4th grade Class: Subgroup and Whole Class Assessment Results Subgroup 1: Boys and Girls All but one student scored higher on the post-assessment than the pre-assessment. The class average increased from 1 point to an average of 4 points on the post-assessment. The girls continued to score higher on the post-assessment, averaging 5 points compared to the boys’ average of 4 points. The following graphs demonstrate post-assessment results by points scored out of six and a comparison of girl and boy averages. Figure 2 illustrates the points scored on the post-assessment, comparing boys and girls results. Figure 3 demonstrates class improvement between the pre- and post- Figure 1 Boys and Girls Post-Assessment Results Comparison majority of boys scored 19 points, whereas, a majority of girls scored 21 or 25 points. Figure 4 demonstrates the scores for boys and girls. Subgroup 2: Four IEP students Three of the four IEP students did very well; only one of these students did not complete his/her artwork. The final artwork of these students was complex and insightful. The Eastern Shoshone student represented his culture through the piece by including images of cultural traditions he participates in. Another student who struggles with handwriting created an accurately proportioned and detailed piece. One Student:
4th grade Class: Subgroup and Whole Class Assessment Results Subgroup 1: Boys and Girls All but one student scored higher on the post-assessment than the pre-assessment. The class average increased from 1 point to an average of 4 points on the post-assessment. The girls continued to score higher on the post-assessment, averaging 5 points compared to the boys’ average of 4 points. The following graphs demonstrate post-assessment results by points scored out of six and a comparison of girl and boy averages. Figure 2 illustrates the points scored on the post-assessment, comparing boys and girls results. Figure 3 demonstrates class improvement between the pre- and Figure 1 Boys and Girls Post-Assessment Results Comparison majority of boys scored 19 points, whereas, a majority of girls scored 21 or 25 points. Figure 4 demonstrates the scores for boys and girls. Subgroup 2: Four IEP students Three of the four IEP students did very well; only one of these students did not complete his/her artwork. The final artwork of these students was complex and insightful. The Eastern Shoshone student represented his culture through the piece by including images of cultural traditions he participates in. Another student who struggles with handwriting created an accurately proportioned and detailed piece. One Student: post-