In this section, there are visual examples of student work for both students who met and did not meet expectations from the pre/post and students who did and did not meet on formative assessments.

PRE/POST ASSESSMENT

One of the examples shown is a student who did not meet expectations on her score on the post test. This student only got 13/25 on the post test, well below the 18 points to meet expectations. One thing to note is that this student did have a good gain from pre-post so she did fall in the meets range for percentage of growth (36%). This student also was 1 point shy of meeting expectations on formatives but was pulled out during science for other services so did miss some activities. Although this student did not meet expectations in points, I can determine that based on her percentage of growth from pre-post as well as the work she did turn in that she did take on much of the knowledge.

The other example shown is a student who exceeded in percentage of growth and exceeded in points for the post-test. This student got 13/25 on the pre test (not meeting) and 25/25 on the post (exceeding). He gained 64% in his score from pre-post. In addition he met expectations in formatives. All of this information tells me that this student successfully took on the learning. This is a student who is not pulled out of class and was not absent at all.

FORMATIVE ASSESSMENT

There are a variety of examples attached for formative assessments that met and did not meet expectations. I gave students a minus, check, or plus for their journal entries, exit slips, group activity worksheets, and various worksheets we did as a class. I graded them simply based on their quality of writing, participation, if they did follow along, and if they had good questions on their exit slip.

For example, I have 1 student (show in visual section) that exceeded in her writing in her journal, whereas I had other students who barely followed along and didn't write anything. On one worksheet shown I have 1 student who did not fill it out correctly, even though we did it as a class. I had some students who were easily able to write what they learned and questions they had on their exit slip and I had a couple of students who just wrote "nothing" on their exit slip. All of these things helped me on a daily basis to both know if they were understanding the concepts, and also to see if they were motivated and enjoying the activities.