Mini Teacher Work Sample
(Loren Van HussSHSU Spring Methods 2010Mini Teacher Work
Sample)
(6th grade mathHuntsville Intermediate SchoolUniversity
Supervisor: Dr. Taube)
Discussion Prompt
Contextual Factors
Page Number
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(Table of Contents)
Loren Van Huss – Table of Contents
2
Community, district, and school factors
Classroom factors
Student characteristics
Instructional implications
Learning Objective
Learning objective
Objective alignment
TEKS and student expectations
Assessment Plan
Overview of assessment plan
Pre-assessment and post-assessment
Formative assessment
Design for Instruction
Lesson map
Results of pre-assessment
Lesson overview
Activities
Technology
Instructional Decision-Making
Instance #1
Analysis of Student Learning
Whole class
Subgroups
Individuals
Charts
Reflection and Self-Evaluation
Most successful
Least successful
Possibilities for professional development
Contextual Factors
Community, district, and school factors:
Huntsville, Texas is a part of Walker County in East Texas. The
city of Huntsville is a rural area located approximately 70 miles
north of Houston. Huntsville covers roughly 31 square miles and is
home to just over 35,000 residents. Racial demographics within the
community are diverse. Huntsville’s population consists of 55.26%
Caucasian, 26.14% African American, 16.22% Hispanic, .33% American
Indian, 1.11% Asian, and .94% of Pacific Islander. Average family
size within the area consists of 2.97 people, with a median family
income of $27,075. A reported 23.9% of people within the city live
below poverty limits. The city of Huntsville has one school
district within it.
Huntsville Intermediate School is the only intermediate school
in the Huntsville Independent School District. H.I.S. receives
students from each of the four elementary schools located
throughout the district. The Texas Education Agency rates
Huntsville Intermediate School as a state-recognized school. The
school is located in a rural area within walking distance of both a
neighborhood and Scott Johnson Elementary School. The H.I.S.D.
mission statement addresses the district’s belief that education
should be presented as a family atmosphere with support from
parents, students, teachers, and national curriculum standards.
Educators, parents, community members, local churches, and other
agencies in the area each provide curriculum support along with
other development programs and facilities to assist the school.
Huntsville Intermediate serves grades five and six and has a
current enrollment of 821 students. The average sixth grade
classroom consists of 21.4 students and one teacher. The school
labels 499 of its students as economically disadvantaged, 63
students as Limited English Proficient (L.E.P.), and 341 of its
students as “at-risk.” The Huntsville Intermediate School student
body is 26.7% African American, 23.5% Hispanic, 48.7% Caucasian,
.4% Native American, and .7% Pacific Islander. The school employs a
total of 57 teachers of varied sex and ethnicity.
Classroom factors:
My field placement was in a sixth grade math classroom at
Huntsville Intermediate School. The classroom was decorated
extensively with LSU paraphernalia. Above the front board was a
math word wall consisting of words and defining illustrations. By
the door hung a monthly calendar, a bathroom pass, a hall pass, a
library pass, a nurse pass, an emergency exit plan, and a small dry
erase board. The classroom was fairly well-equipped
technology-wise; the room had two desktop computers, one laptop,
one projector, and a Promethean board. Dry-erase boards lined the
front and side walls, and a counter lined the back wall with
storage cabinets both above and below it. There was one book shelf
and a teacher’s desk in the back corner of the classroom. The
students’ desks were arranged into six groups of four desks. The
students had assigned seating in the class and were grouped with
other students of various genders, ethnicities, and learning
levels. Three groups consisted of two boys and two girls, and three
groups consisted of three boys and one girl.
The sixth graders attended math, language arts, “Hornet time,”
and physical education daily. Hornet time consisted of additional
time focused on a subject each student needed remedial help in, or
for students that are above-level, it provided an opportunity for
project-based learning in an area the student excelled at. Hornet
time assignments switched every six week period. On Mondays the
sixth graders attended both social studies and science, and every
other day of the week they alternated subjects. Students also
attended either music, technology, or art daily, alternating which
class they attend every six weeks.
Student characteristics:
The class I was assigned to consists of one male teacher and
twenty-four students; fifteen boys and nine girls. One of the
students moved into the school district during the time I was
there, and one student moved away during my placement as well. The
new student was particularly shy and quiet for the first two weeks,
but she later began making friends within the class. The classroom
had seven students that received additional one-on-one support from
the special education teacher and were allowed the use of extra
tools. One of these seven students also received modifications on
tests. One student in the class had previously been retained in the
second grade. 29.16% of the class was considered to be below-level
in their math skills, and 12.5% of the class is considered to be
above-level in math. The youngest student in the class was eleven
years old, and the oldest student in the class was twelve years
old. The ethnic distribution in the class was diverse: 41.66%
Caucasian, 29.17% Hispanic, and 29.17% African American. 37.5% of
the class is labeled as “at-risk”, and 4.16% of the class is L.E.P.
The student labeled as L.E.P. speaks both English and Spanish. 75%
of the students in the class are considered to be economically
disadvantaged, only half of which receive free school lunch.
The students enjoy reading about sports and romance, and many
students enjoy drawing in their free time. Two of the students in
the class are on a baseball team, one student is on a softball
team, one student plays football, and one student is a cheerleader.
Two students in the class are on the school’s spirit team and enjoy
planning school events and getting their classmates motivated for
pep-rallies. The students enjoy pop, country, hip-hop, rock, and
rap music, and lessons that implement any popular music really
motivates the students. Three students in the class go hunting
often with their families. Two students live on farms. The students
in the class discuss religion openly when the opportunity is given,
and the class unanimously shares the same fundamental religious
beliefs. Many students in the class enjoy watching popular reality
TV shows, and several enjoy watching specials on The Discovery
Channel, particularly those focused on snakes and sharks.
The students in the class had a very close relationship with my
mentor teacher. Several students lived in the same neighborhood as
he and his family, and students and their families often had
interactions with him outside of school via various places and
events within the community. The teacher communicated in a blunt,
sarcastic manner with the students, but his demeanor paired with
this approach created a positive relationship with the students in
his class.
Instructional implications:
Because the students in my class are diverse in so many
different ways, I have many implications to consider when planning
the formation and implementation of my lesson and assessments. Not
only do I have different levels, learning styles, and necessary
modifications to consider, but I also have different cultures,
ethnicities, interests, experiences, languages, and socio-economic
statuses to consider as well. Because the students are used to
straight-forward, blunt feedback from their teacher, I chose to
implement a similar demeanor when interacting with the students
since this approach works so well with the particular children in
this class. To modify for the below-level students I must present
material clearly and concisely in a step-by-step manner. I must set
aside time to work with them on a one-on-one basis to provide
additional support. I must also provide modifications for them on
all assessments that include more blank space on the page, fewer
words, and one fewer answer choice. For assessments that consist of
fill-in-the-blank questions, I must provide an answer bank for
them. For my L.E.P. student, I must provide additional instruction
that includes visual aides as well as written and spoken
vocabulary. Whenever possible I should demonstrate what I am
teaching so that the student can see an example of what they are
being asked to do themselves. This helps clear up any language
barriers that giving oral or written instructions alone may
create.
Learning Objective
Learning objective:
The student will compose a formula that describes the
relationship that exists within a data table.
Objective alignment:
This skill is developmentally appropriate for sixth graders.
Students must have a solid understanding of relationships between
numbers and how to compose formulas that represent the relationship
in order to develop their algebraic thinking further. This is a
skill they will need to build on once they are in algebra.
TEKS and student expectations:
6. (4) Patterns, relationships, and algebraic thinking. The
student uses letters as variables in mathematical expressions to
describe how one quantity changes when a related quantity changes.
The student is expected to:
(A) use tables and symbols to represent and describe
proportional and other relationships such as those involving
conversions, arithmetic sequences (with a constant rate of change),
perimeter and area; and
(B) use tables of data to generate formulas representing
relationships involving perimeter, area, volume of a rectangular
prism, etc.
Assessment Plan
Overview of assessment plan:
Learning Objective
Assessments
Format of Assessment
Adaptations
Learning Objective #1
The student will compose a formula that describes the
relationship that exists within a data table.
Pre-Assessment
Formative Assessment
Post-Assessment
Students will complete a three-question multiple-choice
quiz.
Students should be able to correctly match 75% of data table
cards with the corresponding formula card. Students should each
participate in the Jeopardy game.
Students will complete a three-question multiple-choice
test.
Read instructions and answer choices aloud. Provide more white
space on the page, fewer words, and one fewer answer choice.
Calculator use and formula charts will be provided for below-level
students.
Provide additional one-on-one assistance as needed. Read the
data tables and formulas aloud. Provide an example and a written
step-by-step guide that explains the correct thinking process.
Read instructions and answer choices aloud. Provide more white
space on the page, fewer words, and one fewer answer choice.
Calculator use and formula charts will be provided for below-level
students.
Pre-assessment and post-assessment:
The pre-assessment for learning objective one is a paper and
pencil multiple-choice quiz consisting of three questions. The
pre-assessment will be given as a warm-up activity three days
before I plan to actually teach the lesson. Before passing out the
assessment to the students, I will notify them that the purpose for
the assignment is just to notify me of what they know before I
review the concept with them. Once every student has a copy of the
quiz, I will read the assessment questions and answer choices
quietly to each of the below-level students that require
modifications. I will also provide the below-level students with
calculators and formula charts to use as assistance as they see
fit.
The pre-assessment will ask the students to review the data in
given data tables and select the formula that correctly corresponds
with the data provided in the table. The questions will include the
following question, as well as two variations of it.
1. The table below shows the base length and area of several
triangles. Each of these triangles has a height of 8 feet.
Base, b
(feet)
Area, A
(square feet)
4
16
8
32
12
48
16
64
Which of the following equations best represents the
relationship between the base, b, and area, A, of these
triangles?
A. A =
B. A =
C. A = 4b
D. A = b + 12
The correct answer to question number one is answer choice C. A
= 4b.
In order to create an authentic post-assessment, the students
will complete this exact same assessment quiz again as a summative
assessment after I have taught the lesson over relationship table
formulas. The same accommodations will be given as well.
Formative assessment:
The formative assessments will include collaborative work
matching table and relationship cards correctly, as well as
participation and teamwork during the Jeopardy game. The two
assessments provide the students with more experience with the
concept. The varied activities provide an opportunity to approach
the concept with a different learning style as well. The matching
cards provide an assessment for both visual and kinesthetic
learners. The Jeopardy game provides an assessment for visual
learners. It also presents the content in a different way,
introducing further motivating factors to influence the students’
learning. Students that are below-level will be allowed to use
their formula chart and calculator while they work.
(ZBase510n20Area124Cn - 4Un divided by
5BBase71520nArea31116TTake 4 away from nO)The matching cards will
present the students with different formulas, explanations, and
data tables that they will be required to match together. The
following are a few examples of some of the cards that will be
given to the students:
(The correct matches are data table Z, explanation U, and
formula O for the first set and data table B, explanation T, and
formula C for the second set. Students are expected to match 75% of
the cards correctly in order to master the objective.)
Design for Instruction
Lesson map:
(Lesson: Area and Perimeter Table ReviewTEK/SE: 6.4/BObjective:
The student will compose a formula that describes the relationship
that exists within a data table.Activity: The students will review
how to determine the area of a rectangle by computing the area of a
mini, half, and whole Hershey bar. They will determine the area and
then record the information in a data chart and generate a formula
to describe the relationship. Then the students will use their
formula to find the area of a giant Hershey’s bar. Then they will
practice their skills by completing a card matching game. They will
then compete in a PowerPoint jeopardy game that reviews these
skills.)
Results of pre-assessment:
After administering the pre-assessment three days before
teaching my lesson, I was able to compile the following results:
African-American students scored the highest on the pre-assessment
with 42.86% passing, Caucasian students had a pass-rate of 40% on
the pre-assessment, and Hispanic students had a pass rate of 14.29%
on the pre-assessment. The three above-level students had a
pass-rate of 100% on the pre-assessment, while the seven
below-level students only achieved a pass-rate of 14.29%. The class
average altogether on the pre-assessment was 59.72%.
Objective #1 requires the students to apply their previous
knowledge and experience with perimeter and area to identify
relationships present in data tables and describe these
relationships with appropriate formulas. This lesson is a review of
this objective which was previously taught by the students’
teacher. This skill demonstrated by objective #1 is a skill
students will need to build upon once they are in algebra in
seventh grade. This objective is also texted by the TAKS test which
students will take a little later in the school year. With a
pass-rate of only 59.72% even after previously being taught the
lesson by my mentor teacher, it is evident to me that the students
need to review the skills necessary to master this objective. This
skill will be taught in a variety of ways within my lesson, and it
should appeal to all students’ learning styles and interests. I
will need to apply the accommodations I previously prepared for the
L.E.P. student and below-level students as well to ensure all
students can be successful.
Lesson Overview:
In this lesson, students will review previously-taught skills
for composing formulas that represent relationships present in data
tables. The students will practice finding the area and perimeter
of an object in order to refresh this skill they will need to use
in order to master the objective. Students will then use the data
they gather from the objects to compile both their own area data
table and perimeter data table. After the students have
successfully created their data tables, I will model the thinking
process necessary for composing a formula that represents the
relationship between the data in the table. I will then model the
steps and compose the first formula to serve as an example. Then
the class will collaboratively come up with a formula for the
remaining data table that represents the data accurately. If the
students have problems we will think it through together as a class
and look back on the previous example for guidance. Once the class
has composed an appropriate formula to describe the relationship
present in the data table, students will break up into pairs and
further practice this skill by matching formula cards, explanation
cards, and data table cards together accurately.
Once all pairs of students have completed matching the cards,
the students will break up into two groups to compete against one
another in a Jeopardy game. The Jeopardy game will test skills that
the students must know in order to complete learning objective #1,
as well as test the skill that was just reviewed in the lesson. The
team that answers the most questions correctly wins the game. The
students will then complete a paper and pencil three-question
multiple-choice test individually that tests mastery of learning
objective #1.
Activities:
To introduce this lesson, I will begin by challenging the
classes’ memory by mentioning a few of the things that their
teacher went over with them in the original lesson two weeks ago. I
will encourage students to discuss what they remember about data
tables and formulas, and correct any inaccurate responses. I will
congratulate students that remember important aspects of the
lesson. After discussing the previous lesson, I will announce to
the students that we will build on the previous lesson by reviewing
the skills that were taught that day in a different way. Students
will each be given a Hershey’s bar. They will break the bar up into
a half, and then break one of the halves in half twice more.
Students will then use the pieces of the Hershey bar to construct
both their own area data table and perimeter data table. Students
must use their previous knowledge of area and perimeter to complete
this task. Students that are below-level will be allowed to consult
their formula charts and calculators for assistance as needed. As a
class, we will work collaboratively to compose formulas that
describe each of the sets of data within the tables. I will discuss
and record the steps of our thinking process on the board for
reference. Auditory learners will appreciate the discussion, visual
learners will appreciate the modeling and written steps, and
kinesthetic learners will appreciate the concrete, hands-on model
that the Hershey bar provides them with.
Next, students will break up into pairs of two. Each pair of
students will be given a deck of cards. Students will work with
their partner to match the appropriate set of cards together. Each
set will contain one data table, one explanation sentence, and one
formula that describes the relationship. Students can reference the
steps written on the board and the previous examples we did as a
class as-needed if they need assistance while they work. Once each
student pair has finishing matching their cards, we will go over
the correct answers as a class and discuss any misconceptions the
students had while working. This lesson provides an opportunity for
kinesthetic learners to manipulate items (cards) and for visual
learners to see the data charts and formulas written out in front
of them instead of having to compose their own.
Students will then be broken up into two groups. Each group will
make up a team. The two teams will complete in a Jeopardy game. The
Jeopardy game will be presented in PowerPoint form via a projector
and Promethean board. The game will play Jeopardy music to
designate the amount of time students have to come up with their
answer. I will read each question aloud to the class to accommodate
for lower-level students and those that require modifications.
Students will use the Promethean board pen to tap and select their
next category. Visual learners will appreciate the attractive
set-up of the game and the presentation the projector provides,
auditory learners will appreciate being read-aloud to and the
music, and kinesthetic learners will appreciate being able to
physically go up to the board and tap on questions that they wish
to answer, as well as select answer choices they wish to
choose.
Lastly, students will complete a pencil and paper assessment
that consists of three multiple-choice questions. The questions
will test the students’ mastery of learning objective #1. The
assessment will be identical to the pre-assessment that was given a
few days before the lesson was taught. The assessment will require
the students to examine a set of data and select the appropriate
formula that describes the relationship present in the given
table.
Technology:
I will use a variety of technology during my lesson. Along with
low-tech items such as a dry-erase board, markers, Hershey bars, a
pencil, paper, and cards, I will also implement the use of a
computer, a projector, a PowerPoint presentation, music, the
Promethean board, and a Promethean board pen. Using this vast array
of technology creates the opportunity to reach different student
learning styles within a single lesson. The technology used within
the lesson also captivates student interest and helps build
motivation.
Instructional Decision-Making
Instance #1:
One instance that occurred that caused me to modify my original
plan happened during the first class I gave the pre-assessment to.
While I was passing the pre-assessment sheet out to each of the
students, I was explaining that it was perfectly acceptable if the
students didn’t know all of the answers at this point since I
hadn’t taught them the lesson over the material yet. I explained
that the assessment wouldn’t be for a grade and that the results of
the pre-assessment were simply for my benefit alone. Surprisingly,
I watched two of the boys in the class circle answer choice “A”
quickly for all three questions and turn their paper face-down.
They looked at one another and smiled! I hadn’t even finished
passing out the pre-assessment yet, and they didn’t even give
themselves time to read the questions or as much as put their name
at the top of the paper. I was appalled by their behavior. I had to
redirect the boys and readdress the class to ensure that this
incident didn’t happen again. I also changed my lesson for each of
the subsequent classes I assessed. I never explained the
pre-assessment the same way again, and not surprisingly, I didn’t
have any other students blatantly blow-off the assessment as I
observed the two boys in the first class do.
Analysis of Student Learning
Whole class:
The average pre-assessment score for the whole class was 59.72%.
16.67% of the students got all of the questions incorrect, 20.83%
of the students got all but one of the questions incorrect, 29.16%
got only one question incorrect, and 33.33% got all three of the
questions correct on the pre-assessment.
In comparison, the summative assessment scores were dramatically
higher. The average pre-assessment score for the whole class was
86.11%, which exceeds a passing score. All of the students in the
class scored the same or higher on the post-assessment than they
did on the pre-assessment except for one student who missed one
more question on the post-assessment than she did originally on the
pre-assessment. The student is below-level and requires
modifications.
Sub-groups:
In the pre-assessment, African-American students scored the
highest on the pre-assessment with 42.86% passing, Caucasian
students had a pass-rate of 40% on the pre-assessment, and Hispanic
students had a pass rate of 14.29% on the pre-assessment. The three
above-level students had a pass-rate of 100% on the pre-assessment,
while the seven below-level students only achieved a pass-rate of
14.29%.
In the summative assessment, 85.71% of the Hispanic students in
the class got every question correct, 70% of the Caucasian students
in the class got every question correct, and 57.14% of the African
American students in the class got every question correct.
Individuals:
Student A exhibited improvement between her pre- and
post-assessment scores. She scored 67% on her pre-assessment quiz;
however, she demonstrated mastery of learning objective #1 by
scoring 100% on her post-assessment quiz. Student A actively
participated in the formative assessment and was engaged throughout
the lesson. I believe the material covered throughout the lesson
provided help she needed to settle a misconception she previously
had regarding relationship data tables.
One the other hand, student B was the only student in the class
that did worse on her post-assessment than she did on her
pre-assessment. She scored 67% on her pre-assessment quiz. She
later scored 0% on her post-assessment quiz which consisted of the
exact same questions, format, answer choices, and material. Student
B was not engaged during the Jeopardy formative assessment, nor did
she seek help when she needed it. I believe student B did not apply
herself that day and made silly mistakes on her post-assessment
that she could have avoided. Although she did show some work on her
post-assessment quiz, she didn’t show any work for one of the
questions. For the first question, she correctly figured out the
relationship that exists within the data presented in the table;
however, even after working out her work on the side, student B
chose the incorrect answer choice that did not represent the
relationship she identified. On question 2, she correctly wrote out
the relationship that exists within the data table and once again
circled the wrong answer choice. It seems as if she made very
careless mistakes. She appears to have an understanding of the
fundamentals of learning objective #1, but she would benefit from
further practice and instruction regarding it.
Charts:
Passing rate for the whole class pre-assessment
Passing rate for the whole class post-assessment
(Individual student scores on both the pre- and post-assessment)
(Average scores from pre- and post-assessments broken down by
ethnic distribution)
Child
Race
Pre-Assessment # correct
Pre-Assessment % score
Post-Assessment # correct
Post-Assessment % score
Student A
C
2
66
3
100
Student B
H
1
33
0
0
Student C
H
1
33
3
100
Student D
H
1
33
3
100
Student E
H
3
100
3
100
Student F
C
2
66
2
66
Student G
AA
3
100
3
100
Student H
H
0
0
3
100
Student I
C
3
100
3
100
Student J
AA
2
66
3
100
Student K
C
3
100
3
100
Student L
C
0
0
2
66
Student M
H
2
66
3
100
Student N
C
3
100
3
100
Student O
H
2
66
2
66
Student P
C
3
100
3
100
Student Q
AA
2
66
3
100
Student R
AA
3
100
3
100
Student S
C
1
33
2
66
Student T
C
1
33
3
100
Student U
AA
0
0
1
33
Student V
AA
0
0
2
66
Student W
AA
2
66
3
100
Student X
C
2
66
3
100
Reflection and Self-Evaluation
Most successful:
I feel as if the most successful part of the lesson was the
students’ overall understanding of the objective once the lesson
was complete. My mentor teacher approached me with this lesson idea
after many students failed this objective on their practice TAKS
test. With the real TAKS test just around the corner, I knew I had
to approach the objective in a different way and really clear up
some misconceptions the students previously had regarding the
skill. After looking back on the progress they made, I know my
lesson was a success. I think I planned it well and was able to
impact every student by including a variation of different types of
technology and ways of teaching that appealed to different learning
styles, such as the cards, Hershey’s bar, PowerPoint, and
Promethean board.
Least successful:
I believe the least successful component of my lesson was my
explanation of the card matching activity before we began. I took
for granted that the students would understand that we were
applying the same thing we talked about in the beginning of class
with the cards, but I shouldn’t have assumed this. Because of my
assumption, I gave minimal directions and the students were ready
for independent thinking yet. Although they were overall successful
at this activity, the transition could have gone a lot more
smoothly with less individual instruction if I had taken the time
to better instruct and prepare the students for the activity. If I
were to teach this lesson again, this would definitely be something
I would improve upon.
Possibilities for professional development:
Based on the least successful aspect of my lesson, I can
identify areas where I need to improve upon – transitions between
activities being a big one. After we finished the activity with
Hershey bar area and perimeter, I should have passed out the cards
and explained that we would be applying the same skill with them. I
then should have done two sets of cards with the class as an
example and once again discussed the thinking process I went
through aloud with the students. This would have notified the
students of exactly what my expectation of them and their goals
were with the assignment were. I am confident that more of the
students would have experienced growth with learning objective #1
had I approached this activity differently with them. They would
have been able to grasp the concept a lot better if their
expectations were clearly presented and modeled for them.
Another area where I plan to improve my teaching is to work on
projecting my voice more. Sometimes I worry if it sounds like I’m
screaming at them, when in reality this is far from the case.
Another thing I want to work on is the language I use within the
classroom. During my teaching experience, I noticed that I use the
words “ya’ll” and “you guys” very frequently when addressing the
students in the class. I feel as if this isn’t professional, and
I’ve made an effort to try and change. I have tried to use
“everyone” and “you all” in place of these phrases, but I
definitely still struggle sometimes when I’m not concentrating on
it. I believe I’ll have to try to stop saying the words in my
everyday conversations as well to really break the habit while
teaching.
# of students that passed# of students that failed159# of
students that passed# of students that failed222Pre-Assessment
Student AStudent BStudent CStudent DStudent EStudent FStudent
GStudent HStudent IStudent JStudent KStudent LStudent MStudent
NStudent OStudent PStudent QStudent RStudent SStudent TStudent
UStudent VStudent WStudent
X663333331006610001006610006610066100661003333006666Post-AssessmentStudent
AStudent BStudent CStudent DStudent EStudent FStudent GStudent
HStudent IStudent JStudent KStudent LStudent MStudent NStudent
OStudent PStudent QStudent RStudent SStudent TStudent UStudent
VStudent WStudent
X1000100100100661001001001001006610010066100100100661003366100100African
AmericanPre-AssessmentPost-Assessment5766.430000000000007CaucasianPre-AssessmentPost-Assessment59.889.8HispanicPre-AssessmentPost-Assessment61.4395.14Class
AveragePre-AssessmentPost-Assessment59.7286.11
Loren Van Huss
23
