ALSE+Analysis+of+Informal+Assessment

**MSU Student Name: Alex Sears**
 * ANALYSIS MATRIX FOR INFORMAL ASSESSMENT**
 * Name of Unit: Economics and Culture**


 * Lesson Objectives:**
 * 1. Supply and Demand and how they influence each other**


 * 2.**


 * 3.**
 * **Question** || ** Percent of Students whose answers closely matched Objective 1 ** || ** Percent of Students whose answers closely matched Objective 2 ** || ** Percent of Students whose answers closely matched Objective ** **3** || **Patterns or Themes noted in students’ answers.** ||
 * **1. What is the main idea of today’s lesson?** || 96%  ||   ||   ||  **-Supply and Demand**   **-The less people demand something, the price of the product will drop**   **-The more people demand something, the price of the product will rise**  ||
 * || ** Percent of Students who gave significant information ****. ** ||  ||   || **Examples of some answers** ||
 * **2.** **What are two important things learned?** || 81%  ||   ||   ||  **-If demand is high, producers will raise price to make more profit**   **-If demand is low, producers will lower their prices**  ||
 * || ** Percent of students who identified unit ** ||  ||   ||  **Examples of answers that showed connection between lesson and unit.**  ||
 * ** 3. What is the unit we are studying? **** What is the unit we are studying? ** || 81%  ||   ||   ||  **-Economics and Culture**   **-Producers and consumers and how they are related to supply and demand**   **-It helped me understand supply and demand**   **-It helped me understand buying and selling**   **-It helped me understand producing and consuming**  ||
 * ||  ||   ||   ||  **List themes of student answers**  ||
 * **4. Things Student teacher did to help you learn?** ||  ||   ||   ||  **-made graphs**   **-explained how supply and demand affect each other**   **-They helped me understand it by repeating it several times**   **-They put us into groups to discuss it with each other**  ||

 The Informal Analysis Survey filled out by my students in the 7th grade geography classes I gave lessons too confirmed what I had thought I was doing well in the teaching of my lesson, but also encouraged improvement on my part. This Informational Analysis was also a good way for students to give me feedback, as they had not had much of a chance to do this over the past several weeks. My co-teacher and I constantly got feedback from our cooperating teacher, but feedback from our students was new to us. The responses from the students are great indicators of our strengths and weaknesses in the way we are teaching lessons.  All but one student were able to answer what the main objective of our lesson was. These students answered “supply and demand” to question number one. The one student who didn’t answer this answered with something which was related to the unit as secondary information, as they answered “producers and consumers.” For the second question, 22 of the 27 students gave at least two significant answers to what they learned. Common answers focused on the prices of products in relation to supply and demand. The five students who did not give an adequate amount of information gave just one answer, or repeated their answer from question number 1. I also noticed that the same five students that did not give adequate information in question number 2 were the same five students who were unable to identify the correct unit, which was asked in question 3. From this, I can conclude that I need to do a better job reminding students at the beginning of the lesson, and also taking additional time at the end of it to reflect on what the students learned. Reading the students answers to question 4 gave me insight to what I did well during the lesson to ensure student learning and understanding. There were multiple answers to this question, such as the way I used graphs, the way I repeated important information, and how we put the students into groups to discuss the concept amongst each other.