1
Caryn Dinneen
WGU D093
Task 2
9/2/26
A.1. For the pre-assessment, the key/signal words section was an area of strength. This section
had two multiple-choice questions, with the students having an 85% proficiency rate. This is
the only section of the test that is above the 70% proficiency level targeted learning objective
of the lesson before instruction, which shows the student's strength in this area of absence of
instruction before taking the pre-assessment.
2. A problem area on the pre-assessment would be the proficiency level in the solution skills
section. Only seven out of the twenty students got them all correct in the two multiple-
choice questions. The data shows that only 35% of the students were proficient in this
section, leaving 65% of the class lacking the knowledge of this skill. The areas of the
most concern were the constructed response and the fill-in-the-blank questions. The
constructed response questions only had 20% proficiency, with only four out of twenty
students with the correct answer. The fill-in-the-blank portion in this section had a 25%
proficiency rate, with only five out of twenty students with the right answer.
B. I would adjust the lesson plan by providing a graphic organizer for the vocabulary/academic
language for the students to fill in definitions and examples. This Language Arts lesson plan
has vocabulary words as a large part of the lesson. According to the data, only 4 out of 20
students were proficient in the solutions section of the assessment, and 6 out of 20 were
proficient in the problem skills area of the assessment. This data shows me that the students
would benefit from a graphic organizer, which will increase their vocabulary skills.
, 2
C.1. An area of strength from the informal assessment shows that 85% of the students were
proficient in the skills tested, whereas 17 out of 20 were proficient.
C.2. A problem area supported by the data is the solutions section of the assessment, which
shows that 55% of the students were proficient in this. This shows a need to modify or add
additional instruction for the lesson.
D. Compared to the informal assessment data, the pre-assessment shows the students had
increased proficiency. Most students showed a 10% increase in proficiency in the key/signal
skills section, from 75% of students being proficient to 85% being proficient. The solution
portion of the assessment showed a 40% increase, going from only 15% student proficiency
to 55% being proficient. Student # 9 stood out to me as showing growth from the pre-
assessment to the informal assessment. This student was only 60% proficient in the pre-
assessment. However, they grew to be proficient in all areas by the informal assessment. A
student of concern in growth for me who did not show signs of growth would be student #10,
who did not show improvement from the data provided. This student’s proficiency did not
improve in any skill areas, from pre-assessments to informal assessments.
1. Feedback that I would provide to the class would be to congratulate them on a job well
done in improving from their assessments. I would let them know where their strengths
were and let them know what areas they improved in. I would ask what they thought were
the areas they knew they struggled with. I would then go over any problems they would
like explained in greater detail. I would let the students work in small groups to work out
among themselves any issues they wanted to work over again and monitor and scaffold
where needed. For student #9, I would congratulate them for their significant
Caryn Dinneen
WGU D093
Task 2
9/2/26
A.1. For the pre-assessment, the key/signal words section was an area of strength. This section
had two multiple-choice questions, with the students having an 85% proficiency rate. This is
the only section of the test that is above the 70% proficiency level targeted learning objective
of the lesson before instruction, which shows the student's strength in this area of absence of
instruction before taking the pre-assessment.
2. A problem area on the pre-assessment would be the proficiency level in the solution skills
section. Only seven out of the twenty students got them all correct in the two multiple-
choice questions. The data shows that only 35% of the students were proficient in this
section, leaving 65% of the class lacking the knowledge of this skill. The areas of the
most concern were the constructed response and the fill-in-the-blank questions. The
constructed response questions only had 20% proficiency, with only four out of twenty
students with the correct answer. The fill-in-the-blank portion in this section had a 25%
proficiency rate, with only five out of twenty students with the right answer.
B. I would adjust the lesson plan by providing a graphic organizer for the vocabulary/academic
language for the students to fill in definitions and examples. This Language Arts lesson plan
has vocabulary words as a large part of the lesson. According to the data, only 4 out of 20
students were proficient in the solutions section of the assessment, and 6 out of 20 were
proficient in the problem skills area of the assessment. This data shows me that the students
would benefit from a graphic organizer, which will increase their vocabulary skills.
, 2
C.1. An area of strength from the informal assessment shows that 85% of the students were
proficient in the skills tested, whereas 17 out of 20 were proficient.
C.2. A problem area supported by the data is the solutions section of the assessment, which
shows that 55% of the students were proficient in this. This shows a need to modify or add
additional instruction for the lesson.
D. Compared to the informal assessment data, the pre-assessment shows the students had
increased proficiency. Most students showed a 10% increase in proficiency in the key/signal
skills section, from 75% of students being proficient to 85% being proficient. The solution
portion of the assessment showed a 40% increase, going from only 15% student proficiency
to 55% being proficient. Student # 9 stood out to me as showing growth from the pre-
assessment to the informal assessment. This student was only 60% proficient in the pre-
assessment. However, they grew to be proficient in all areas by the informal assessment. A
student of concern in growth for me who did not show signs of growth would be student #10,
who did not show improvement from the data provided. This student’s proficiency did not
improve in any skill areas, from pre-assessments to informal assessments.
1. Feedback that I would provide to the class would be to congratulate them on a job well
done in improving from their assessments. I would let them know where their strengths
were and let them know what areas they improved in. I would ask what they thought were
the areas they knew they struggled with. I would then go over any problems they would
like explained in greater detail. I would let the students work in small groups to work out
among themselves any issues they wanted to work over again and monitor and scaffold
where needed. For student #9, I would congratulate them for their significant
