 The candidate uses student data (gathered by following the assessment plan) to profile and document student growth that occurred as a result of the instructional sequence, and analyzes the relationship between instruction and student achievement.

 Interpretation is meaningful and appropriate conclusions are drawn from the data. Explores multiple hypotheses for why some students did/did not meet objectives.  Table includes all information needed to assess impact on student learning  Identifies successful and unsuccessful activities and assessments and provides plausible reasons for their success or lack thereof.

You will need to align the questions or items in the student skill performance in your pre-test to the specific objectives. Once you have made the alignment, you will be able to get a tally of how many students were able to answer The questions or do the task associated with that objective.

 How many students  How many objectives  How many questions per objective to determine if the student could meet the objective  To what degree did the student achieve the objective  What was the class performance on each objective and the overall lesson.

Analysis Table --Chart the Data

 Make the table work for YOU. You can adjust the table as needed to best represent your students’ performance and your best method of making sense of the date. The only stipulation is that you must be able to show pre-test performance, post-test performance and student progress (growth) and achievement.

 What was your most successful objective?  Provide two or more plausible reasons for this success  Did the students meet the objective?  Was there significant growth?  Provided lots of repetition?  Student work groups and engagement with specific activities?  Assessed formatively frequently and adjusted instruction?  Motivational aspect to the learning?  Memorable introductory experience?  High degree of relevance ?

 What was your least successful objective?  Provide two or more reasons for this lack of success?  Did the students meet the objective?  Was there little or unsatisfactory growth?  Was time and maturation an effect?  Did students not have enough opportunity to manipulate and experience the content?  Was the sequencing erroneous?  Was there an activity that was ineffective?

 Compare the results from the three top-scoring students and the three lowest-scoring students. Discuss possible reasons for these differences.

 Make sure you accurately interpret the data.  It is more important to get accurate results than to try to justify or make seem “successful” insufficient progress or growth. Simply be honest and objective.  The TPA is about reflecting as a teacher in such a manner that your reflection causes you to improve your skills as a teacher and the effectiveness of instruction in the future.