Analysis of Student Learning

Learning Goal #1
Student Pre-Test Formative Summative Key

B.B. X 4 3 C = Correct

O.C. PC 4 2 X = Incorrect

J.C. PC 4 4 PC = Partially
Correct

D.C. X 4 2 O = Omitted

R.D. X 4 2

D.E. X 4 3

A.E. X 4 3

K.E. X 4 4

C.G. PC 4 4

B.G. X 4 3

T.H. PC 4 4

C.H. X 4 3

E.M PC 4 4

T.R. X 4 3

S.R. PC 4 3

A.S. X 4 3

R.S. X 4 3

L.T. X 4 2

J.W. X 4 3

D.W. X 4 2

K.W. PC 4 4
 Learning Goal #2
Student Pre-Test Formative Summative Key

B.B. PC 3 3 C = Correct

O.C. X 1 2 X = Incorrect

J.C. X 4 4 PC = Partially
Correct

D.C. X 3 3 O = Omitted

R.D. X 3 3

D.E. PC 2 3

A.E. X 3 3

K.E. X 2 3

C.G. X 3 3

B.G. X 3 3

T.H. C 4 4

C.H. X 3 3

E.M C 3 3

T.R. X 2 3

S.R. C 3 4

A.S. X 3 3

R.S. C 3 3

L.T. X 3 3

J.W. X 3 3

D.W. X 3 2

K.W. C 3 4
 Learning Goal #3
Student Pre-Test Formative Summative Key

B.B. PC 3 3 C = Correct

O.C. X 2 3 X = Incorrect

J.C. C 3 4 PC = Partially
Correct

D.C. C 3 4 O = Omitted

R.D. PC 3 3

D.E. X 3 3

A.E. X 3 3

K.E. X 3 3

C.G. X 3 4

B.G. PC 3 3

T.H. X 4 4

C.H. C 3 3

E.M C 3 3

T.R. X 2 3

S.R. X 4 3

A.S. X 3 3

R.S. X 3 3

L.T. X 3 3

J.W. X 3 3

D.W. X 2 3

K.W. C 3 4
 Learning Goal #4

Student Pre-Test Formative Summative Key

B.B. C 3 3 C = Correct

O.C. X 2 3 X = Incorrect

J.C. C 4 4 PC = Partially
Correct

D.C. C 3 3 O = Omitted

R.D. C 3 3

D.E. C 3 3

A.E. X 4 4

K.E. C 4 3

C.G. X 4 3

B.G. C 3 4

T.H. C 4 4

C.H. X 3 3

E.M X 3 3

T.R. X 3 3

S.R. C 3 3

A.S. X 3 3

R.S. X 3 3

L.T. X 2 2

J.W. C 3 3

D.W. X 2 2

K.W. C 4 4
 Analysis of Student Learning Narrative

While creating my unit, I utilized the tool of backward design in my planning. I made sure
that I first planned the outcome that I wanted from my students and how I expected them to get
to that point. From then, I created learning goals that were achievable and important for
students to learn. My students learn best when they take notes and then have a self check of
their own understanding. Because of this, we ended up doing a quiz and a lot of kahoots so my
students could check their own understanding as well as me being able to keep track of what
they understood and what needed to be re-taught in order for my students to meet their learning
goals. I kept records of all of their formative assessments, including their kahoots in order to
make sure that I had work from every student, but also so that I could make sure that my
students were actually learning the information. If something needed to be re-taught, I would be
able to see that.
My students had very little understanding of the executive branch according to their
pre-test. Many students couldn’t even answer all the questions and if they did most students got
a lot of the answers wrong. I made sure to tell students to try their best on the pre-test and that it
wouldn’t be graded. Most students tried their best on the pre-test and it became obvious to me
that I would need to begin teaching with the very simple, basic ideas of the executive branch.
Being able to see this made figuring out where to start with my students easy. Most students
didn’t even know the basics of the vocabulary for the unit, so that was a easy starting place.
Overall, most of my students were successful in meeting the learning goals. The
students that didn’t meet the learning goals have specific learning disabilities and during this
time the ed tech that was in our class was taken out to help aid another student. The students
tried their very best, and considering that these students normally don’t even hand in work,
having them hand in a final project was a success. I worked with these students daily in order to
help them be successful. As a class, my students started out with very little information about
the executive branch and ended meeting a majority of the learning goals for this unit.
Throughout the unit I gave students prompt feedback on their formative assessments.
We had a mixture of teacher feedback and self assessment. This group did not do well with
peer feedback, something we tried earlier in the year before this unit started. Because of this, I
ended up only including teacher feedback and self assessment to the unit. This group of
students did well with these types of feedback and I could see an improvement in their learning
throughout the unit. Students also had a opportunity to fix their summative assessment if they
didn’t originally meet the learning goals and didn’t get a three on the project.