Analysis of Students’ Performance
From the data, I can conclude that my class performed fairly. Fifteen students answered five and more questions correctly, which is approximately fifty-seven per cent of the total population. There are groups of students that performed well and those that performed poorly. Looking at the performance based on gender, the female students performed better compared to the male students. On average, the females were sixty-one per cent correct. The males’ performance was also not bad because they had an average of fifty-three per cent, which is an average score. ELL students performed poorly because they had an average of thirty-eight percentage of correct words, which is below average. Basing on the race, Asian students performed the best with an average of seventy per cent compared to the Hispanic students who performed poorly by scoring an average of forty-two per cent. My main concern is for those students who scored below average in their overall performance because the poor performance means that, they experience difficulties when reading. During the reading session, they still experience problems like omission, substitution and poor pronunciation. SWD seems to be a challenge to most learners because the average score was thirty-eight per cent which is below average (Caruana, 2015).
Some items were difficult, and students struggled with them. There are various strategies that I can use to before starting the unit to help solve these problems. I need to develop a safe, quiet and well-ventilated classroom. I can also establish a safe and quiet environment for the learners by smiling often, laughing with my learners, admit when there is something I don’t know and remaining calm at all times. I can also establish a relationship with the students by greeting the students and giving them a chance to know me. I can make use of various tools used in monitoring the progress of learners. The Robust Indicators and Curriculum Sampling indicate student progress on the general curriculum and overall effectiveness of the intervention. A robust indicator assesses specific abilities that have an overall impact on student outcomes, where curriculum sampling measures the student’s understanding of a grade-level curriculum. According to King, Ní Bhroin and Prunty (2018). Curriculum Sampling uses items related to the grade-level curriculum and is appropriate for measuring content, concepts, and problem-solving skills – areas beyond basic fluency- critical for older students.
There is a various instructional decision that can be made based on these results to help the students perfume better. The teacher can decide to conduct a diagnostic assessment where he will learn about students who are earning how to apply strategies like decoding to multisyllabic words but fails to use consistently. Instructional adaptation is another instructional strategy that the teacher may use to benefit the students’ self-regulation strategies (Ehlers-Zavala, 2002). The teacher may conduct progress monitoring to check if the students are making adequate progress. This allows the teacher to continue implementing various adaptations and monitor the students’ progress.
From the data, why are the SWD students performing poorly? Does race affect the overall performance of the leaners? From this data, it is clear that the students need to put in extra effort to achieve excellent results. If they ensure they mistake such as poor pronunciation, omission and substitution are avoided, their average reading score will improve greatly. Teachers need to provide a safe and quiet reading environment that will enable the learners to concentrate on their learning session.
References
Caruana, V. (2015). Accessing the common core standards for students with learning disabilities: Strategies for writing standards-based IEP goals. Preventing School Failure: Alternative Education for Children and Youth, 59(4), 237-243.
Ehlers-Zavala, F. (2002). Assessment of the Englishlanguage learner: An ESL training module. Chicago: Board of Education of the City of Chicago
King, F., Ní Bhroin, O., & Prunty, A. (2018). Professional learning and the individual education plan process: implications for teacher educators. Professional development in education, 44(5), 607-621.