ANALYSIS OF STUDENT LEARNING

Purpose of Analysis

The candidate uses student data (gathered by following the

assessment plan) to profile and document student growth that occurred as a result of the instructional sequence, and analyzes the relationship between instruction and student achievement.

What are the Expectations?

Interpretation is meaningful and appropriate conclusions are drawn from the data. Explores multiple hypotheses for why some students did/did not meet objectives.

Table includes all information needed to assess impact on student learning

Identifies successful and unsuccessful activities and assessments and provides plausible reasons for their success or lack thereof.

Before you start:

You will need to align the questions or items in the student skill performance in your pre-test to the specific objectives. Once you have made the alignment, you will be able to get a tally of how many students were able to answer

The questions or do the taskassociated with that objective.

Gather and sort your data How many students How many objectives How many questions per objective to

determine if the student could meet the objective

To what degree did the student achieve the objective

What was the class performance on each objective and the overall lesson.

Analysis Table --Chart the Data

Make the table work for you

Make the table work for YOU. You can adjust the table as needed to best represent your students’ performance and your best method of making sense of the date. The only stipulation is that you must be able to show pre-test performance, post-test performance and student progress (growth) and achievement.

Analysis of Student LearningResult Summary

What was your most successful objective? Provide two or more plausible reasons for this

success Did the students meet the objective? Was there significant growth? Provided lots of repetition? Student work groups and engagement with specific

activities? Assessed formatively frequently and adjusted

instruction? Motivational aspect to the learning? Memorable introductory experience? High degree of relevance ?

What was your least successful objective? Provide two or more reasons for this lack

of success? Did the students meet the objective? Was there little or unsatisfactory growth? Was time and maturation an effect? Did students not have enough opportunity to

manipulate and experience the content? Was the sequencing erroneous? Was there an activity that was ineffective?

Comparison

Compare the results from the three top-scoring students and the three lowest-scoring students. Discuss possible reasons for these differences.

Some Final Considerations

Make sure you accurately interpret the data.

It is more important to get accurate results than to try to justify or make seem “successful” insufficient progress or growth. Simply be honest and objective.

The TPA is about reflecting as a teacher in such a manner that your reflection causes you to improve your skills as a teacher and the effectiveness of instruction in the future.