For the purpose of comparing the two tests, understanding that the pre test only has three questions, I am only including the data for questions one through three for the post test as well. Questions one, two, and three on the pre-test directly line up with the corresponding numbered questions on the post test in relation to addressing the same standards. Therefore, the data regarding question four on the post test will be dropped for the purpose of the comparison.

Question #1 on both the pre and post test specifically address the first standard which states:

“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.”

In fact, the wording from the pre test to the post test shows very little variation. Looking at the data, it is clear that most of the class made significant learning gains over the course of the unit. Of the thirteen students, seven students improved by at least one full grade point. The remaining six students did not show learning gains from the pre to post test, one of whom having already achieved the highest score possible. Three of the students who did not show improvement remained at a two, showing that some knowledge is present but that misconceptions or lack of examples keeps the student from scoring higher. It is possible that these students still do not understand some of the words used, and a language barrier is keeping them from scoring higher. One way to check for this would be to allow these students to re-take the test, but express their answers verbally, through pictures, or in their native language. This would remove the language barrier and allow the student the opportunity to express their knowledge in a way other than through writing. However, expressing oneself through writing is a goal for this unit, and by eliminating that step it would essentially keep the student from showing mastery of the standards and unit goals. Looking at the data from this question, if I were to continue to work with this group of students, I would want to make sure to revisit this idea throughout the remainder of the semester, specifically paying attention to these students to help clear up any misconceptions.

Unlike the variety of Question #1, Question #2 shows significant learning gains for every student. Six of the thirteen students showed improvement of one point, while the remaining students showed an improvement of two. Six students achieved the highest score possible (4), with the remaining students scoring a 3. Question #2 for both the pre and post test looked at argumentation as a piece of persuasion, asking the student to show how someone can be persuasive through words and phrases. While the pre test asked students to describe a time when they were persuasive, the post test provided a specific scenario and asked the student to elaborate using persuasion. It is clear from this data that the students learned about how to craft an argument, and how persuasion relates to everyday life.

Question #3 is an interesting comparison because the pre test specifically looks at the strategies that a student already has. During the post test, however, Question #3 is looking for the student to specifically define and provide an example of a specific vocabulary word. Therefore, looking at the comparison of data, there is obvious variability in the results seen. Student 13, for example scored well on the pre test (3), but very poorly on the post test (1). Similar results can be seen for Student 8. This would go to show that while the student does know some specific ways in which to find out the meaning of an unknown word, the student can not define or provide examples for the vocabulary word listed on the post test. It is interesting to note that those students who received a 4 on the pre test also received a 4 on the post test.

The comparison of the composite scores from the pre test to the post test also shows learning gains. Only one student of the thirteen scored the same from pre to post test, which upon further investigation shows that this is one of the same students who received a lower score on Question #3 during the post test.

As a class, I believe that the goals and objectives for the unit were met. The majority of students showed learning gains throughout the lesson for each question, as well as growth in the composite score. While not all students showed learning growth for each question, all students showed growth in at least one area. If I were to continue with this class, I would be sure to meet with those students who did not show growth and discover if the lack of growth was due to the questions asked on the test, or if they still do not understand the concepts. Depending on the answer, the student(s) and I would come up with a plan to solidify these concepts as the semester continued.

Student 10 shows growth from the pre to post test for both Question #1 and #2. The third question, however, does not show growth, with the student scoring a one on both the pre and post test. It is important to note that for Question #1 the student scored a 1 on the pre test, but scored a 4 on the post test. This is significant growth, showing that the student not only learned the concept, but was also able to provide specific examples highlighting his/her knowledge. Additionally Question #2 jumps from a 2 on the pre test to a 4 on the post test. While not as large of a jump as the previous question, this also shows the significant learning gains of this student.

Similar to Student 10, Student 4 also shows growth from the pre to post test. This student does not improve for Question #3 either, however while Student 10 stayed at a score of 1, Student 4 stayed at a score of 4. Question #1 and #2 show significant gains of two points each, demonstrating that the student has shown proficiency in the unit goals by the end of the unit.

Unlike the previous two students, Student 1 had already scored maximum points on the pre test for Questions #1 and #3. The student also scored a 4 on the post test for these two questions. For Question #2 the student did improve his/her score by one point, increasing from a 3 on the pre test to a 4 on the post test. The scores show the student has demonstrated proficiency in the goals measured.

The graphs and data for this section can be viewed in the attached PDF.