Note: This task requires you to submit data about students in your class. Privacy laws require that you remove any identifying information (e.g., name, school student ID numbers, addresses, pictures) from any submissions to WGU. If you use fictitious names, you must note this in your documentation.
 

In this task, you will analyze data gathered from the pre-, formative, and post-assessments from your two-week standards-based instructional unit to determine student progress toward the defined learning goals and criterion identified in your assessment plan.

Task:

1.  Use graphic representations and student work examples to communicate performance results for the following:
2. Entire class
3. Create a graphic representation (e.g., table, graph, or chart) with pre- and post-assessment data for every student that summarizes the progress of your entire class for the defined learning goals. (27 SECOND GRADE STUDENTS TOTAL IN THE CLASS)
4. Subgroups
5. Create a graphic representation that compares subgroups (e.g., girls vs. boys, high vs. middle vs. low performers) for the defined learning goals from pre- and post-assessment results. (14 GIRLS AND 13 BOYS)  (I WILL SEND YOU A LINK TO SEE HOW THIS PART IS DONE)
6. Selected individuals
7. Provide examples of student work from the pre- and post-assessments fortwo students who demonstrate different levels of performance. (You will provide a total of four student work examples.)  (I WILL PROVIDE THESE TO YOU AND WE WILL USE AND GO BY THESE)
8. Write an essay (suggested length of 4–6 pages, exclusive of graphic representations and student work examples)in which you analyze your assessment data to determine student progress toward the defined learning goals as follows:
9. Entire class
10. Analyze what the graphic representation in part A1a indicates about class progress in student learning based on pre- and post-assessment data (i.e., the number of students meeting the criterion).
11. Subgroups
12. Analyze a group characteristic (e.g., gender, performance level, socioeconomic status, language proficiency) in terms ofone learning goal.
13. Justify your selection of this group characteristic.
14. Analyze what the data from the graphic representation in part A2a indicate about student learning.
15. Selected individuals
16. Discuss thetwo students selected in part A3a who demonstrate different levels of performance.
17. Explain why it is important to understand the learning proficiencies of the selected students.
18. Discuss conclusions reached about the extent to which these students attainedtwo learning goals.
19. When you use sources, include all in-text citations and references in APA format.Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

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