[Type text]
Teacher Work Sample Report
Pre and Post Test & Effects on Student Learning
This assignment meets NCSS Standards 1.0 – 1.10
Overview
This assignment assesses your knowledge and skill in implementing teaching processes identified
by research and best practice as fundamental to improving student learning. Through this
performance assessment, you will document and provide credible evidence of your ability to
facilitate learning in your students. Candidates are required to create and administer a pre-test to
discover what students already know prior to teaching a given lesson/unit. The results of the pretest will be compiled. After teaching the lesson/unit, a post-test will be given, the results of which
will be compiled and graded. Candidates will reflect on the results of the pretest posttest and
submit their findings in chart and narrative form. Samples of student work must be included to
show if learning objectives have been meet. (To protect student privacy, names should be
removed.)
Outcome
The outcome of the pre/posttest assignment is a Teacher Work Sample report that will help
you document the extent to which you have impacted student learning in your classroom. The
TWS Report requires five specific components consisting of a:
(1) description of the context
(2) description of learning goals
(3) pre- and posttest
(4) assessment analysis
(5) reflective essay discussing impact on student learning
Each component is described below.
Process Summary
Before you teach the unit, you will:
1. Identify the thematic strands and learning goals based on the National Council for the
Social Studies standards.
2. Create a pre-test assessment designed to measure student performance before instruction
(Assess Prior Knowledge)
[Type text]
[Type text]
3. Plan for your instruction based on the results of the pre-test (you may need to adjust the
learning goals based on pre-test results)
After you teach the unit, you will
1. create a post-test to assess student learning.
2. Analyze student learning.
3. Reflect upon and evaluate your teaching as related to student learning.
Assignment Summary
A summary of the TWS process is listed below.
1. Identify a unit topic with your cooperating teacher. Choose a topic that aligns with at least one
of the ten standards from NCSS thematic strands. Multiple standards may be identified.
2. Prepare a Teacher Work Sample Report by:
 describing the teaching context for your classroom including relevant factors that affect the
teaching-learning process
 identifying unit learning goal(s) and objectives based on the KU lesson plan
 creating assessments designed to measure student performance before (pre-test), during
(formative assessment) and after (post-test) the lessons
 report student learning using the results from the pre and posttests
 reflect upon and evaluate your teaching and analyze what caused students to learn.
3. Finalize the preparation of your TWS Report using the format guidelines below.
4. Submit a hard copy of your TWS Report to your student teaching supervisor and post an
electronic version to Taskstream by the due date assigned.
The Teacher Work Sample Report should include the following information:
1. Description of the Context (worksheet)
Research as much information as you can on the information found in each of the bulleted
items/factors listed below. Then, write an explanation predicting how you think the bulleted
factors listed below may affect your planning, teaching, and student learning with regard to your
unit. Write about any supports and challenges that you address in the bulleted lists that may affect
instruction and student learning. Use the information you have researched for the bulleted items
below to generate your predictions and their effect on your unit.
[Type text]
[Type text]
This section must include the following information:
• Number of students
• Grade level of students
• Other student characteristics (see worksheet)
• Other conditions that affect learning environment such as space and materials (specify)
Candidates must include the worksheet below with a narrative description of the context.
Component 1 Worksheet
Description of Context
Intern _________________________________________________
Term/Year _____________________________________________
Supervising Teacher ______________________________________
School/System___________________________________________
Subject(s):____________________________ Minutes for Teaching: _____
Number of Students: _____ Grade Level ______ Ages: __________
Put number of students in class who match description:
Males _____ Females _____
White _____ Hispanic ______ African-American _____ Native American _____ Asian _____
Other ______
ELL ______ Students with IEP _____ Academically Gifted _____ Free/reduced lunch _____
Describe any other characteristics of the students or the working environment that may influence
teaching and learning in a narrative and elaborate on any of the items above.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
[Type text]
[Type text]
2. Description of the Learning Goals (500 words)
In no more than 500 words, the teacher candidate should explain why the unit was selected and how it
is relevant to the students to be taught. In addition, they should explain how the pre and posttest
assessments are aligned with learning goals. The NCSS standards addressed in the unit need to be
identified in this section. Keep in mind a learning objective/outcome states more specifically what
students should be able to do in observable and measurable terms. These objective/outcomes are to be
the same as those in your daily lesson plans. Clearly explain how you will evaluate or score pre- and
post-assessments, including criteria you will use to determine if the students’ performance meets the
learning goals. Furthermore, briefly discuss your plan for formative assessment that will help you
determine student progress during the unit. Describe the assessments you plan to use to check on
student progress and comment on the importance of collecting that particular evidence. Although
formative assessment may change as you are teaching the unit, your task here is to predict at what
points in your teaching it will be important to assess students’ progress toward learning goals.
3. Pre- and Posttest
Pretest and posttests need to be developed by the teacher candidate intended to specifically
measure the goals of the unit. The tests must be measurable and quantifiable so that they yield a
number such as number of items correct, percent correct, or a number on a rating scale.
Both the pretest and posttest must measure the goal(s) of the unit. The posttest is not required to
be the same test as the pretest but it could be. For example, a history test could have the same type
and number of items on the pretest and posttest, but different actual items. A prompt for a writing
essay could be different on the pretest and posttest, yet still measure the same skill. Multiple
choice items could measure the same objective but be different items.
The pre- and posttest must include the following:
1. Goal(s)/Objective(s)
2. Test items (if appropriate)
3. Directions for administering
4. Directions for scoring
5. Materials – They must be included or explicitly described
6. NCSS standard addressed
7. Student work samples representing various levels of achievement
4. Assessment Analysis (3-4 pages)
Analyze your assessment data, including pre/post assessments and formative assessments to
determine students’ progress related to the unit learning goals. Use visual representations and
narrative to communicate the performance of the whole class, subgroups, and individual students.
Suggested length is 3-4 pages with charts and student samples.
Guidelines:
[Type text]
[Type text]
In this section, you will analyze data to explain progress and achievement toward learning goals
demonstrated by your whole class, subgroups of students, and two individual students.
• Whole class: To analyze the progress of your whole class, create a table that shows pre- and
post-assessment data on every student. Then, create a graphic summary that shows the extent to
which your students made progress on one learning goal (from pre- to post). Summarize what the
graph and table tell you about your students' learning in this unit (i.e., the number of students met
the criterion).
• Subgroups: Select a group characteristic (e.g., gender, performance level, socio-economic status,
language proficiency) to analyze in terms of one learning goal. Provide a rationale for your
selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. lowperformers). Create a graphic representation that compares pre- and post-assessment results for
the subgroups on this learning goal. Summarize what these data show about student learning.
• Individuals: Select two students that demonstrated different levels of performance. Explain why
it is important to understand the learning of these particular students. Use pre- and postassessment data with examples of the students’ work to draw conclusions about the extent to
which these students attained the learning goals. Graphic representations are not necessary for this
subsection. Examples of your two students’ work should be scanned and uploaded to this element.
5.
Reflective Essay Discussing Impact on Student Learning (3-4 pages)
Reflect on your performance as a teacher in guiding the instructional process of this unit and link
your performance to student learning results. Evaluate your performance relative to the criteria
questions listed below. Conclude by identifying future actions for improved practice and
professional growth. Please be specific in your answers.




Using your data and your experience teaching this unit, what will you do differently in
planning the next time you teach this content?
Using your data and your experience teaching this unit, what will you do differently in
teaching the next time you teach this content
Using your data and your experience teaching this unit, what will you do differently in
assessment the next time you teach this content?
How did this project positively impact your thinking concerning teaching and learning?
[Type text]