​Teacher Work Sample
by: Christine Wiegel
Analysis of Student Learning
This page boasts an array of assessments, comparing the students pre-knoweldge to their post-knowledge. The assessments range from checklists, running records, data collection, and anacdotal records. Through using a variety of assessment styles, I was able to most accurately evaluate students learning and their current knowledge at the time of assessment. I was able to determine what student current knowledge was so I could plan and adjust my lessons to foster the students learning and reach their current learning needs.
Learning Goal 1
TLW acknowledge the environment animals live in
I asked students individually to explain where each animal lived. We discussed environments and how they are different. Some students were able to describe the differences of the environments, some students were able to simply name the environments, and other students were unable to express where each animal lived. With a wide range of pre-assessment results, I was able to further plan my instruction and focus on environmental details while conducting my interactive read-aloud. The results of the post-assessment provided me with reassurance that the students gained knoweldge on animals and their environments. They used voculabulary such as "environment, dessert, sand, ocean," during their centers throughout the duration of the teacher work sample. Using this vocabulary shows me that they are comfortable with these environments and their knoweldge of the differences. The students reached the learning goal if they were able to identify and tell about the environments of all three desired animals.
Summary of Pre-Assessment:
There are 17 students in the class. With 2 students absent for the entite work sample, there are 15 students with represented data. 2 students had no knowledge on the animals environments. 4 students were able to identify all 3 environments. The remaining 9 students were able to express understanding of 1 or 2 of the desired environments.
Summary of Post-Assessment:
There is still a test pool of 15 students for the post-assessment. In order to reach the goal, students must express knoweldge on all 3 environments. 13 students reached the goal of 3 environments. This leaves 2 students who were unable to express knoweldge on all 3. These 2 students had an understanding of 2 of the 3 desired environments. The post-assessment provide evidence that 76% of constituants reached the goal, 12% were just shy of reaching the goal, and the other 12% were not present for the pre or post assessment.
Learning Goal 2
TLW compare animals in 5 or more ways
I asked students about the animals in the animal sort area of the classroom. There were environments such as water, rocks, and sand where students could sort the animals by their environments. At the begining of the week, I asked students about the animals and what they noticed about the number of legs, how they stood up, and where they went in the provided environments. I used a number system to record how many differences they were able to point out. I also jotted down anecdotal notes for some of the students. The post-assessment showed growth in all of the students ability to point out similarities and differences with the animals. Students were successful if they were able to identify atleast 5 differences/similarities with the animals.
Animal Sort Pre-Assessment Animal Sort Post-Assessment
Summary of Pre-Assessment:
The pre-assessment provided me with the knoweldge of my students ability to compare animals and their body parts, patterns, and details. Throughout the week, when working with students in the animal sort section of the classroom, I was able to use advanced vocabulary, detail rich comparisions, and differences of the animals and their environments. By doing so, the children picked up on the language and began discussing these characteristics and differences on their own. I have divded the students into 3 abilites.
Group 1 can express 0 comparissons of animals.
Students in Group 1: 1 (6%)
Group 2 can express 1-4 comparissons of animals.
Students in Group 2: 10 (67%)
Group 3 can express 5 or more comparissions of animals.
Students in Group 3: 4 (17%)
Summary of Post-Assessment:
With 17 students being assessed, and 2 of them being absent for the duration of the learning cycle and assessmnet period, there were 15 students being assessed. Students had to express 5 comparissons/details to reach the goal. Everyone made growth in the ability to verbally communicate and express difference and similarities of animals characteristics.
Group 1 can express 0 comparissons of animals.
Students in Group 1: 0 (0%)
Group 2 can express 1-4 comparissons of animals.
Students in Group 2: 4 (17%)
Group 3 can express 5 or more comparissons of animals. (Goal)
Students in Group 3: 11 (73%)
Learning Goal 3
TLW express understanding of animals and their eating habits
There was a picture board up all week of animals and the foods they eat. The students would point to the animals and the food and name them during center time. There were several students who were drawn to these animals and would match the foods with the animals, sort the animals by size, and sort the food by "yummy or gross" according to their taste buds. I recorded each students answers of which food the animals ate prior to the taste test. On Wednesday, students were able to have a taste test of the foods these animals eat. 4 at a time, students would come sit at the table with me and try these foods. They would name the foods as I placed each piece on the plates and they would say which animal they thought it went with. The students had a recording sheet (click on the link titled: Animal Tasting Recording Sheet) where they put a check next to each animal after they ate that animals food. The conversations where rich and filled with new vocabulary and proper animal names. The children were able to connect the animal food to real life. For example, I asked what the sunflower seeds where and one of the students replied, "those are the things we eat at breakfast". The students do infact have sunflower seeds for breakfast some days and they were blown away that parrots eat those, too.
Summary of Pre-Assessment:
There were 3 people missing from class on the day of the taste test resulting in 14 students data being collected. The pre-assessment revealed that students had the most difficulty with the parrot and identifying that he eats sunflower seeds. Everyone was able to correctly match the monkey with the banana. I have divded the results by animals and have provided a number (out of 14) and a percent of students who got it correct.
Bear: 6/14 (43%)
Rabbit: 12/14 (86%)
Mouse: 12/14 (86%)
Parrot: 5/14 (36%)
Monkey: 14/14 (100%)
Summary of Post-Assessment:
This activity was so rich in conversation and highetening the senses with smell, taste, sight, and touch. The students were able to make real life connections once seeing the food and tasting it. At the end of their time at the table, after conversations, tasting the food, seeing all of the pictures, and filling out their recording sheet, the students were able to quickly refer to all of the animals and the foods they eat. To reach the goal, students had to correctly match atleast 4 of the animals with their correct food item. The results far surpased my expectation, with everyone being able to match all animals with the correct food.
Bear: 14/14 (100%)
Rabbit: 14/14 (100%)
Mouse: 14/14 (100%)
Parrot: 14/14 (100%)
Monkey: 14/14 (100)