Analysis

Class Results:

Pre-assessment evaluation results show that students had limited knowledge before the unit progressed. All students had failing pre-assessment scores. Post-assessment evaluation results show that the majority of the students were able to build on recently learned information taught in the class. There were significant increases in averages for some while others were able to maintain solid passing averages. Students did not drop in averages from pre-assessment to post-assessment.

Chart 1. Pre and Post Assessment Scores

Total Score	Number of Students Pre-Assessment	Number of Students Post-Assessment
A 90-100	0	2
B 80-89	0	9
C 70-79	0	2
D 60-69	0	10
F 59 and Below	24	1

Table 1. Breakdown of Scores

Based on Table 1, there was a significant improvement in scores from pre-assessment to post assessment.  The student that did fail post-assessments also failed pre-assessments, however, did improve their overall average from a 25% to a 56.25%.

Overall, all learning goals were accomplished by the students. The students who did not meet all four learning goals was due to reasons such as distractions in the classroom in forms of talking, fooling around, lack of attention, or not being prepared for class. Even so, most students were able to master the majority of the learning goals thus making this a successful unit of study. 

Sub-group results

            Two groups were selected by gender to compare the results for Learning Goal #4; Determine how the processes of weathering, erosion, and deposition contribute to the formation of sediments,  sedimentary rock, and landforms such as the Grand Canyon by watching a weathering and erosion video.

            This class consists of 24 students total; 10 boys and 14 girls. At the beginning of this investigation all students were asked to work on a "do-now" in which they were to describe how the process of weathering, erosion, and deposition helped to shape the Grand Canyon. All the girls in this class were able to complete the task without hesitation or asking questions. On the other hand, most of the boys in the class asked for the question to be repeated several times even though the question was posted on the smartboard. The girls finished the assignment an average of five minutes before any of the boys did. When the results were checked it turned out that student #14 and student #20, both boys, completely disregarded the instructions and barely made an attempt at answering the question.

Chart 2. Boys vs. Girls Post-Assessment Averages

Individual Results

Two students were chosen for the individual study. Student #12, a boy who scored the highest in post-assessment and Student #14, a boy who scored the lowest in post-assessment. Student #12 scored a 93.75% on the post assessment, and student #12 scored a 56.25%. Both scored a 25% on the pre-assessment, so why did one student excel and the other not?

Student #12 sits in group 3 which is in the front of the classroom. He is seated with three girls who are quiet and always attentive. He comes to class prepared with a writing utensil every day. On the other hand, student #14 sits in group 1 which is on the side of the classroom. He sits next to another male student. These two males are similar in that they are never prepared for class. Student #14 requests to go to his locker everyday to retrieve his required items for the class. He is very talkative to his partner and doesn't seem to be bothered when reprimanded for talking.

Student #12 has expressed verbal interest in science. Student #14 has expressed to me that he thinks the subject matter is boring. This would explain his uncontrollable urge to talk to his neighboring students.

Chart 3. Individual Results

1- Pre-Assessment 2- Post-Assessment