Section VI: Assessment Data and Analysis
1. Pre- and Post- assessment grading criteria and scoring are explained.
When I gave the students the pre and post assessment I explained to the students that there was credit for completion but no points taken away for wrong answers. It is a tool for me to know what to teach and what they know to find new challenges for each student if they are ready for them. The clay assignments will be graded on a rubric, which will be provided to the students upon given the assignment.
2. Pre- and post- assessment results, including individual, cluster/sub-group, and gain scores, are presented in charts and/or graphs.
When I gave the students the pre and post assessment I explained to the students that there was credit for completion but no points taken away for wrong answers. It is a tool for me to know what to teach and what they know to find new challenges for each student if they are ready for them. The clay assignments will be graded on a rubric, which will be provided to the students upon given the assignment.
2. Pre- and post- assessment results, including individual, cluster/sub-group, and gain scores, are presented in charts and/or graphs.
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3. Pre- and post assessment results and patterns are analyzed (1) by student and (2) by cluster/sub-group.
Students will get to analysis their different scores at the end of the semester when the whole class has taken the post assessment quiz. As a class they will determine how they have grown in their clay knowledge base and identify where they need more work.
4. Results of pre- and post assessments are synthesized to answer question, “What do these assessments show about the learning that did or did not occur in the unit?”
Overall during this unit we have seen a knowledge growth in every student. Student One and Student Four are the only ones that we do not have great data for as one assessment was not taken. Student One I believe the student was absent and did not return till after I had left for my elementary student teaching. This student will be taking the final assessment at the end of the semester when the rest of the class that was on the wheel throwing takes the assessment. And Student Four was decided not to take the first quiz and was later absent for two weeks or so during the unit. For the rest of the students there seems to be a range of 4 to 6 point growth in knowledge.
5. Evidence from the unit instructional assessments that support or contradicts pre and post findings is explained.
The unit instructional assessments that was used, mainly the coil vessel and hard slab assignment, demonstrate each students growth in their knowledge and skills with clay. All assignments show growth in skill level with working with clay. If these assignments were to be compared to the drape and press project that the students did on the first day of class the graph would show ground breaking skill development, especially for students who have not had previous clay experience. These first projects were not part of my unit but it helped me gauge where each students’ skill level was before I started the unit.
6. Strengths and weaknesses of the assessment plan are discussed.
I believe my assessments would have been stronger and would have shown more growth had I included a drape and press first assignment without giving much instruction. This would have shown the physical skill growth, before, during, and after the unit. I also think that I could have given more incentive on the second quiz to help students do better or given them more of a heads up to let them review if they wanted to before class. However, by giving the quiz the way I did I believe I got the raw data for the class that gives true growth that may be retained for a longer time span. There was no last minute memorization or cramming that would likely be forgotten.