
different
species that
use each one.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic

This result did

not impact my
instruction
because I
anticipated this
score. This was
a preassessment, and

information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

this student had

not had any
prior
information
over this lesson.

Inquiry lab
questions
Student A

Inquiry lab
questions
Student B

Understand
that there are
two processes
in which
genetic
information is
passed down,
and the
different
species that
use each one.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
and explain
the variety of
genes in a
population.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
and explain
the variety of

Since Student A 100%

received a 100%
on this
assignment, it
indicated that
Student A made
connections
between
probability and
how sexual
reproduction
produces
genetic
variation in a
population.
Since Student B 93%
received an A
on this
assignment, it
indicated that
this student was
able to connect
the random
assortment of
beads to how
sexual
reproduction

This assessment
connects to the
post-assessment
because it
introduces a
central concept
in this unit, and
allows students
to begin to
understand the
other concept in
this unit,
genetics.
This assessment
connects to the
post-assessment
because it
introduces a
central concept
in this unit, and
allows students
to begin to
understand the
other concept in
this unit,

genes in a
population.
Meiosis
Vocabulary
Sheet
Student A

Meiosis
Vocabulary
Sheet
Student B

Guided Reading
Questions

8.3.1- Explain that

reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
the key terms
in this lesson,
and connect
these terms to
help better
understand
the process of
meiosis in
sexual
reproduction.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
the key terms
in this lesson,
and connect
these terms to
help better
understand
the process of
meiosis in
sexual
reproduction.
8.3.1- Explain that
reproduction is
essential for the

and genetics
play role in the
human body.
The results of
this vocabulary
lesson indicated
that Student A
needed more
enhancement of
the vocabulary
for this unit in
order to be able
to fully
understand
concepts from
this lesson.

genetics.
60%

This assessment
connects to the
post-assessment
because it
reinforces
understanding
of key terms,
which is crucial
in understanding
the material.

The results of
this vocabulary
lesson indicated
that Student B
had a very good
understanding
of the
vocabulary
terms for this
lesson.

83%

This assessment
connects to the
post-assessment
because it
reinforces
understanding
of key terms,
which is crucial
in understanding
the material.

The results of
this guided
reading

66%

This assessment
connects to the
post-assessment

Student A

Guided Reading
Questions
Student B

Sexual
Reproduction
Short Answer
Student A

continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
that sexual
reproduction
is the process
that allows
genetic
information
to be passed
down from
one
generation to
the next.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Understand
that sexual
reproduction
is the process
that allows
genetic
information
to be passed
down from
one
generation to
the next.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms

assignment
indicated that
the student
knew the
content,
however, did
not write in
complete
sentences or
restated the
question, so this
student
therefore lost
points.

because it
covers the
majority of
information that
will be on the
post-assessment.

Student B was
absent during
this assignment,
and did not
make up the
work he/she
missed.

Absent

This assessment
connects to the
post-assessment
because it
covers the
majority of
information that
will be on the
post-assessment.

The results of
the sexual
reproduction
short answer
assignment
indicated that
Student A still

66%

This assessment
connects to the
post-assessment
because it
covers the
majority of
information that

Sexual
Reproduction
Short Answer
Student B

Connecting
Vocabulary
Terms Work
Sheet
Student A

transmit genetic
information.
Identify,
connect, and
explain key
concepts in
this lesson
and use
vocabulary
terms to
explain the
processes of
sexual
reproduction
and meiosis.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Identify,
connect, and
explain key
concepts in
this lesson
and use
vocabulary
terms to
explain the
processes of
sexual
reproduction
and meiosis.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.

needed more
exposure to
vocabulary
terms in order to
fully understand
the terms and be
able to make
connections
with the key
concepts in this
chapter.

will be on the
post-assessment.

Student B was
absent during
this assignment,
and did not
make up the
work he/she
missed.

Absent

This assessment
connects to the
post-assessment
because it
covers the
majority of
information that
will be on the
post-assessment.

These results
indicated that
Student A had
mastered the
vocabulary
words for this
lesson, and was
able to
successfully

100%

This assessment
connects to the
post-assessment
because it
reinforces
understanding
of key
vocabulary
terms that are

Connecting
Vocabulary
Terms Work
Sheet
Student B

Sexual
Reproduction &
Meiosis
Sequencing
Work Sheet
Student A

Compare a
set of
vocabulary
terms to one
another, and
the process of
sexual
reproduction.
Identify and
explain the
relationship
vocabulary
terms have
with one
another.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
Compare a
set of
vocabulary
terms to one
another, and
the process of
sexual
reproduction.
Identify and
explain the
relationship
vocabulary
terms have
with one
another.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms

apply his
knowledge into
this assignment.

crucial to
obtaining 80%
mastery level.

These results
41%
indicated that
student B did
not retain
information
very well over
the past few
snow days we
have had.
Additional
vocabulary
development
and practice will
be needed in
order for this
student to reach
80% mastery
level.

This assessment
connects to the
post-assessment
because it
reinforces
understanding
of key
vocabulary
terms that are
crucial to
obtaining 80%
mastery level.

These results
indicated that
Student A is still
at mastery level
in the
vocabulary
development for

This assessment
connects to the
post-assessment
because it is
developing
knowledge of
key concepts

95%

transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

this lesson.

and vocabulary
terms that are
required to
understand in
order to achieve
mastery
understanding.

Sexual
Reproduction &
Meiosis
Sequencing
Work Sheet
Student B

Explain and
connect
vocabulary
terms from
this lesson.
Label and
sequence a
list of events
in the correct
order of
occurrence.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.

Explain and
connect
vocabulary
terms from
this lesson.
Label and
sequence a
list of events
in the correct
order of

These results
indicated that
there was a
large
improvement in
understanding
vocabulary
terms than the
previous day for
Student B. I
believe this was
accomplished
through
continued
exposure to
these difficult
terms

95%

This assessment
connects to the
post-assessment
because it is
developing
knowledge of
key concepts
and vocabulary
terms that are
required to
understand in
order to achieve
mastery
understanding.

Phases of
Meiosis Poster
Student A

Phases of
Meiosis Poster
Student B

occurrence.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Label,
sequence, and
explain the
process of
meiosis and
the phases
that comprise
this
reproductive
process.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Label,
sequence, and
explain the
process of
meiosis and

These results
indicated that
Student A was
able to identify
and describe the
phases of
meiosis, as well
as illustrate and
label the correct
vocabulary
terms to the
corresponding
phase of
meiosis.
Points were
taken off due to
lack of neatness
in his poster.

87%

This assessment
connects to the
post-assessment
because it
increases
exposure and
understanding
on one of the
most difficult
concepts in this
chapter, and will
be seen again on
the end of
chapter test.

These results
indicated that
Student B was
able to identify
and describe the
phases of
meiosis, as well
as illustrate and
label the correct
vocabulary
terms to the
corresponding
phase of
meiosis.

87%

This assessment
connects to the
post-assessment
because it
increases
exposure and
understanding
on one of the
most difficult
concepts in this
chapter, and will
be seen again on
the end of
chapter test.

Asexual
Reproduction
main concepts
work-sheet
Student A

Asexual
Reproduction
main concepts
work-sheet
Student B

the phases
that comprise
this
reproductive
process.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Identify,
compare, and
explain the
main
concepts and
types of
asexual
reproduction
and connect
these
concepts to
one another.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual

These results
indicated that
Student A has
reached full
understanding
of key terms
and concepts
associated with
asexual
reproduction.

100%

This connects to
the postassessment
because
understanding
of key concepts
is crucial in
order to achieve
80% mastery
level.

These results
indicated that
understanding
of key terms
and concepts
associated with
asexual
reproduction is
not being
achieved by
Student B, and
increased
exposure to
these terms is

66%

This connects to
the postassessment
because
understanding
of key concepts
is crucial in
order to achieve
80% mastery
level.

Compare and
Contrast types
of sexual
reproduction
Student A

Compare and
Contrast types
of sexual

reproduction.
Identify,
compare, and
explain the
main
concepts and
types of
asexual
reproduction
and connect
these
concepts to
one another.
8.3.1- Explain that
reproduction is
essential for the
continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Compare and
contrast
asexual and
sexual
reproduction
by identifying
the
similarities
and
differences
between both
through a
Venn diagram
and graphic
organizer.
8.3.1- Explain that
reproduction is
essential for the

needed in order
to meet 80%
mastery level.

These results
indicated that
Student A has
achieved
mastery level in
his
understanding
of the different
types of
reproduction.

100%

This assessment
connects to the
post-assessment
because it is a
key component
to understand
which
organisms use
which type of
reproduction,
and the
advantages and
disadvantages of
each.

These results
indicated that
Student B was

66%

This assessment
connects to the
post-assessment

reproduction
Student B

8.3.3 Pre-quiz
Student A

8.3.3 Pre-quiz
Student B

continuity of every
species and is the
mechanism by which
all organisms
transmit genetic
information.
8.3.2- Compare and
contrast the
transmission of
genetic information
in sexual and asexual
reproduction.
Compare and
contrast
asexual and
sexual
reproduction
by identifying
the
similarities
and
differences
between both
through a
Venn diagram
and graphic
organizer.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Identify, and
compare
concepts in
genetics
through a
multiplechoice quiz.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.

not able to
correctly
compare and
contrast sexual
and asexual
reproduction,
which would
allow for the
greatest amount
of
understanding.

because it is a
key component
to understand
which
organisms use
which type of
reproduction,
and the
advantages and
disadvantages of
each.

These results
60%
indicated that
Student A built
upon knowledge
learned during
reproduction,
and was able to
draw
conclusions and
achieve a higher
than normal prequiz grade.

This connects to
the postassessment
because it is a
variation of the
post-assessment.

These results
50%
indicated that
Student B built
upon knowledge
learned during
reproduction,

This connects to
the postassessment
because it is a
variation of the
post-assessment.

Punnett Square
practice packet
Student A

Punnett Square
practice packet
Student B

Mendelian
genetics worksheet

Identify, and
compare
concepts in
genetics
through a
multiplechoice quiz.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Understand
and apply
knowledge of
Punnett
Squares to
generate the
possible
phenotypic
and genotypic
ratios of a
given
offspring.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Understand
and apply
knowledge of
Punnett
Squares to
generate the
possible
phenotypic
and genotypic
ratios of a
given
offspring.
8.3.3 Explain that
genetic information
is transmitted from

and was able to

draw
conclusions and
achieve a higher
than normal prequiz grade.
These results
indicated that
Student A was
able to analyze
his work, and
complete an
essential part of
this unit to
determine the
ratio of
offspring when
given the
genotypes of the
parents.

100%

This connects to
the postassessment
because it
reinforces a
central concept
that will be seen
on the postassessment.

These results
indicated that
Student B was
able to analyze
his work, and
complete an the
majority of his
work to
determine the
ratio of
offspring when
given the
genotypes of the
parents.

76%

This connects to
the postassessment
because it
reinforces a
central concept
that will be seen
on the postassessment.

These results
indicated that
Student A was

100%

This connects to
the postassessment

Student A

Mendelian
genetics worksheet
Student B

Lesson outline
Student A

parents to offspring
mostly by
chromosomes.
Evaluate a set
of criteria to
support or
refute claims
that Gregor
Mendel made
during his
experiments
with pea
plants.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Evaluate a set
of criteria to
support or
refute claims
that Gregor
Mendel made
during his
experiments
with pea
plants.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.

able to correctly
analyze
statements and
infer which
statements were
accurate
descriptions of
Mendelian
genetics.

These results
indicated that
Student B was
not able to
correctly
analyze
statements and
infer which
statements were
accurate
descriptions of
Mendelian
genetics. This
is largely due to
the amount of
socializing this
student
participates in.
These results
indicated that
Student A was
able to combine
terms and
formulate an
outline that
emphasizes the
process of
Mendelian
genetics, and
correctly
explain
vocabulary
terms.

because it is a
central concept
that is essential
to understand to
accurately
complete the
post-assessment.

57%

This connects to
the postassessment
because it is a
central concept
that is essential
to understand to
accurately
complete the
post-assessment.

96%

This connects to
the postassessment
because it
reinforces key
vocabulary
terms that are
essential to
understand in
order to achieve
80% mastery
level.

Lesson outline
Student B

Human
characteristics
lab
Student A

Human
characteristics
lab
Student B

8.3.3 Explain that

genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.

8.3.3 Explain that

genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Compose and
create a data
chart and
graph that
depicts the
number of
human
characteristic
s that are
expressed in
this
classroom.
8.3.3 Explain that
genetic information
is transmitted from
parents to offspring
mostly by
chromosomes.
Compose and
create a data
chart and
graph that
depicts the
number of
human

These results
indicated that
Student B was
not able to
combine terms
and formulate
an outline that
emphasizes the
process of
Mendelian
genetics, and
correctly
explain
vocabulary
terms.
These results
indicated that
Student A is
excelling at
completing and
constructing a
Punnett square.

50%

This connects to
the postassessment
because it
reinforces key
vocabulary
terms that are
essential to
understand in
order to achieve
80% mastery
level.

100%

This connects to
the postassessment
because the
ability to
construct a
Punnett Square
is an essential
aspect in
mastering this
standard.

These results
indicated that
Student B did
not want to
complete this
assignment
because he had
not finished it
during class
time. Student B
would not take
it home for
homework, and

0%

This connects to
the postassessment
because the
ability to
construct a
Punnett Square
is an essential
aspect in
mastering this
standard.

characteristic
s that are
expressed in
this
classroom.

therefore
received a 0.

2. This is a chart of the summative assessments used. These were graded for content.

Summative
Assessment

Standard Alignment

8.3.1 & 8.3.2 Post

Assessment Only

8.3.2- Compare and

contrast the
transmission of
genetic information in
sexual and asexual
reproduction.
Understand
that genetic
material is
passed through
the process of
reproduction,
and be able to
identify and
explain the
similarities
and
differences in
the two types
of
reproduction.

8.3.3 Post Assessment

Only

8.3.3 Explain that

genetic information is
transmitted from
parents to offspring
mostly by
chromosomes.
Compare and
contrast the
relationship
between DNA

Number of students
completing
assessment
18

What was the

percentage of
student mastery?
81%

18

83%

8.3.1 & 8.3.2 Post

Assessment Only
Student A

8.3.1 & 8.3.2 Post

Assessment Only
Student B

and RNA, and

understand the
relationship
between DNA,
genes, and
chromosomes.
8.3.2- Compare and
1
contrast the
transmission of
genetic information in
sexual and asexual
reproduction.
Understand
that genetic
material is
passed through
the process of
reproduction,
and be able to
identify and
explain the
similarities
and
differences in
the two types
of
reproduction.
8.3.2- Compare and
1
contrast the
transmission of
genetic information in
sexual and asexual
reproduction.
Understand
that genetic
material is
passed through
the process of
reproduction,
and be able to
identify and
explain the
similarities
and
differences in

Student A grade 90%

90%

the two types

of
reproduction.
8.3.3 Post Assessment
Only
Student A

8.3.3 Post Assessment

Only
Student B

8.3.3 Explain that

1
genetic information is
transmitted from
parents to offspring
mostly by
chromosomes.
Compare and
contrast the
relationship
between DNA
and RNA, and
understand the
relationship
between DNA,
genes, and
chromosomes.
8.3.3 Explain that
1
genetic information is
transmitted from
parents to offspring
mostly by
chromosomes.
Compare and
contrast the
relationship
between DNA
and RNA, and
understand the
relationship
between DNA,
genes, and
chromosomes.

70%

90%

3. This table shows individual student results on both the pre-test and the post-test. The
bottom row represents the class averages.
Student

8.3.1 & 8.3.2 Pre-Test 8.3.1 & 8.3.2 Post-Test 8.3.3 Pre-Test 8.3.3 Post-Test

s
1

50%

80%

40%

80%

70%

80%

50%

80%

30%

90%

40%

90%

60%

100%

70%

100%

40%

90%

80%

90%

60%

80%

60%

80%

30%

50%

50%

50%

20%

Absent

70%

70%

Absent

90%

70%

90%

10

40%

70%

50%

70%

11

0%

80%

80%

80%

12

40%

90%

80%

80%

13

40%

80%

60%

80%

Student

40%

90%

60%

70%

15

20%

90%

80%

90%

Student

50%

90%

50%

90%

17

40%

70%

60%

90%

18

Absent

20%

20%

50%

Average

38%

81%

59%

83%

4. The following graph represents pre. vs post assessment, represented as the overall class
grade.

Pre/Post Assessment Analysis

100
80
60
40
20
0

Series 1

5. The following graph represents individual student scores from the pre-assessment to the postassessment.

8.3.1, 8.3.2, & 8.3.3 Pre/Post Assessment Analysis

Individual Students
300

100
90
80
70
60
50
40
Percent Correct
30
20
10
0

250
200

8.3.3 Post-Test
8.3.3 Pre-Test

150

8.3.1 & 8.3.2 Post-Test

100

8.3.1 & 8.3.2 Pre-Test

50
0

Students

For my subgroup, I chose to base it off the number of students who had no absences, 1-3
absences, and 4-6 absences. I chose to do this subgroup because studies have shown that
students who are present everyday in the classroom will have higher overall grades than those

students who miss a lot of school. I split the subgroups into three categories because I was
interested if few absences and several absences had any distinct differences in terms of grades
the students received. The following graph displays the three subgroups, and their comparison
between scores on the pre and post assessment.

Sub-group Pre vs Post Assessment

100
90
80
70
60
50
40
30
20
10
0

No Absences
1-3 Absences
4-6 Absences

6. The following is a chart illustrating a comparison between Student A and Student B in the
pre and post assessment.

Student A & Student B Pre vs Post Assessment

100
80
60
40
20
0

Student A
Student B

The following student works are two formative assessments, and one summative assessment
from Student A and Student B.

Student Data
The formative data used showed that the students mastered the assessments that focused
on the main concepts of sexual reproduction and genetics, specifically understanding the types of

sexual and asexual reproduction and the use of a Punnett square to predict the probability of a set
of offspring. However, the formative assessments that were focused on vocabulary and which
included higher-level thinking did not reach scores of mastery level. This was a huge indicator
that more time needed to be spent on mastering the vocabulary because lack of understanding led
to lower scores on assignments that were vocabulary based. Additionally, I believe that the
students relied too heavily on resources to help them do their tasks. The policy in our science
class is that the majority of assignments can be completed with the use of either the textbook, or
any previous assignments or notes. We do this so the students complete assignments and take
notes seriously because they know that these assignments can be used as tools for future use.
However, the assignments that did not include the use of outside resources received the lowest
scores. Despite the results, I believe that exposure to vocabulary terms and content is the best
way for students to learn the material.
The summative charts indicated that more than half of the class achieved mastery level on
this unit. Based on this data, I believe the formative assessments were good indicators of
performance levels on the post-assessment. Some trends that emerged were that 100% of
students increased their scores from the 8.3.1 & 8.3.2 pre-assessment to the post-assessment.
Additionally, 88% of students increased their score from the 8.3.3 pre-assessment to postassessment, and the other 12% showed no change in their score. Overall, 72% of students
achieved mastery level understanding on the post-assessments for all three standards in this unit.
This data is especially important because it illustrates student growth over the course of a unit,
and also shows the impact connecting concepts can have on summative assessment scores. The
scores on the post-assessment indicate that the formative assessments used were appropriate, and
helpful in understanding and mastering this unit.
The subgroup data that emerged proved to be very interesting. My hypothesis prior to
conducting this study was that those students who had no absences would have higher test results
than students who had missed 1-3 days of school, and 4 or more school days. However, the
results indicated that the lowest scoring subgroup were the students who had missed 1-3 days of
school, and the students with 0 and more than 4 absences achieved the same results on all three
assessments. The results did not support my overall hypothesis, however, the results have led me
to want to pursue this research more because I am interested to see what errors I might have
made in my study, or if I would get the same results. This data does not coincide with the results

of the formative assessments because those students who missed more than 4 days of school
were also missing a good portion of the formative assessments. The majority of students in this
category did not make up missing work, and therefore received a 0 on those assignments.
Despite the results, I am very intrigued to complete another study to compare the results.
The two students I decided to analyze more in depth during this unit are almost complete
opposites in their work ethic, and academic achievement. Student A has had consistently high
academic grades leading up to this unit. Student B does not turn in a good portion of his work,
and is more focused on the socializing aspect of school than the academic. Despite their overall
differences, Student A and Student B both increased their scores from the pre-assessment to the
post-assessment. I believe these results indicate that both Student A and Student B achieved
overall understanding of the material covered in this unit. However, this is not supported fully
by the formative assessment scores these students achieved. I believe this is true because many
of the formative assessments were very challenging material, and required a multitude of practice
to achieve mastery understanding of this unit. Due to the challenging material used as formative
assessments, I believe that both Student A and Student B worked hard to achieve mastery
understanding of this unit, and that the difficult formative assessments were successful in
preparing the students for the summative assessments.
Formative Instruments
The formative assessments used in this unit were all connected to the standards. This is
true because every formative assessment used was chosen because it increased knowledge on
genetic variability and reproduction, as well as encouraged higher-order thinking. The formative
assessments used that did not seem to be the effective in indicating student learning were the
bead lab short answer questions and the pre-test. The bead lab questions were a part of an
inquiry lesson where the students had no previous knowledge on the genetic variations a set of
offspring can have. Since this was an introductory lesson, the questions were designed to just
introduce the unit, and were graded for completion. The pre-assessment was also not very
effective in assessing student learning because many of the students did not take the test as
serious as I would have liked. Many of the students just circled an answer because they know
that pre-assessments are not graded since it has not been taught yet.

The rest of the formative assessments were very effective in understanding student
learning. This is true because every assessment was graded for content, and the majority of the
students achieved mastery level on almost every assessment used. The vocabulary matching and
short answer questions were especially effective because the data showed the worst scores than
all the other assessments used. This indicated that more time needed to be spent developing
vocabulary, and questions that encouraged higher-order thinking. The data provided was a huge
indicator of how effective the formative assessments were because it illustrated the percent of
students who achieved mastery. This showed me that the students were understanding the
material, and the way the material was presented was effective as well.
Summative Instruments
The summative assessment used was effective for the majority of the students. The
students who take their schoolwork more seriously completed the post-assessment to the best of
their ability; however, there were a select few students whose scores did not indicate true growth
because they were absent when the pre-assessment was given. In this instance, the postassessment was not a good indicator of student learning because the data was manipulated.
However, overall the post-assessment was a great indicator of student learning because the
majority of students showed growth from the pre to post test, and also showed understanding on
higher-order thinking questions that were present on the post-test.