Running head: STEP STANDARD 6 1

STEP Standard 6

Marisa Wolf

Grand Canyon University: SED-480NA

March 2, 2018
STEP STANDARD 6 2

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test

Exceeds (A) 1 27

Meets (B) 5 3

Approaches (C) 19 0

Falls Far Below

(D or lower) 5 0

Post-Test Analysis: Whole Class

After analyzing the whole class post-test data, I interpreted student learning improved
dramatically. Students were able to comprehend the very basics of frisbee such as throwing and
catching but could not list the cues on the pre-test bellwork activity. The cues and frisbee golf
rules were reviewed each day. The post-test was an end of unit exit ticket and 90% of the students
received an A based on the grading rubric. Two students that received a B just mixed up the cues
but had a solid understanding of the information taught. One student left a portion blank and may
need additional assistance moving forward.

I analyzed the effectiveness of my instruction and assessment for professional growth. My

instruction included an I do, we do, you do every day to remain consistent and to ensure
understanding. I incorporated formative assessment such as visual observations, calling on
students, think-pair-share, and class discussions to analyze progress. The students were able to
consistently complete the frisbee tasks well and answer my assessment techniques. I felt this
approach to instruction helped me feel confident in their understanding when the post-test was
administered.

Post-Assessment Analysis: Subgroup Selection

In my 5th hour class, I decided to analyze students with a C or lower in my class. There are two
students that are struggling in my personal fitness class. The students received a grade similar to
their overall grade, but once they took the post assessment they exceeded my expectations.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
STEP STANDARD 6 3

Number of Students Number of Students

Pre-Test Post-Test

Exceeds N/A 2

Meets N/A N/A

Approaches 2 N/A

Falls Far Below N/A N/A

Post-Assessment Analysis: Subgroup and Remainder of Class

My subgroup students currently have lower grades in comparison to the remainder of the class but based
on my findings they clearly have the potential to be successful in the future. My instruction was effective
at teaching them frisbee cues and frisbee golf rules. It is clear that instruction is potentially not the problem
but turning in assignments on time and changing out daily. I would like to sit down with these students and
discuss ways to be successful in the future.

I am pleased with the overall understanding of frisbee cues and frisbee golf rules. This was a great unit to
begin introducing students to sport skills because of the simplicity. The frisbee unit was completed the
week before we welcomed golf instructors to campus. I built upon the content taught in this unit by
making comparisons to frisbee golf and traditional golf games. An objective that would build upon the
content:
Students will be able to distinguish the similarities and differences between frisbee golf and
traditional golf games to complete a venn diagram (Analysis, DOK: Level 3).