EHT4 Task 1 Data Analysis Essay
Data Analysis Essay
When the teacher gave me the completed pre and post assessments from an anonymous student, I analyzed each individually for evidence of student learning. The first paper I analyzed was the pre-assesment questionnaire. I read through each question and answer and checked how many answers the students got correct. The student scored 3 out of the 6 questions correct. Given that this lesson was complied of all new learning materials (according to the teacher) I felt that the student did pretty well. The questions were multiple choice so even if the student guessed on the answers the student had a 1 in 3 shot of doing so. The student got the easier questions correct such as “What is a compass rose?” and the “What is this a picture of?” questions. After analyzing the pre-assesment, I moved on to the post-assessment. This would demonstrate evidence of student learning since this was given at the end of the lesson. The Students scored 3 points which is the highest score you could get on this assessment. This means that the student followed all three of the directions correctly. The student created a map of the classroom using the supplies given (colored pencils, card stock and a ruler), created a legend explaining what the symbols signified, and drew a compass rose on the map. This students post-assessment demonstrated evidence that he/she clearly understood the lesson objective. The student knew what a legend was and how to incorporate symbols onto a map by using one and was able to correctly draw a compass rose. The student obviously grasped the concept of the activity since he/she did so well on the assessment. I feel that the proof lies in both the pre and post assessment scores. The student went from not knowing a lot of information regarding maps to creating a map of the classroom complete with a functional legend and an accurate depiction of a compass rose.
When the teacher gave me the completed pre and post assessments from an anonymous student, I analyzed each individually for evidence of student learning. The first paper I analyzed was the pre-assesment questionnaire. I read through each question and answer and checked how many answers the students got correct. The student scored 3 out of the 6 questions correct. Given that this lesson was complied of all new learning materials (according to the teacher) I felt that the student did pretty well. The questions were multiple choice so even if the student guessed on the answers the student had a 1 in 3 shot of doing so. The student got the easier questions correct such as “What is a compass rose?” and the “What is this a picture of?” questions. After analyzing the pre-assesment, I moved on to the post-assessment. This would demonstrate evidence of student learning since this was given at the end of the lesson. The Students scored 3 points which is the highest score you could get on this assessment. This means that the student followed all three of the directions correctly. The student created a map of the classroom using the supplies given (colored pencils, card stock and a ruler), created a legend explaining what the symbols signified, and drew a compass rose on the map. This students post-assessment demonstrated evidence that he/she clearly understood the lesson objective. The student knew what a legend was and how to incorporate symbols onto a map by using one and was able to correctly draw a compass rose. The student obviously grasped the concept of the activity since he/she did so well on the assessment. I feel that the proof lies in both the pre and post assessment scores. The student went from not knowing a lot of information regarding maps to creating a map of the classroom complete with a functional legend and an accurate depiction of a compass rose.