Focus Learner Performance Analysis

Analyzing the Focus Learner Performance

a. Identify the lesson objectives from the learning segment measured by each daily assessment record.

[The focus learner has a habit of submitting incomplete work assessments, less than 50% completed. He can quickly lose focus and resort to doodling. The baseline data indicated that the focus learner had no knowledge of the verb gustar. By the end of lesson 1 learning segment, the focus learner was able to match the proper pronouns used for specific identification with the appropriate indirect object pronoun, both in verbal and written format. The focus learner satisfied the lesson objectives from lesson 1, mastering the use of the singular gusta evident from the final written assessment. The focus learner when given written assessment was able to demonstrate learning with at above 80% accuracy using scaffold supports. In lesson 2 the learning objectives were similar, but applied to the plural form of the verb gustar. The focus learner was able to, measured by the daily assessment record, satisfy learning objectives with 90% accuracy achievement.]

b. Describe any changes in the assessment related to the work sample, daily

He is self-assured at selecting the correct matching indirect objects or the pronouns that complete each sentence. He stayed engaged throughout the learning session and demonstrated this by participating fully in learning activities and through his correct responses when called upon to answer any questions. Occasionally, the focus learner was a little hasty in his response, resulting in an incorrect answer. The various level of supports such as charts and vocabulary list served as visual and readily available supports that aided in the focus learning being able to demonstrate understanding and application of the learning objectives in speech and written