The post test was comprised of four short answer questions. The questions were designed to assess the students’ knowledge based on the following two standards:
1. EL.06.WR.26 Write persuasive compositions: -State a clear position on a proposition or proposal
-Support the position with organized and relevant evidence -Anticipate and address reader concerns and counter arguments
2. EL.06.RE.09 Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literature text, and instruction across content area.
Additionally, the pre test addressed the goals of the unit, as listed below:
The first two questions addressed the first standard, while questions three and four addressed standard two. The goal of the post test was to determine whether or not the student could explain through writing their understanding of persuasion, as highlighted by the selected standards. The four questions were concepts explicitly taught during the lesson, including persuasion, persuasive techniques, and the difference between fact and opinion.
My goal for creating a four question, short answer post test was to see if students could verbalize knowledge learned during the unit in relation to persuasion. As mentioned previously, a Language Arts class generally relies heavily on reading and writing to facilitate content within each unit all year long.
The students were given the post test during the eleventh lesson of the unit. The students were told that the post test would not be graded for point value towards their grade, but instead to help me understand how well I had taught them throughout the unit. I asked the students to use their best handwriting, writing as much as they needed to in order to answer each question in completion. Students were told that they could use the back of the paper or additional paper if the student needed more room. The students were asked approximately how much time they believed they would need to answer the four questions, and the class reached a mutual decision of thirty minutes. Most students completed the test within twenty minutes, with only one student needing the full thirty.
The post test was graded by the same rubric as the pre test, on a scale of 1 to 4. Each question received a score, with the composite score totaling a possible 16 points. The rubric is included in the attachment section of this unit. I chose not to share the post test with the students, instead using the students’ performance on their assigned essay and Persuading Product Activity to inform their grade for the unit.
The graph and data from Question #1 on the post test highlights that more than half of the class answered the question in such a way to show comprehension of the concept (scoring a perfect 4). The rest of the class either scored a 2 or 3, showing that some understanding is present; the lower scores are either from lack of examples, or a misconception that impede complete mastery. Question #2, however, shows that the majority of the class scored either a 3 or 4. Only one student scored a 2, which may have been due to lack of understanding of the question, or misconceptions developed during the unit that was not addressed. Looking at the data from both Questions #1 & 2, one can draw the conclusion that the majority of the class is proficient, or on the way to mastering, the first standard as seen above.
Questions # 3 and #4 look at specific vocabulary explicitly taught throughout the unit, and used repetitively through the majority of the lessons. Out of the thirteen students that comprised the class, nine students provided an answer that showed proficiency in Question #3 (receiving a score of 4). Of the remaining students, three students scored a 3, showing understanding but lack of examples or some type of misconception that would keep them from being deemed proficient. Two students received a score of 1, which means that the student either did not attempt to answer the question, or the answer was completely irrelevant to the question. This range in data shows that while the majority of students clearly understood and can now use the vocabulary word addressed in the question, the two students who did not score well would need to be pulled aside and re-taught this word. This would involve using new examples, perhaps the use of visuals, and a variety of situations where the students could practice using this information.
When looking at Question #4, however, opposite results can be seen. While in Question #3 most students scored high, on Question #4 most students received a 2. Only three students scored a 4, while two scored a 3, and one scored a 1. This data shows that the majority of the class did not understand this vocabulary word. It’s pleasing to note that at least a few students did understand, and therefore eliminates the possibility that this is a poorly constructed question. Instead, it is clear that this group of students needs additional instruction regarding this vocabulary word. If I were to continue with this class, I would need to be sure to address this lack of understanding and comprehension.
Student 10 provided an excellent example of a high scoring answer for Question #1. The student created a T-Chart to show the differences between fact and opinion, as well as labeled examples at the end. This answer is both comprehensive and well written, and clearly highlights a mastery of this concept. Additionally, Question #2 also details several pieces of evidence to support the argument posed. However, this student did not score as well for Question #3 and #4. The student didn’t attempt to answer Question #3 and received a score of 1, and while he/she did attempt Question #4, the answer had little relevance to the question asked.
Student 1, however, scored high on all four questions. The definitions and examples provided during Question #1 demonstrates mastery of the concept. The argument outlined for Question #2 also demonstrates the students clear understanding of the pieces of argumentation and persuasion addressed in the standard. The answers to Questions #3 and #4 provide a well written definition and exceptional examples to show application of the vocabulary word.
Student 4 also scored high on Questions #1-3. The definitions and examples provided for all three questions clearly highlight the students understand and mastery of the concepts. The only answer that shows misconception in understanding is for Question #4, where the definition and examples provided clearly show the student does not understand the vocabulary word. However, the student did attempt to answer the question, and from the answer provided the misconceptions should be easily addressed with further instruction. If I were to continue with this class, I would need to make sure to pull this student (and other students who scored similarly) aside to re-teach this concept.
The completed post tests and graded rubrics for these students can be found under attachements in this section.
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