Classroom Action Plan and Reflection

This classroom action plan and reflection report assesses the performance of students in a Grade Two science subject final test. The test comprised of 15 questions that were subdivided among 4 topics including organism structure, plant parts, properties materials, and forces. The mean and median of the scores among the 20 students will be used to inform the lesson planning, usage of resources, content, and teaching strategies to be employed in order to improve the poorly performing areas, and to strike a balance among the students’ individual performance.


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The average score for the class is 76.3%, which translates to a B according to the school grading scale. The mean score for the class indicates the collective level of performance of the class. Therefore, a mean score of 76.3% proves a high level of performance by the students. According to McKeachie (2002), student performance directly reflects the level of understanding of the lesson contents. Moreover, good performances in the evaluations indicate that the instructor uses effective teaching strategies (McKeachie, 2002). Despite the high mean score, it was evident that some students scored low grades to the extent of failing in the exam. This indication proves that some students had little understanding of the contents.

The questions with the highest performance were questions 12 and 13, which assessed standards 8.1 and 8.3 respectively. These questions addressed the objectives to enable students understand the different types of forces and their measurements. According to the lesson objectives regarding the ‘Forces’ topic, the students were required to gain knowledge on the types of forces applied to facilitate different forms of basic movements. Students were expected to understand the measurement units of the respective forces. A general understanding of the forces was supposed to lay a foundation for comprehensive learning in the third grade. Martin (2013) postulates that teachers should be aware of the student performance in individual subjects or topic areas hence adopt strategies to maintain the performance. Moreover, the factors that contributed to the success in that area should be borrowed to be used in the poorly performing areas.

The question with the lowest performance was Question 7, which assessed learning standard 7.2. The objective tested in this question was the ability to understand the processes involved in matter changing from one state to another and back, such as solid to liquid and back to solid. The performance of this question indicated that my students had either not grasped the content or the content level was too high for their level. The results of this question indicate that there is a knowledge gap or deficit in the topic area because the objectives assessed by the question were not satisfactorily met. A reassessment of the national standards in the subject will help me to identify if the course objectives for this topic were on track or deviated from the national expectations. Moreover, I will have to review the teaching strategies I adopted and learning styles of the students to identify the probable cause of under performance……………………………………………….

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