Narrative Analysis of Assessment Name: University: Introduction This article analyses the three lessons in a narrative format. The article describes the teacher’s experiences when administering the pre-test and post-test to the student(s) during each IPPR lesson…
Experience in Administering the Pre-Test and Post-Test to the Student(s) during the IPPR Lessons Each of the IPPR lesson presented different experiences to the teacher. There was a common trend in almost all the lessons. The students were not performing well in the pre-test. This is despite the fact that they had internalized and understood the concept properly during the previous lesson. However, the performance of the students improved markedly during the post-test. For example, at the end of lesson 1, topic on place value, every student was expected to place numbers of up to four digits in the correct place mat to the thousand place with 100% accuracy. The students were assigned 2-digit problems without regrouping using base ten blocks on the overhead Place Value Mat to activate their prior knowledge. In this test, only five students managed to solve the problems correctly. As this was the first lesson, the students were not well acquainted with the teacher. They exhibited nervousness and uneasiness when doing the pre-assessment test. Most of the students had not conceptualized the topic resulting in poor results in the pre-test. At the beginning of the lesson, students also demonstrated difficulty in using the teaching aids. The students were not very confident when using the place mat value, the deck index cards, and the base blocks. In addition, the students were unprepared for the lesson. Most of them had not removed their books when I first stepped into the class. When I was administering the pre-test, some of the students had not fully settled. In the post-test, there was a significant improvement from the pre-test. 15-20 students met the objective. They solved 8 or more problems correctly with 10 students out of them solving all problems correctly. Through guidance and continued reassuring by the teacher and a healthy student-teacher interaction, the students understood the concept properly. The students appeared more relaxed when doing the post-test. The use of teaching aids and teacher’s demonstration in the course of the lesson helped the students understand the concept thus improved performance in the post-test as compared to the pre-test (Schoenfeld, 2002). In lesson plan 2, students were supposed to learn computation of whole numbers. At the end of the academic year, the students were expected to multiply or divide 2-digit numbers with 80% accuracy with a calculator and add different digit numbers with regrouping without using a calculator with 80% accuracy. In pre-test, the students were assigned addition and subtraction to activate their prior knowledge. The students demonstrated significant improvement in the pre-test during IPPR 2 as compared to IPPR 1. The students were at ease. They were well acquainted with their teacher. Since the teacher had clearly stated what he expects from each student from the beginning to the end of the lesson, the students were well prepared for the lesson. They had all their books and reading materials ready when the teacher entered the classroom. In addition, the student had prior knowledge today’s lesson. However, the students performed poorly in the pretest as compared to the post-test. The teacher encouraged student participation in the class. The teacher called a group of ten students to the front of the class, one at a time, to demonstrate the concept of addition. As each of the ten students walked to the front of t ...
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