STEP Standard 6 - Analysis of Student Learning
After you have implemented each lesson in the unit, as well as completed the post-assessment,
collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment
and determine student learning. Review your data and whether there is a student or group of
students who have not mastered the objectives and discuss what you will do to further develop
students’ knowledge and skills.
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 2
(90%-100%)
Proficient
2 2
(80%-89%)
Partially Proficient
2 1
(70%-79%)
Minimally
Proficient 1
(69% and below)
Post-Test Analysis: Whole Class
Based on my analysis of the post-test data, I feel like this lesson went very well. All students were
excited for the lesson. We are learning about patterns.
Based on the whole class post-test data, I am very satisfied with the overall percentage of my
students. My lower students started off by not being able to complete an ABAB pattern. The
students enjoyed listening to and watching a video on how to make and complete YouTube song
about how to make ABAB patterns and ABCABC patterns. The students did well with the
worksheets. They were able to complete the patterns. I think the lesson was a success for the
students in their future learning.
Post-Assessment Analysis: Subgroup Selection
At this moment, I only have five students enrolled in my class due to COVID-19. I have one
student currently on roll with an IEP for speech. I was able to work with him some through
Zoom. We watched a YouTube video on patterns and worked using some manipulatives I sent
home with him through our school distribution day. I have a picture his mom sent me while he
was working on his pattern worksheet at home while on Zoom with me.
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%)
Proficient
1
(80%-89%)
Partially Proficient
1
(70%-79%)
Minimally
Proficient
(69% and below)
Post-Assessment Analysis: Subgroup
Based on your analysis of the subgroup post-test data, this student with the speech IEP I will
take extra time to understand what he is saying. This student takes a little more time than others,
but he is understanding how to complete an ABAB pattern. He is also speaking to me more on the
Zoom lesson as we work more together on patterns. As I was making pattens on the large easel,
he was able to tell me what number or shape would go next in completing a pattern. It was
difficult at first working on the patterns through zoom but as we went along and spent more time
on the lesson, it got better.
Based on the subgroup class post-test data of my IEP student, he is showing improvement. This
student has been doing well with our Zoom lesson and when we have a one on one Zoom lesson.
Hopefully when he gets back in class in the next couple weeks we can work together more in
small group and the lessons will get easier for him.
Post-Assessment Data: Remainder of Class
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient 3
(90%-100%)
Proficient
2 1
(80%-89%)
Partially Proficient
2 1
(70%-79%)
Minimally
Proficient 1
(69% and below)
Post-Assessment Analysis: Subgroup and Remainder of Class
Based on the analyze data of the subgroup as compared to the remainder of the class there is not
much difference. During large group on Zoom I used YouTube videos and manipulatives. I would
show a pattern and let the students say the pattern with me. Then I would start a pattern and let
the students decide what would go next. For example, I would have a triangle, star, triangle and
then the students would tell me a star would go next in the pattern.
To build upon this unit we will next work on a more complex pattern. Upon completion of this
lesson, the students will be able to:
Make AABBAABB patterns.
National/ State Learning Standards
M.P.3.2 Describe, duplicate, and extend simple patterns using a variety of materials or
objects.
