Ms.
Tracie Coyne
Long Cane Primary School
1st Grade: Ms. Donaldson
April 2017
TWS 6: Analysis of Student Learning
Teacher Work Sample Six focuses on analyzing the results from the pre, during and post
assessments from the math lesson. This breaks down to thoroughly analyze both whole group
and individual work. This allows the teacher to accurately determine student growth throughout
the lesson. The learning objective for this lesson was After reviewing base ten blocks, skip
counting and subtracting, and working practice problems with the teacher, students will be able
to subtract 10 from multiples of 10 ranging between 10 and 90 with 100% accuracy.
A. Whole class
Students: Pre-Assessment During-Assessment Post-Assessment
Student 1 - 4 1 2
Student 2 4 3 4
Student 3 4 2 3
Student 4 * 4 2 3
Student 5 4 3 4
Student 6 4 3 4
Student 7 4 3 4
Student 8 4 3 4
Student 9 4 3 4
Student 10 4 3 4
Student 11 4 3 4
Student 12 4 3 4
Student 13 4 3 4
Student 14 4 3 4
Student 15 4 3 4
Student 16 4 3 4
Student 17 4 3 4
Student 18 + 4 4 4
Mean: 4 2.83 3.7
Median: 4 3 4
Mode: 4 3 4
- = Low achieving Student
* = Average achieving Student These three students noted will be used
for
+ = High achieving Student individual analyzation later.
Whole Class Assessment
Post-Assessment 3.7
During-Assessment 2.83
Pre-Assessment 4
0 0.5 1 1.5 2 2.5 3 3.5 4
Series 1
Explanation of Whole Group:
The first chart shows the students grades for all three assessments given throughout the
lesson. The chart above shows the growth throughout the whole class assessment between the
pre-, during and post. The pre-assessment was a review given verbally and every student
completed this task with the highest score. Therefore, the mean is 4. This indicates that every
student understands previously learned knowledge and are ready to build upon that knowledge
with new information. The during assessment was done as a whole class through teacher
instruction and calling on students. These 4 questions we graded after the leaflet was taken up.
The mean for the during-assessment is 2.83. This indicates that most students understand the
initial concept of the task given. The post-assessment was given individually and taken up after
completion. The mean for the post-assessment is a 3.7. This indicates that most students grasped
the new information of how to subtract groups of ten. As shown in the chart above by the
completion of this lesson the average of the class was at a 3.7 out of 4. This means that the class
the majority of the class understands how to subtract groups of ten when completing the
questions on their own. The teacher uses whole class results to understand where the class stands
as a whole and if they can move onto the next lesson or if the students need more practice.
During-Assessment Post-Assessment
B. Individuals
Three students of different academic achievement, low, average and high) have been selected
to further analyze students performance on the assessment. Student 1 represents the low
achieving student, student 4 represents the average achieving students, and student 18 represents
the high achieving student. Each student in the class will fall somewhere along the spectrum that
is between these three students. It is important to know the individual scores of each student to
promote the best course of learning for that student. Student work could not be provided,
however the pictures of the leaflet in the chart above are the problems the students were asked to
complete. It is important to review and analyze the data from then whole range of the classroom.
This lets the teacher know where students are in understanding the lesson.
The chart below shows the individual scores for the pre-, during and post assessments. As the
pre-assessment was a review of previously learned knowledge every student completed the task
with 100% accuracy. For this lesson the during and post-assessments show the student growth on
the new information: subtracting groups of ten.
Pre-Assessment During-Assessment Post-Assessment
Student 1 - 4 1 2
Student 4 * 4 2 3
Student 18 + 4 4 4
Student 1 represents the low achieving student. This student scored a 1 on the during-
assessment and a 2 on the post-assessment. These numbers refer to how many questions
the child got correct out of 4 during each assessment. This indicates that the student needs
more practice on subtracting groups of ten. If this student has trouble subtracting groups
of ten (90-80=10) then they will have trouble when it comes to subtracting two digit
numbers or higher. This student seems interested in math during class time, but also finds
math difficult to complete.
Student 4 represents the average achieving student. This student scored a 2 on the during-
assessment and a 3 on the post-assessment. These numbers refer to how many questions
the child got correct out of 4 during each assessment. This indicates that the student needs
more practice, but does grasp the concept. This child may have trouble subtracting
numbers with two or more digits. This student enjoys math, but had trouble connecting
the concepts during this lesson.
Student 18 represents the high achieving student. This student scored a 4 in both the
during and post-assessments. These numbers refer to how many questions the child got
correct out of 4 during each assessment. This child thoroughly enjoys math and excels at
it regularly. This student has no trouble when subtraction multiple digit numbers.
