Paper instructions:
Note: This task requires you to submit data about students in your class. Privacy laws require that you remove any identifying information (e.g., name, school student ID numbers, addresses, pictures) from any submissions to WGU. If you use fictitious names, you must note this in your documentation.
In this task, you will analyze data gathered from the pre-, formative, and post-assessments from your two-week standards-based instructional unit to determine student progress toward the defined learning goals and criterion identified in your assessment plan.
In this task, you will analyze data gathered from the pre-, formative, and post-assessments from your two-week standards-based instructional unit to determine student progress toward the defined learning goals and criterion identified in your assessment plan.
TASK
A. Use graphic representations and student work examples to communicate performance results for the following:
1. Entire class
a. Create a graphic representation (e.g., table, graph, or chart) with pre- and post-assessment data for every student that summarizes the progress of your entire class for the defined learning goals.
2. Subgroups
a. Create a graphic representation that compares subgroups (e.g., girls vs. boys, high vs. middle vs. low performers) for the defined learning goals from pre- and post-assessment results.
3. Selected individuals
a. Provide examples of student work from the pre- and post-assessments for two students who demonstrate different levels of performance. (You will provide a total of four student work examples.)
B. Write an essay (suggested length of 4–6 pages, exclusive of graphic representations and student work examples) in which you analyze your assessment data to determine student progress toward the defined learning goals as follows:
B. Write an essay (suggested length of 4–6 pages, exclusive of graphic representations and student work examples) in which you analyze your assessment data to determine student progress toward the defined learning goals as follows:
1. Entire class
a. Analyze what the graphic representation in part A1a indicates about class progress in student learning based on pre- and post-assessment data (i.e., the number of students meeting the criterion).
2. Subgroups
a. Analyze a group characteristic (e.g., gender, performance level, socioeconomic status, language proficiency) in terms of one learning goal.
b. Justify your selection of this group characteristic.
c. Analyze what the data from the graphic representation in part A2a indicate about student learning.
3. Selected individuals
a. Discuss the two students selected in part A3a who demonstrate different levels of performance.
b. Explain why it is important to understand the learning proficiencies of the selected students.
c. Discuss conclusions reached about the extent to which these students attained two learning goals.
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