Final Student Data Evaluation

M8 U11 Activity 3: Final Student Data Evaluation

Project Description

Overview Now that you have collected data over the course of your 12-week clinical practice period, reflect on the progress your students have made overall. In this activity, you will compare the data you collected in your diagnostic assessments throughout your clinical practice. Use the data to determine overall student performance and growth during the clinical practice program. You will submit your final data set along with a written or recorded reflection to demonstrate student achievement data.

Performance outcomes

• Candidates will compare the data from each lesson taught throughout their clinical practice

• Candidates will collect and report student learning and achievement data

What will you do?

1. Review the student achievement data that you collected throughout your clinical teaching practice.

2. Fill out the student achievement data on the Submissions page for all the students in your classroom after you collect and record baseline data from your students in three areas: subject specific data, vocabulary, and collaborative problem-solving.

   • Vocabulary: Record a percentage from 0% to 100% per student

   • Subject Specific Data: Record a percentage from 0% to 100% per student in your selected subject area topic or unit that you will be covering during the 12 weeks of your clinical practice. Refer to the Resource Guide for guidance on assessment.

   • Collaborative Problem Solving: Utilize the following rubric to record a 1,2,3, or 4 for each student:

     • Insufficient (1 point): Student does not collaborate with peers or demonstrate problem solving skills.

     • Basic (2 points): Student minimally collaborates with peers or demonstrates minimal problem-solving skills.

     • Proficient (3 points): Student collaborates effectively with peers and engages in active problem solving.

     • Outstanding (4 points): Student actively seeks opportunities to collaborate with a variety of peers to find effective solutions to problems.

3. Reflect upon the data that you have collected and recorded for your final clinical teaching lesson. Write or record a reflection that answers the following questions:

   • What does the data show you?

   • Are there areas that need improvement?

   • What are the areas of strength or growth that you see?

   • How will you use the data to drive your instruction and instructional focus as you continue teaching after your clinical practice?

4. Plan for data-driven instruction based on the areas of student learning gaps that you have identified through the data you have collected and analyzed. Based on your data analysis, discuss with your mentor next steps that would be appropriate for your students as you move beyond your clinical teaching practice.

Report requirements

• Student achievement data for vocabulary, subject area, and collaborative problem-solving.

• Written or recorded reflection

• Illustrated plan for data-driven instruction

(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)

My Work

• Goal setting document

• Student achievement data

• Reflect upon the data:

1. What does the data show you?

• Based on the data, a positive aspect was that everyone in the class remained engaged and enjoyed the lessons, especially the 3 stations rotation and game-based learning activities. Furthermore, after regularly assessing and adjusting my teaching methods, I'm pleased to report that one student who was initially dissatisfied with their Chinese lessons expressed greater satisfaction in their second self-assessment. Following these adjustments, all students now report being satisfied with the class. Additionally, everyone has shown improvement in their literacy skills and soft skills.

2. Are there areas that need improvement?

• During circle time, a Vietnamese girl was disruptive and repeatedly answered negatively, which became a bit frustrating. To ensure the class continued smoothly, I asked her to stop and reminded her of the class norms. I also informed her of the consequence of her actions, which is the deduction of points from her team after 2 more times. I let her team members remind her to be respectful as well. However, I recognize that this approach may only stop the student's behavior because of the punishment.

3. What are the areas of strength or growth that you see?

• According to the feedback received from Ciana that thumbs down would be a bit too negative during peer assessment. To make the process more engaging and constructive, I created signs with a thumb up to represent positive feedback and a light bulb image to suggest ideas for improvement. This approach really encouraged my students to provide constructive feedback in a positive manner and avoid negative feelings, while building confidence among peers.

4. How will you use the data to drive your instruction and instructional focus in upcoming lessons?

• In the future, I believe it would be more effective to react in a positive way that helps students understand why they should or shouldn't do something, so they are more likely to consistently follow the rules. For example, instead of simply saying "it's not time to share," I could say something like "Thank you for sharing your thoughts, but let's listen to what the teacher has to say now.