Data Analysis & Reflection

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Reflect on the lesson and critically evaluate the effectiveness of the planning, resources, instructional strategies, and assessment tool. In addition, reflect upon the engagement and interest of the students involved in the instruction.
Write a reflection of the lesson and report your assessment results. It should include the following parts.
Assessment Results: Your assessment results should provide a clear communication of performance aligned with the key knowledge and skills identified for the standard(s). Reference student work samples to support your analysis and decisions.
Submit UWA created Excel worksheet with pre/post assessment scores for all participating P12 students. The Excel charts created by worksheet may be used to present the data (as required by the next bullet point) in the narrative or you may choose to present the data in some other format.
Present detailed and accurate data for all assessment included with the plan in a clear display (raw data, a graph, or a chart) for the whole class (or the identified student in the case of the collaborative education assessment), and identify any relevant patterns.
Analyze and interpret the student’s/students’ performance.
Write a narrative:
Overall, were the lesson standard(s), key knowledge and skills met? How do you know?
Identify which individuals had trouble and why as well as which individuals did well and why?
Precisely identify the next steps for instruction for your entire class, small groups, and/or individual students.
Lesson Reflection: To promote your professional growth, answer the following questions thoroughly and thoughtfully, and provide specific anecdotal evidence to support your thoughts.
Now that you have taught the lesson and evaluated assessment data reflect on what you did well when planning the lesson?
What did you do well in the teaching process? Consider the following:
How did you exhibit mutual respect for, rapport with, and responsiveness to students with diverse needs and backgrounds?
How did you challenge students to engage in learning?
How did your instruction link new learning to prior knowledge as well as to personal, cultural, and community perspectives?
How did you elicit and build upon student responses to promote critical thinking?
What might you do differently next time (for whole group and/or individual students who needed greater support or challenge)? Be sure to provide supportive reasoning for possible changes.
How useful was the assessment tool? Be sure to provide supportive reasoning for your thoughts.

Sample Solution

Capital Punishment is not given lightly. Juries must carefully examine the facts of a case, as well as facets of a perpetrator’s character. Previously, juries could take a criminal’s age into account when deciding upon the death penalty. However, the 5-4 Supreme Court decision in Roper v. Simmons now prevents anyone under the age of 18 from being executed. This far-reaching decision brings up questions about the role of so-called “activist” courts in the policymaking process.

Christopher Simmons, seven months shy of his 18th birthday, planned and implemented the murder of an innocent woman. Descriptions of the murder are thoroughly chilling – reports show that Simmons and an accomplice bound the woman in tape and dropped her off a bridge, drowning her in the waters below. Simmons later confessed to the crime and even participated in a videotaped reenactment of it. If he had been an adult at the time of the murder, Simmons’ case would not raise any constitutional questions. But due to his age, the issue before the court was whether the Eighth and Fourteenth Amendments allowed the United States to “execute a juvenile offender who was older then 15 but younger than 18 when he committed a capital crime.” Justice Kennedy delivered the Court’s opinions, affirming the previous ruling in the Missouri Supreme Court. As a result, Simmons could not be considered for the death penalty due to his age, and his sentence remained at life in prison without parole.

It is the Court’s reasoning that makes this case controversial. Justice Kennedy explains that due to “evolving standards of decency” since the ruling in Stanford v. Kentucky (1989), the Court has grounds to rule against the juvenile death penalty. In the Stanford ruling, the Court held that juveniles under the age of 15 could not be executed due to “views that have been expressed by respected professional organizations,” and “leading members of the Western European community.” The Court later ruled in Atkins v. Virginia (2002) that mentally retarded persons were exempt from the death penalty as well, a further sign of society’s changing standards. The decision in Atkins explained that due to their impairments, “it is highly unlikely that such offenders could ever deserve capital punishment.” The reasoning in Atkins is applied to the Simmons decision. Kennedy argues that because individuals under 18 are “categorically less culpable than the average criminal”, they should not deserve the death penalty. Kennedy adds that there are three differences between juveniles under 18 and adult offenders. First, juveniles often lack the maturity found in adults, a trait that is “understandable among the young,” and that “adolescents are overrepresented statistically in virtually every category of reckless be

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