Evaluating Student Progress with Assessment
I began the unit on classification with a pre-test. It was a short test, nine questions, targeting some main
points that we would cover during the unit. The class average for the second period was 4.9% and the class
average for the third period was 7.2%. The averages were lower than I expected but I was encouraged to be
working with a “blank slate”, so to speak.
During the unit I used a variety of methods to present the material. We spent the first part with Powerpoint
and note taking. I did not want to spend the whole class period with taking notes so I divided the class period
up between PowerPoint and hands-on activities. I conducted a group activity in which the class classified
‘aliens’ and also Chex mix. I also assigned students the project of classifying some element in their home.
Students chose things such as silverware drawers, nail polish, makeup, Christmas tree lights, and the one that
seemed to be the most popular, closets. After introducing dichotomous keys, we had an activity where the
students went around the room and classified various animals and insects. Pictures were hung around the
room and each student was given a key and chart to fill out. This gave them the practice they needed to read
these keys.
Before the final test, I gave each student a study key as well as class time to complete it, along with the
opportunity to ask questions if they did not understand some part or parts of the material. The next class
period we played a review game. I placed cards around the room with a question on the inside of the card
with answers on the outside. They could start with any card they desired, read the question, then move
around the room in search of the answer. The next question would be on the inside of the card, which would
lead them in search of the next answer. This would continue until all questions and answers were found. If
they answered each question correctly it would lead them back to the card with which they started. The posttest was given the next day.
The post-test consisted of twenty-one questions and included the nine questions from the pre-test. I prefer to
give longer post-test in that it gives the student the opportunity of scoring better, as each question carries less
weight than a nine question test would. When comparing the pre-test and the post-test, only the nine
questions that appeared on both test are used.
90.00%
80.00%
70.00%
60.00%
50.00%
Series1
40.00%
Series2
30.00%
20.00%
10.00%
0.00%
Period 2
Period 3
I was very satisfied with the results. The class average for second period was 81.2% and the third period was
85.2%. I realize the material we studied was not difficult, but it was material the students did not know before
we started. They seemed to remember it so well for the test. The ‘long’ test had two multiple choice
questions, but the rest were short answer. I was very impressed that they remembered eukaryotic and
prokaryotic cells, two questions that were not on the pre-test. I was proud of them for how they applied
themselves to learn the material.
In looking at individual results I was not surprised by three of the low scores: Jonathon, Dylan M. and Parker.
These three students seldom put any effort into their work and when I do prompt them to get up and move
around with the activities, they do not respond. These three students do not have IEP’s, hence they were
capable of reading the material. For the long exam I gave them five extra points if they turned in their study
guide filled out and stapled to their test. I was surprised when they did not even do this simple task to earn
the extra points. The low scores of Emily, in third period and Dylan, in second period were somewhat of a
surprise to me. They both engage in class discussions and activities and are well behaved. This is lesson to me
that I should have monitored their work more closely and checked to make sure they were learning.
If I were to continue in this class, I would need to do two things differently: First, I would monitor the work of
Emily and Dylan more closely to better understand their learning capabilities. Second, I would also need to
find a way to challenge the students that appear to be apathetic and uncaring about school. I would first do
this directly by asking them why they did not do the extra work or involve themselves in the class.
Overall, I was very happy with the final test results and it made me excited to see the difference I can make in
something as simple as teaching classification. When we went over the scientific name of organisms and I
asked the class if they knew their name, they did not. Naturally, the class chuckled when I mentioned the
scientific name, “Homo sapiens” which took me back to the time I first heard that term. How exciting to have
the privilege of having students learn from me something they have never learned before.
120%
100%
80%
60%
Series1
40%
Series2
20%
0%
Period 2: Pre-test in Blue and Post-test in Red
120%
100%
80%
60%
Series1
Series2
40%
20%
Period 3: Pre-test in Blue and Post-test in Red
Miya
Abby
Emily
Devan
Caleb
Bradley
Will
Matt
Korri
Alyssa H.
Parker
Madison
Jacob
Alyssa T.
Olivia
Dalton
Brendan
Alexis
Kobe
Natalie
Kyatt
Michaela
0%