Impact+on+Student+Learning+Analysis

Samples
[|ISLA].

The first two are STRONG examples of the ISLA; the third needs improvement. The student did not follow directions, and ultimately had a disjointed document.

Following are instructions for completing the ISLA:

Directions for the “Impact on Student Learning Analysis”
To be completed by each candidate in every program area at least one time during = STUDENT TEACHING = This assessment is to give you the opportunity to tie together many pieces of the assessment process to help you: 1) determine the effect of instruction on all your students’ learning (NCATE/PSC Standards 1, 3, 4)  2)  guide decisions about future instruction and plans to improve upon every student’s performance (NCATE/PSC Standards 1, 3, 4) 3) communicate performance results to others (NCATE/PSC Standard 2) Select a class/group of students whom you are teaching and a lesson/activity/unit/skill on which to evaluate the impact on every student’s learning. Decide on a method of collecting data on your impact upon student learning using an assessment that will generate data suitable for analysis, such as a pre- and post-test. The assessment(s) you choose should be aligned with your objectives. The assessments can be of the authentic/alternative or traditional nature or a combination of both.
 * __Purpose:__ **
 * __Method:__ **

In assessing the impact of your lesson on all students’ learning, you will need to interpret the results within the contexts of the setting and student diversity. Contextual factors are important for teachers to know because they often help explain student behaviors and achievements. In your analysis, you need to investigate these contextual factors of the class you evaluated: Perform the analysis on three levels: After analyzing and reporting the data, reflect on your performance as a teacher and link your performance to student learning results using the “Impact on Student Learning” Rubric as a guide for reflection. Evaluate your performance and identify future action for improved practice and professional growth. · Reflect on any differences you noticed at the three level (whole group, subgroup, and individual) and provide possible explanations for those differences and future actions with respect to those differences. Additional Prompts for Reflection: In each case, provide two or more possible reasons for these outcomes. Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors that you can influence to continue to have a positive impact on student learning.
 * geographic location, community and school population, socio-economic profile and race/ethnicity,
 * physical features of setting, availability of equipment/technology and other resources,
 * student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and giftedness), achievement/developmental levels, culture, language, interests, learning styles or skill levels.
 * __Analyzing and Reporting the Data:__ **
 * Whole group: Compile the data as a whole group by using simple descriptive techniques. If you gave a pre-test, compare the pre-and post-test results.
 * Sub group: You should compile the data into groups for comparison (select two) from those identified under student characteristics. This analysis should include the contextual factors of exceptionalities, ethnicity, race, socioeconomic status, gender, language, religion, sexual orientation, and geographical area (NCATE/PSC Standard 3, Element 3; Standard 4, Elements 1 & 4).
 * Individuals: Select two students who represent different levels of performance and examine the data you have on them.
 * __Reflecting on the Data:__ **
 * Select the learning objective where your students were most successful.
 * Select the learning objective where your students needed more opportunity to grow.
 * Consider the individual items on your assessment and their effectiveness in measuring student learning. Upon which items were your students most successful? Least successful? Reflect on reasons for the levels of performance on those items, including student prerequisite knowledge, student motivation, instructional strategies, and item design.
 * What instructional strategies did you use? Reflect on relationships between teaching strategies and performance on related objectives.
 * What other forms of assessment (including informal assessment such as questioning, large/small group response, etc) did you use? Reflect on the appropriateness of the assessments and on the relationships between the feedback you got from those assessments and performance on related objectives.

Reflect on the possibilities for professional development. = Introduction - In this section, describe the occasion, the setting, the students and the instructional unit they were engaged in. Provide an outline of the content of the unit you taught. It is also here that contextual factors are described. = = Assessments  – Either describe or attach your assessment(s). Provide a complete description of your assessment(s). Include the purpose of the assessment(s), the connection of the assessment(s) to the instructional unit, and a whole-class summary of the results (do not include the students’ names in this). A symbol interpretation key should be included if scores are not represented in a standard way using percentiles. Provide copy of rubric if one was used. = = Analyzing and Reporting Data  - Wherever statistical techniques, charts, or other representations are used, describe them adequately in the narrative. Provide the rationale for each of the statistical techniques used, a description of the findings, and meaningful interpretation (finding and matching patterns, categorizing, drawing inferences, and making meaning from the data). = = Reflection on What You Learned – Based on the results you obtained and analyzed, write a reflection (using the section above on “Reflecting on the Data” as a guide) on what you think the results say about __what students learned__ as a result of the instructional unit. Discuss the implications of the results to instruction and what should be changed or given different or greater emphasis if the unit were to be taught again. Be specific about the implications to a teaching method, assignments/activities that students might complete to minimize knowledge gaps or increase understanding. Identify any changes you would make in preparation, procedures, and data collection if you were able to administer the assessments again. =
 * Describe at least two professional learning goals that emerged from your insights and experiences with this assignment.
 * Identify two specific steps you will immediately take to improve your performance in the critical areas(s) you identified.
 * __Organization of the Paper for Submission (refer to preceding sections for specific information):__ **

NOTE: Please refer to the rubric for a detailed description of the criteria developed for evaluating the quality of your work. As you write each section, be sure to consult the rubric as a guide to the important features.

ISLA Rubric
** IMPACT ON STUDENT LEARNING ANALYSIS RUBRIC ** Refer to the instructions for this assignment for details about expectations for each criterion. Note: The numbers beside each item on the rubric correspond to related proficiencies within the conceptual framework. 1 – Candidate provides little or no evidence. Little understanding of expectations with regard to criterion. Description missing or poorly communicated. No data reported. Analysis lacking, incomplete, or done using inappropriate methods. Descriptive reflection only. 2 – Candidate provides limited evidence. Criterion is addressed minimally or apparently misunderstood. Description not elaborate enough to provide clear representation. Data reported, but incomplete or poorly organized. Analysis carried out but may be lacking or additional analysis needed. Reflection mostly descriptive with some insights. 3 – Candidate provides s** ufficient evidence. Narrative provides a rationale for selection of evidence that is clear throughout with only a few exceptions. ** Evidence exists that proficiencies are adequately addressed. Candidate makes connections between evidence presented and demonstration of expertise in the outcome. 4 – Candidate provides ** clear, consistent, and convincing evidence. **Narrative provides a clear and convincing rationale for selection of evidence. Clear, consistent, and convincing evidence exists that proficiencies are addressed with multiple examples. Candidate consistently assesses impact on student learning and provides multiple examples of adjusting practice accordingly.
 * TOSS & Student Teaching **
 * **CRITERIA** || **1** || **2** || **3** || **4** ||
 * **INTRODUCTION** – Setting ||  ||   ||   ||   ||
 * · School and Community (location, population, SES, etc.) 2.3, 3.1 ||   ||   ||   ||   ||
 * · Classroom and Resources (availability of technology, other resources) 2.3, 3.1 ||   ||   ||   ||   ||
 * · Student Diversity (age, gender, race/ethnicity, exceptionalities, achievement/developmental levels, culture, language, learning styles, etc. //as appropriate//) 2.3, 3.1 ||   ||   ||   ||   ||
 * · Unit/Lesson/Content Overview 2.3, 3.1 ||   ||   ||   ||   ||
 * **ASSESSMENT(S) ** ||  ||   ||   ||   ||
 * · Aligned with instructional objectives/learning outcomes 2.9 ||   ||   ||   ||   ||
 * · Purpose 2.9 ||   ||   ||   ||   ||
 * · Quality of assessment (description given or assessment attached) 2.9 ||   ||   ||   ||   ||
 * · Whole class summary sheet of student scores (do not include names) 2.9 ||   ||   ||   ||   ||
 * =ANALYSIS= ||  ||   ||   ||   ||
 * · Statistical techniques, charts, graphs included as appropriate 3.1 ||   ||   ||   ||   ||
 * · Rationale for use of statistical techniques & representations 3.1 ||   ||   ||   ||   ||
 * · Findings (report comparisons) 2.3, 2.7 and 3.1 ||   ||   ||   ||   ||
 * Whole group 3.1 ||  ||   ||   ||   ||
 * Two subgroups 3.1 ||  ||   ||   ||   ||
 * Two individuals 3.1 ||  ||   ||   ||   ||
 * · Interpretation of reported data 2.7 and 3.1 ||   ||   ||   ||   ||
 * =REFLECTION = ||  ||   ||   ||   ||
 * · On teacher’s performance 2.10, 3.1 and 3.2 ||   ||   ||   ||   ||
 * · On assessment instruments 3.1 ||   ||   ||   ||   ||
 * · On impact on all student’s learning 2.7, and 3.1 ||   ||   ||   ||   ||
 * · Future actions ||   ||   ||   ||   ||
 * Professional development goals (2) 3.1 and 3.2 ||  ||   ||   ||   ||
 * Immediate actions (2) 3.1 and 3.2 ||  ||   ||   ||   ||