Resolving Conflict Health Pre-test/ Post-test

Checking for Learning

Glenbrook Middle School 6th Grade
Miss. Powell

Comparison of Resolving Conflict Pre-test and Post-test scores for

6th Grade
Points Scored on Pre-test and Post-test

Post-test
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
18
16 16 16 16 16 16 16 16 16 16 16
16
14 14
14

12
10
8 8 8 8 8 8 8 8 8 8 8
8
6 6 6 6 6 6 6 6 6
6
4 4 4 4 4 4 4 4
4
2 2 2 2 2
2
0
0
Henry

Chris F.

Catherine
Michael

Layla
Jasmine

Eli

Natalie

Brooklynn
Olivia

Maya

Andrew
Colin

Greta
Will

Clifton
Sophia
Chris B.

Rowan

Shyla

August
Taylor

Brennan

Chloe

Amanda
Maddie

Anna
Parker
Baron

Angelina

Caroline

Regan

Elizabeth
Marin
6th Grade Student Names

Average Pre-Test Score Average Post-Test Score

5.4 17.1
 KEY:
Low- Improvement is less than 5
Moderate- Improvement is between 5-10
High- Improvement is greater than 10

*ALL STUDENTS WERE PRESENT FOR ALL THREE DAYS OF UNIT

Chris B., Henry, Maya, Angelina, Will, Jasmine, Colin, Brennan, Natalie, Parker, Clifton, and
August had moderate improvement between the pre and post-test. However, they all scored
on the higher end of moderate improvement. Everyone else had high improvement between
the pre and post-test.
 Conclusion
There are many factors that affect the scores for a pre/post-test. For the Resolving Conflict
unit, 34 students took the pre-test and the post-test. The pre-test was taken on the first day of
the Resolving Conflict unit. No information was given to them prior, that connected with the pre-
test. They had to take it and try their best answering as many questions as possible. The post-
test was held on the last day of the Resolving Conflict unit which was three lessons later than the
pre-test. By this time, students had learned all the words and definitions that were needed for
the post-test. Students were allowed a few minutes to look over their notes page before the post-
test and then were asked to put it away to take it. The goal of this checking for learning
assessment was to show that the educator had installed new intellect into the student’s cognitive
domain.
A bar graph was created to show visual proof of the improvements made. All 34 students
scores improved tremendously. Their pre-test and post-test scores were then compared to
determine if the students had a low, moderate, or high improvement rate. 0 of the 34 students
had a low improvement. 12 of the 34 students had high improvement. Finally, 22 out of the 34
students had high improvement. Factors that could have played a role in the moderate
improvement for this group of students would be attention, and pre-test scores. All 12 students
scored relatively high on the pre-test. When the students were taking the pre-test, some of
them expressed that they had learned certain words in other classes. They were using their
associative skills to transfer their knowledge over to the health classroom. The resolving
Conflict unit also has a lot of connections outside of the classroom. At home, many students
have probably experienced conflict with their siblings which could have caused their parents, or
other relatives, to express some of the words that were on the pre-test. Many of the words on
the pre-test also had similar definitions. If students were not completely paying attention
during the unit lessons or while taking the test, they could have picked the wrong answer
accidentally. Factors that affect high improvement scores are attendance, attention, pre-test
scores and understanding. Attendance plays a role because if the students were at every
lesson, they participated in every presentation and were able to obtain every piece of
information that would be on the post-test. All 34 students were at all three lessons. Attention
plays a role in high improvement because if the student is listening to everything the educator
says, watches all the presentation slides, and participates during every activity completing the
worksheets needed, they are allowing their cognitive domain to increase exponentially. If a
student scored very low on the pre-test, they automatically have more room for improvement.
The reasons for scoring low could be because they never heard of the words or definitions that
were on the pre-test, or because they did not want to try on the pre-test since it did not count
against their grade. An example of this would be Baron. He stated out loud that he was not
going to fill the pre-test out because he had yet to learn it. He ended up getting a 0 out of 18 on
the pre-test but then, got a 14 out of 18 on the post-test. At Glenbrook Middle School, all
students first language is English. Since the pre-test and post-test were completely in English, all
students had an advantage already before taking it. No student struggled over a single word or
definition and had no questions on instruction. The average scores of the pre-test and post-test
were taken as well. The pre-test average score was 5.4 out of 18 and the average post test
score was 17.1 out of 18. This means that there was high improvement in the 6th grade class
overall. All 34 students scores improved which means the Resolving Conflict unit that was
taught, provided increased learning experiences. As an educator, using reflective practice, I
believe this school district has higher intellectual abilities above others. If I were to administer
the pre-test and post-test again, I would provide a greater challenge of questions to not only
challenge the student body, but to also challenge my teaching abilities much further.