Pre/Post Test- Natural Disasters

Point
Student Initials HR Pre-Assessment Post- Assessment Difference Impact Rating
Peppers Impact Parameters
AA B1 5 9 4 Moderate High= 81-100%
NA B1 12 12 0 High Moderate= 70-80%
LB B1 12 12 0 High Low= 0-69%
PB B1 9 12 3 High
MB B1 6 10 4 High
MB B1 7 12 5 High
SD B1 5 9 4 Moderate
DF B1 8 12 4 High
CF B1 9 12 3 High
AG B1 6 9 3 Moderate
EG B1 11 12 1 High
JH B1 6 9 3 Moderate
MK B1 6 7 1
EL B1 11 12 1 High
KM B1 8 9 1 Moderate
AM B1 8 12 4 High
NM B1 7 9 2 Moderate
SS B1 8 11 3 High
OW B1 8 12 4 High
Cherries
AA B2 9 10 1 High Blue=LLD
AA B2 10 12 2 High
NB B2 8 -8
CB B2 7 6 -1 Low
MC B2 8 12 4 High
KC B2 4 11 7 High
FC B2 9 11 2 High
SF B2 10 N/A #VALUE!
AF B2 5 10 5 High
DG B2 6 12 6 High
ZG B2 8 12 4 High
SG B2 8 9 1 Moderate
GM B2 2 11 9 High
MM B2 5 10 5 High
BP B2 9 12 3 High
BP B2 8 10 2 High
CS B2 8 10 2 High
AT B2 5 12 7 High
JS B2 8 8 0 Low
DV B2 0 10 10 High
AZ B2 10 N/A #VALUE!
5.6%
 Analysis of Impact on Student Learning
My measure of student learning impact study took a look at the results of a pre and post assessment that tested the students' knowledge of the science
unit, natural disasters.The test was administerd to two classes. Once class contains 19 students and the second class contains 21 students. The test
consisted of 8 matching [vocabulary word to definition] and 4 multiple choice questions. Each of these questions were covered in the Natural Disasters
Unit which lasted about 3-4 weeks long. The students were given information on specific natural disasters and how engineers can help prevent
disasters or damage to the human population. The impact parameters (score percentage) are: High= 81-100%, Moderate= 70-80%, and Low= 0-69%.
For the peppers class, the data results revealed that 66.7% of the students showed a high impact rating, 33.3% of the students showed a moderate
impact rating, and 0% of the students showed a low impact rating. For the cherries class, the data results revealed that 77.8% of the students showed a
high impact rating, 5.6% showed a moderate impact rating, and 16.7% showed a low impact rating. The unit was taught over a span of a few weeks
and the study guide material was given to students on the first day of the unit. Throughout the unit, their science homework was to study their study
guide for a few minutes each night. This was done to prepare the students over time to take the end of the unit test. There was also 2 exit tickets given
throughout the unit to give me an idea if the pacing of the unit was just right, too fast, or too slow. The students really enjoy science and were engaged
and motived throughout the unit.The students also had a natural disaster project where they were assigned one disaster and had to research it and
make a presentation and 3-D model to present to the class. The percentage of students who showed a high impact rating in both classes lead me to
beleive that enough time was spent on the material in order for them to grasp the information. There was at least 2-3 days spent on each natural
disaster and an activity or movie clip was shown to demonstrate each disaster. This provided students with multiple means of representation and gave
them more opportunities to understand the material when it was provided in different forms. The percentage of students who showed a moderate
impact rating lead me to believe that they either needed more time with the material or they did not put enough time into studying, took the test too
fast, or did not pay close enough attention to the test questions. The percentage of students who showed a low impact rating lead me to belive that I
should have given them more individualized attention on the subject matter and that I should have done more check-ins with them throughout the
unit. For the future, I will make sure to check-in more
with the students and make sure that the interactive fill-in worksheets are being completed fully and effectively. I will have more written assignments
handed in so that I can closely track student's progress instead of just assuming if a student is comprehending the material or not.