Assessment Application and Analysis Report

ELED 3420 Michelle Dalton

All information within pertains to an Elementary School, located in Utah Final Submission 11/28/2012

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Elementary School Contextual Factors

An Elementary School is located in Utah, is a K-5 Public school committed to helping each student reach their highest potential (Elementary School, 2012). This school is managed by the County School District, in Utah.

Total Students at Elementary

600 400 200 0 Total Students at the Elementary

Total Students

Chart 1 Currently, this school has an enrollment of 593 students. The schools enrollment is based off of the general area of the school and parents who want to drive their children to this school. It has an open enrollment policy, just like every other school in the County School District. This is a bussing, walking and parent drop off school. This school also offers preschool, but this information is not included in this study.

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Elementary School: Enrollment by Grade

140 120

100
80 60 40 20 0

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

Chart 2 This Elementary School serves K-5th grade. The school day begins at 9:00am and goes until 3:30pm. Each grade has a schedule they follow for the week and each individual teacher has their own schedule for the day. Enrollment by grade is broken down in to the following numbers (chart 2): Kindergarten: 104 students 1st Grade: 118 students 2nd Grade: 96 students 3rd Grade: 83 students 4th Grade: 100 students 5th Grade: 92 students

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Elementary School Ethnicity: Whole School

3% 1% 1% 4% Asian 23% African-American Caucasian Hispanic Native American

68%

Pacific Islander

Chart 3 As shown in Chart 3, ethnicity at the Elementary School is predominately Caucasian with 401 students. The next largest ethnicity group at the Elementary is Hispanic with 139 students. American Indians are represented with 26 students, and Pacific Islanders consists of 16 students. While African-Americans are represented by 6 students, the Asian sports 5 students in their category. Overall, this Elementary School is a very diverse school with their ethnic differences.

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Elementary School: Free and Reduced Lunch

37%

Free Lunch Reduced Lunch 55% 8% Pay full price for lunch

Chart 4 This Elementary is a Title 1 school, therefore the socioeconomic status is low. As seen in chart 4, there are 327 students receiving free lunch, 49 students receiving reduced lunch prices and 217 students paying full price for lunch.

Elementary: Homeless and Minority Disadvantaged

26% Homeless Minority disadvnataged 7% 67% All other students

Chart 5

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Chart 5, above, shows that there are also 153 disadvantaged minority students and 44 students that are considered homeless. These numbers help prove that this Elementary School has a low socioeconomic status.

Elementary School Demographics

Whole Student Population ELL students Special Education Gate Students

10%

6%

24% 60%

Chart 6 Students receiving Special Education accommodations, English Language Learners (ELL) services or Gifted And Talented Education (GATE) services are a small number compared to the overall student enrollment, as shown in chart 6 above. Students receiving ELL services total 140 students. Students that are receiving some type of special education resources total 60 students and students considered to be gifted or talented total 37 students on the whole population, as per the Elementary School Demographic Statistics dated 10-9-2012 (see Appendix D). The CRT scores for this school are currently not available, for the school year of 2012-2013. Source: Elementary School Demographic Statistics dated 10-9-2012, obtained from the school secretary (See Appendix D).

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Classroom Contextual Factors

A third-grade class at an Elementary School in the County School District consists of nineteen students total, seven girls and twelve boys. Of these students, eight (five boys, and 3 girls) have special needs. Two of the boys are ELL students, one boy and two girls have medical issues, one boy must be watched for behavior, and one boy, one girl have learning disabilities. The boy with a learning disability also has medical issues. Everyone is included in the classroom all day, except for reading interventions. The socioeconomic status is mostly lowerclass to middle-class. English is the first language for all but two students, but they are both at a WIDA level of 5.

3rd Grade Class: Gender

14
12 10 8 6 4 2 0 Boys Girls

Chart 7 Source: Classroom teacher As seen in Chart 7, there are 12 boys and 7 girls in this third-grade class at an Elementary School. The students all get along well. There doesnt seem to be a large problem with having a greater amount of boys in the class.

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3rd Grade Class: Ethnicity

Caucasian African-American Indian Hispanic

16% 5% 5%

74%

Chart 8 Source: Classroom teacher Most of the students in the class are Caucasian (74%). There are three Hispanic boys (16%), one Indian boy (5%) and an African American girl (5%). Of the three Hispanic boys two are ELL students and the others first language is English, as seen in Chart 8, above.

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3rd Grade Class: Special Needs

Students without any special services ELL students

Students with IEP

Students with Medical issues

16% 16% 58% 10%

Chart 9 Source: Classroom teacher Chart 9 shows; there are three students with IEPs (individual education plans). One boy has an IEP for behavior. Another boy has an IEP for a medical issue and learning disabilities in math and reading. His medical issue requires him to be sent to the restroom every 2 hours. The other with an IEP is a girl who needs extra help in reading and math. The three students with medical issues are taken out of class to be given medications, and then they come back to class. As seen in Chart 9, above, there are not currently any GATE student in this classroom. The entire grade does reading interventions, therefore the student go to other teachers in groups for reading. These interventions are not considered a special need; they are to help each student get to grade level. The ELL students are not taken out of class, because they are both at a WIDA level 5. These are the only special needs in this third-grade class at the Elementary school.

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The teacher did not have access to the socioeconomic status of the students, and the CRT scores were not available at the time this data was collected.

Classroom Policies and Procedures

There are not any classroom rules posted in the third-grade classroom. Only through observation have I figured a few of them out. They are, raise your hand, dont shout out unless asked to do so as a class, follow directions and pay attention when people are talking. There are also no classroom procedures posted in the third-grade class, but through observation, I have seen that there are a few procedures in place. Which are, to give the teacher attention when he does his classroom cue, and they are expected to come to class prepared and ready to learn. There are no classroom policies posted in the classroom, and he follows a schedule but it is not posted either. He does have the students work together to build learning and has them help keep the room organized and clean.

General Accommodations & Modifications

In the morning, there are five students gone for the first 30 minutes of the day. Therefore, the teacher uses this time as practice time for the students that are there, so the ones that are out at reading interventions do not miss any important instruction. During the afternoon, modifications must be made for the two students on IEPs for math. They are unable to do the exact activities, but they are still able to learn the curriculum. The special education teacher comes into the class for 30 minutes in the afternoon, followed by an aide for 30 minutes to help

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these two students with their math. Differentiated instruction is needed but mostly, different assessments and assignment activities are needed. Behavioral accommodations include keeping your eyes and ears open to all that is going on around the classroom. Each student could have a moment of behavior problems, but as for the one with the IEP in behavior his actions are watched. He is currently on medication that helps him, but it makes his every move slower than normal. He just needs to be watched for any signs of behavioral outbursts.

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Assessment #1
Assessment: Growing with Math Topic 3 Pre and Post-Test Study Group: Student A and Student B Date: September 25, 2012 Place: Elementary School in Utah

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Introduction to Assessment #1
The first assessment given took place in a 3rd grade classroom, during the designated math time (2:00 pm) on a day that there was a substitute. It was a Growing with Math: Topic 3, assessment which covered, place values in order, and not in order, addition with regrouping, subtraction with borrowing and words for numbers, for a total of 5 topics that the students should master. All the students in the class took the pre-test, except for one absent student, a total of 18 students. I chose to focus on two students whose names are Student A and Student B. Student A is a Hispanic student, but English is his first language. He is quiet and is very seldom involved in social activity. He sits at his desk just staring off into space, and messing with his pencils. Student B is a very distractible young man. He gets off task very easily and can usually be found making funny faces while not paying attention. Both of these students have a hard time focusing on the teachers instruction, but they both get their work done. I was not present during the post test, but I was there for the pre-test. Most of the information contained in this paper is drawn from copies of the tests given to me by the teacher, but some is my own experience. The administration, atmosphere, purpose and accommodations for the post-test were told to me by the teacher in an informal interview on October 9th at the Elementary School. This math assessment (see Appendix A) was to measure the students understanding of Math topic 3, which includes, place values in order and not in order, subtracting with borrowing, and adding with regrouping, and words for numbers. This assessment was designed to determine what the students know before they learn the topic, and the post-test will determine what they

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have learned from the teachers instruction. The pre-test was the exact same test that was given to them for the post test. The procedure for taking this test is self-explanatory, as per the teacher. The pre-test and post-test consist of 10, multiple choice, math questions with 6 questions on the front and 4 questions on the back of the paper. The students are to read the question and answers, before trying to answer the questions. The students will have 30 minutes to complete the assessment, showing their work is required, this shows their thinking. All students finished the test in the allotted time. The substitute did not explain anything to the students; they were just told the time limit and sent on their way, no directions were given. If I were the teacher, I would have told the students to read the questions carefully and more than once to be sure they knew what the question was asking. I would also tell the students to double check their answers before turning in the assessment. The classroom is free of distractions and noise. The classroom was quiet during the entire 30 minute time frame, except for the low whispers of 2 students, who were given help from an aide, as stated in their IEPs. No one was nervous but, many raised their hands, due to not knowing what the question was asking. Students are reminded to take their time, and to do their best. They are also encouraged to check their work before they turn in the assessment; to be sure they had worked the problems correctly. The post-test was given in the same environment as the pre-test, but it was given on October 1st, it was the exact same test they took for the pre-test.

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Assessment #1: Whole Class Analysis

The teacher gave a pre-test and a post-test for growing with math topic 3. Scores on the pre-test were lower than those of the post-test. This is to be expected, because the post-test was given after instruction of the topic. The tests were given in the same environment and had the same time limit. All students finished in the 30 minute time limit. The tests were the exact same assessment. Chart A1-1 shows the results for the pre-test of topic 3. The students did relatively well for this being a pretest. The only two students that received a perfect score were the two that were being helped by an aide. Question 9 was the only question that was answered correctly by all students. Over half the class missed the following questions, 4 which was about place values when numbers are not in order, 5 which was subtraction with borrowing, 6 which was place values when the numbers are not in order and 10 which was addition with regrouping.
Growing With Math Topic 3 Student Names Q1 Q2 Riana Cami Brookleyn Seth Jake Eduardo x Gaby Tayson Kason Ron Summer Braxton Kayden x Lance Jorge Audrey Tristin Sydney Aidan Pre-Test Results Q3 Q4 x x x x x x x x x

Q5 x x x x x x x

Q6 x x x x x x

Q7

Q8 x x

Q9

x x x

Q10 x x x x x x x x

Score 60% 50% 40% 60% 70% 40% 60% 60% 90% 100% absent 80% 40% 70% 60% 40% 50% 100% 80%

x x

x x

x x x x x

x x x x

x x x x x x

x x x x x

Chart A1-1

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Results of the post-test show that some students bettered their scores, while other scores dropped, example is one student. On the pre-test he missed 2 questions but on the post-test he missed 5. Chart A1-2 shows that no questions were answered correctly by all the students, also the 2 students who answered all the questions correctly on the pre-test, did not do so on the posttest. Questions 4 and 6 (place value when the numbers are not in order) were missed by more than half the class, and some students ended up with a lower score than on the pre-test. Chart A1-2 shows, that only one student answered all the questions correctly.
Growing with Math:Topic 3 Student Names Q1 Q2 Riana 2 Cami 3 Brookleyn 4 Seth 5 Jake 6 Eduardo 7 Gaby 8 Tayson 9 Kason 10 Ron 11 Summer 12 Braxton 13 Kayden 14 Lance 15 Jorge 16 Audrey 17 Tristin 18 Sydney 19 Aidan 20 x x Post- Test Results Q3 Q4 x x x x x x Q5 x Q6 x x x x x x x x x x x x x x x x x x x x x x x x x x x Q7 Q8 Q9 Q10 x x x x x x Scores 60% 80% 80% 60% 70% 80% 60% 80% 100% 80% 70% 60% 70% 80% 90% 90% 50% 80% 50%

x x

x x x

x x

Chart A1-2

Assessment #1: Whole Class Synthesis

The pre-test gave information on what the students knew prior to instruction of the concepts. Usually those that get all answers correct do not have to take the post-test, but because the only 2 that answered all questions correctly were helped by an aide, they had to participate in the post-test. The pre-test is good to have but, if the students are going to get out of instruction,

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there needs to be an enriching activity in place for those students. If I would have taught the concepts I would have pre-assessed, and added other activities for those that answered all the questions correctly. The post-test seemed to have better scores, but still had 2 of the same questions missed, by over half the class. If I were the teacher, I would have gone back and looked at why so many students missed that question. Both questions missed were asking about place value, but the numbers were not in order. I would have directed the class to read the questions and answers carefully. That would have helped them look at the questions longer, and then maybe they would not have missed the question because the numbers were out of order. I would also go back and re-teach about place value when the numbers and words are not in order.

Assessment #1 Student A Analysis

I was not present for the post test, but I was there for the pre-test. I am basing most of the data from copies of the tests and scores provided to me by the teacher and an informal interview with the teacher on October 9, 2012. Student A finished the pre-test within the 30 minute assessment time. On the pre-test he showed his work on the questions that needed him to show work. He received an overall score of 7 out of 10. Further analysis (see Chart A1-1) of this pre-test shows that Student A completed the math problems correctly in the following areas: place values that are in order, words for the numbers, and subtraction with borrowing. His strengths lie in these 3 different areas. He is deficit in his understanding of place value when the numbers are mixed up, and addition with regrouping. Student As deficit areas were consistent with the areas the whole class missed.

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Student A missed the exact same questions on his post test; therefore he is not proficient in those 2 areas. On the post-test for topic 3, Student A showed his work, and scored 7 out of 10; the exact same score he got on his pre-test (see Chart A1-3) as shown on the graph below. The post-test shows that Student A is consistent in his understanding of place values on order, words for the numbers and subtraction with borrowing, however he is deficient in the other 2 areas of the assessment which include place value when the numbers are mixed up, and addition with regrouping. Student As struggling areas are consistent with the whole classes struggles. Chart A1-4, shows that Student A was proficient in 3 of the 5 topics the assessment covered. I chose Student A because he missed the same question on both tests. I wanted to see why this happened and how I can help him in the future to better understand the concept.

Student A: Pre-Test and Post-Test Scores

Post Topic 3

Total correct Total possible

Pre Topic 3

10

12

Chart A1-3
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Student A: Consistent Proficiency in Pre and Post Test Scores

Not proficient, 2 Proficient, 3

Chart A1-4

Assessment #1: Student A Synthesis

Based on the scores of Student As pre and post-test assessments, it is evident that Student A did not gain the additional knowledge in the math concepts of this unit. I believe that part of Student As discrepancies has to do with his distractible personality. He is very shy and will not ask questions if he has them, so I feel that he probably didnt understand the concept, but was too shy to ask for the help. Knowing that he is shy, I would go to him and ask if he has any questions, that way he will not be too embarrassed to ask the questions, because he is not afraid of other students making fun of him. In addition, I would also suggest to him to try harder to remember his glasses, because I think he is not able to see the questions clearly. He missed the same questions that pertained to

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the words being mixed up. I am thinking he just didnt read through the questions clearly. I could also remind the entire class to read through the questions twice before answering the question, this could help clarify the order the place values are in. Using these two assessments as a base line I would modify instruction to show students how to take a multiple choice test. I would also make more time for social interaction, so Student A can be more social in the classroom, and not feel as shy when asking questions in front of the class. These modifications will deepen his understanding on how to take a test, and the importance of remembering his glasses. The social interactions will also benefit him because he will gain friends and confidence. I also believe that there might have been a lack in instruction on the topics and this affected how Student A answered the questions. Looking at the other data (See chart A1-1 and A1-2) many of the other students in the class missed the same questions; this tells me that the instruction given was not as effective as it could have been.

Assessment #1- Student B Analysis

Again, I was not present for the post test, but I was there for the pre-test. I am basing most of the data from copies of the tests and scores provided to me by the teacher and an informal interview with the teacher on October 9, 2012. In analyzing Student Bs pre-test on topic 3, Student B did show his work, but it was sloppy and hard to follow. He received an overall score of 5 out of 10 on this pre-test. Further analysis (Chart A1-1), of this pre-test shows that Student B completed the math problems correctly in the following areas: place values that are in order, and addition with regrouping. His strengths lie in these 3 different areas. He is deficit in his understanding of words for numbers,

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subtracting with borrowing and place values that are not in order. The areas that Student B had a difficult time with are consistent with those that over half the class had a difficult time with. The other questions he missed were not consistent with the class difficulties. On the post-test for topic 3, Student B showed his work, and scored 5 out of 10; the exact same score he got on his pre-test, as shown on Chart A1-5, below. The post-test shows that Student B is consistent in his understanding of place values in order, and addition with regrouping, however he is deficient in words for numbers, and subtracting with borrowing. He did improve with his understanding of place values that are not in order. Mostly he made simple mistakes on the post-test. He did not consistently solve problems correctly in both the pre and

post-test. Chart A1-6, shows that Student B was proficient in 3 of the 5 topics covered by the assessment. Student B missed one of the two questions that over half the class missed. Both were asking about place value with the numbers not in order. I chose Student B because he missed the same amount of question, but lost one concept as he gained a new one. I wanted to see why this happened and how I can help him in the future to better understand the concepts without losing a current one.

Student B: Pre-Test and Post-Test Scores

Pre topic 3 Total Possible Total Correct Post topic 3

10

12

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Chart A1-5

Student B: Consistent Proficiency in Pre and Post Test Scores

Proficient, 3

Not Proficient, 2

Chart A1-6

Assessment #1: Student B Synthesis

Student Bs test scores show the same score, but understanding gained in some topics and declined in another. His deficiencies lie in words for numbers, and subtracting with borrowing. Based on this data, I would suggest that he be placed closer to the teachers desk, because he is easily distracted and I believe that is why he is losing the proficiency in some topics while gaining in others. He is off task most of the time, but being placed closer to the teacher should help him keep on task, as long as the teacher keeps on top of him to get back on task. I would provide him with more practice on the topics that he is declining in, so he can keep the skill while adding a new one. I would also give him more experiences for everyday life, because he needs to know that he will use this information at some point in his life. If he knows this, then he will be more apt to pay attention to the questions and gain the new knowledge while keeping the old.

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He could have also been reading the questions too quickly, and thought it was asking something different. I would suggest he slow down and read the questions twice before answering them. I believe that instructing the entire class in this technique would benefit multiple students. Sometimes it seems like they are losing a topic, when it is because they are reading too fast, and not thinking about the questions. Having to read the question twice could also keep Student B focused longer on the test, therefore keeping him from being distracted, because he is using his energy to focus on his reading of the question.

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Assessment #2
Assessment: Growing with Math Topic 7 Study Group: Student C and Student D Date: October 7, 2012 Place: Elementary School in Utah

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Introduction to Assessment #2
The second assessment given took place in the 3rd grade classroom, during the designated math time (2:00 pm) on a Wednesday when the teacher was present. It was a Growing with Math: Topic 7, assessment which covered fractions. All students in the class took the assessment except for one absent student, a total of 20 students. I chose to focus on two students whose names are Student C and Student D. Student C is an African American student. She is quiet and keeps to herself, unless the other girls get her involved in social situations. She sits in her desk and asks questions when she is confused, but other than that she is well behaved. Student D is a distractible kid. He can be working on one project and then in two seconds he will be talking about another topic. He completes his work fairly quick and it is usually correct. He has a hard time focusing on instruction, mostly because he is bored. Both of these students have a hard time focusing on the instruction, but get their work done, by asking questions along the way. I was not present for this assessment. The information contained in this paper if drawn from copies of the tests given to me by the teacher. The administration, atmosphere, purpose and accommodations for the test were told to be by the teacher in an informal interview on October 9th at Elementary School. This math assessment (see Appendix B) was to measure the students understanding of Math topic 7, which includes fractions, matching numerical fractions to pictures, comparing fractions, amounts shaded, fractions pictures into equal parts, and fractions same as a whole. This assessment was designed to determine what the students have learned from the teachers instruction.

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The procedure for taking this test is self-explanatory, as per the teacher. The assessment consists of 10, multiple choice, math questions with 7 questions on the front and 3 questions on the back of the paper. The students are to read the questions and answers, before trying to answer the questions. The students will have 30 minutes to complete the assessment. All students finished the test in the allotted time. Table A2-1, shows what each question is asking on the assessment. All are asking about fractions, but each in a different way. Table A2-1 1. Fractions: matching numerical with pictures of shading 3. Fractions: not shaded match with picture and numerical 5. Fractions: which is greatest, comparing fractions 7. Fractions: Compare fractions match same as 9. Fractions: Which statement is NOT true, compare picture to numerical fractions 2. Fractions: match numerical with pictures of shading 4. Fractions: same amount shaded 6. Fractions: which is greatest, comparing fractions 8. Fractions: story problem, equal parts in shapes 10. Fractions: same as the whole

The teacher told the students to read each question carefully, and slowly. He also told the students to take their time, and double or triple check their answers before handing in the assessment. Once finished, they were to read a book anywhere out of their desk. If I were the teacher, I would have told them the exact same thing, but I would have added that if they dont know the answer, then they could try to eliminate the wrong answers before they guess. The classroom is free of distractions and noise. The classroom was quiet during the entire 30 minute time frame, except for the low whispers of 2 students, who were given help from an aide, as stated in their IEPs. No one was nervous, but many had questions on what the

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questions were asking. Students are reminded to take their time, and to do their best. They were encouraged to check their answers twice before handing in the assessment.

Assessment #2: Student C Analysis

I was not present for this assessment. The information contained in this paper if drawn from copies of the tests given to me by the teacher. The administration, atmosphere, purpose and accommodations for the test were told to be by the teacher in an informal interview on October 9th at the Elementary School. Student C finished the test within the 30 minute assessment time. She received an overall score of 7 out of 10. Further analysis, of the test, shows that Student C completed the problems correctly in the following areas, matching numerical fractions to pictures, amounts shaded, and fractions as a whole. Her strengths lie in these 3 different areas, and her weaknesses lie in comparing fractions and fractioning pictures into equal parts. Student C missed question number 6, along with the entire class. This question is about comparing which fraction is the greatest. As seen in Chart A2-1, comparing Student Cs answers to the entire class, she missed the same questions as most of the class. These questions are question 6, about comparing fraction and question 8 about fractioning pictures into equal parts. When compared to the whole class Student C received one of the highest scores, with only 9 students receiving the same grade or high than her. Looking at her actual test she had made some equal lines on question 8 but did not draw the correct amount needed to help her answer the question correctly.

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Chart A2-1
Growing with Math:Topic 7 Student Names Q1 Q2 Alexis 1 Riana 2 Cami 3 Brookleyn 4 Seth 5 Jake 6 Eduardo 7 Gaby 8 Tayson 9 Kason 10 Ron 11 Summer 12 Braxton 13 Kayden 14 Lance 15 Jorge 16 Audrey 17 Tristin 18 Sydney 19 Aidan 20 Zachary 21 Test Results Q3 Q4

Q5

Q6 x x x x x x x x x x x x x x x x x x x x

Q7

Q8 x x

Q9 x x

Q10

x x x x x x x x x x x x x x Correct x x

x x x

x x x x x x x x x

x x x

x x

x x x x x

Scores 80% 70% Absent 70% 60% 50% 70% 70% 50% 80% 50% 60% 80% 70% 60% 50% 60% 60% 60% 90% 70%

Incorrect Student's Selected

I chose Student C, because she got one of the higher scores in the class, and also missed the question that more than half of the class missed. I wanted to see why this happened and how I can help her in the future to better understand the concepts.

Assessment #2: Student C Synthesis

Based on the scores of Student Cs assessment, it is evident that Student C did not gain the needed knowledge in the math concept of this unit. While getting most of the questions correct she missed a critical part of the assessment. I believe that part of Student Cs discrepancies has to do with her need to have things clarified. During this test she was not able to ask questions on what the test was asking of her. Usually she is asking what the question

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means and how to get the answer. However, during a test she is not allowed that normal help. Knowing that she uses this to get her assignments done, I would be sure to not give her what she is asking for during instruction. This would help her know she will have to figure out what the questions are asking on her own. I also believe there might have been a lack of instruction on the topic. I only saw one day of instruction before the test was given to the students. That lesson was taught by my dyad partner and then the test was given the next day. Some of the topics were not covered during that lesson and I am not sure they were covered other days either. Many of the other students missed the same questions as Student C, and they were the ones that were not covered in the lesson that I saw. If I were the teacher, I would be sure to look at the test before I give it to the students; to be sure I have taught everything that is being asked on the test.

Assessment #2: Student D Analysis

Again, I was not present for this assessment. The information contained in this paper if drawn from copies of the tests given to me by the teacher. The administration, atmosphere, purpose and accommodations for the test were told to be by the teacher in an informal interview on October 9th at the Elementary School. Student D finished the test within the 30 minute assessment time; he actually finished in 15 minutes. He received an overall score of 8 out of 10. Further analysis, of the test, shows that Student D completed the problems correctly in the following areas, matching numerical fractions to pictures, amounts shaded, fractions as a whole, and fractioning pictures into equal parts. His strengths lie in these 4 different areas, and his weaknesses lie in comparing fractions. Student D missed question number 6, along with the entire class. This question is about comparing which

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fraction is the greatest. As seen in Chart A2-2, comparing Student Ds answers to the entire class, he missed the same questions as most of the class. These questions are questions 6 and 7, about comparing fraction. When compared to the whole class Student D received one of the highest scores, with only 3 students receiving the same grade or high than him. Chart A2-2
Growing with Math:Topic 7 Student Names Q1 Q2 Alexis 1 Riana 2 Cami 3 Brookleyn 4 Seth 5 Jake 6 Eduardo 7 Gaby 8 Tayson 9 Kason 10 Ron 11 Summer 12 Braxton 13 Kayden 14 Lance 15 Jorge 16 Audrey 17 Tristin 18 Sydney 19 Aidan 20 Zachary 21 Test Results Q3 Q4

Q5

Q6 x x x x x x x x x x x x x x x x x x x x

Q7

Q8 x x

Q9 x x

Q10

x x x x x x x x x x x x x x Correct x x

x x x

x x x x x x x x x

x x x

x x

x x x x x

Scores 80% 70% Absent 70% 60% 50% 70% 70% 50% 80% 50% 60% 80% 70% 60% 50% 60% 60% 60% 90% 70%

Incorrect Student's Selected

I chose Student D because he got one of the highest scores in the class, and also because he missed the same questions that more than half the class missed. I wanted to see why this happened and how I can help him in the future to better understand the concepts.

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Assessment #2: Student D Synthesis

Student Ds score shows that he has gained the knowledge of fractions that he needed, in order, to do well on this test. His deficiencies lie in comparing fractions, deciding which fraction is greatest, and which one is equal to the given fraction. Based on the data, I would suggest that he be put somewhere closer to the teacher, so he can be watched for getting off task. Although, I am not really sure that missing the problems was his fault. I never saw this topic being taught, and it is one that was missed by, well over half the class. I would suggest that the topics be covered in the classroom during instruction. Teachers need to look at the assessment before giving it to the students, in order to see if all the questions are asking things that have been taught. When every student misses a question, it means they didnt understand what was being taught or it was simply not taught. I believe this was the case here. Student D is off task a lot of the time, but he gets his work done and is usually the one getting all the questions correct. He could have been reading the questions too quickly and then just guessing on the answers. Sometimes this is the case with him. I would suggest to him to read the questions slowly. He would then know exactly what the question is asking. Then, if he still doesnt understand or doesnt easily see the correct answer he could slowly go over the choices to get the correct answer. It is as simple as slowing down, and taking his time. Reading the questions slower could also help him stay on task a while longer. He would have to take more time to read and analyze the questions that way.

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Assessment #3
Assessment: Growing with Math Topic 8 Study Group: Student E and Student F Date: October 24, 2012 Place: Elementary School in Utah

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Introduction to Assessment #3
The third assessment given took place in a 3rd grade classroom, during the designated math time (2:00 pm) on a Wednesday when the teacher was present. It was a Growing with Math: Topic 8, assessment which covered multiplication and arrays. All students in the class took the assessment except for one absent student, a total of 20 students. I chose to focus on two students whose names are Student E and Student F. Student E is a quiet and reserved little girl. She keeps to herself, unless the other girls get her involved in social situations. She has frequent migraines, and has permission to leave the classroom, after notifying the teacher, if she feels a headache coming. Student F is a quiet young man. He is on an IEP for behavior and is medicated to help him stay calm in the classroom. Student F focuses on his work very well and has no problem keeping on task during instruction. He can become loud during buddy time and shares information that does not pertain to the topic being discussed. I was not present for this assessment. The information contained in this paper is drawn from copies of the tests given to me by the teacher. The administration, atmosphere, purpose and accommodations for the test were told to be by the teacher in an informal interview on October 30th at the Elementary School. This math assessment (see Appendix C) was to measure the students understanding of Math topic 8, which includes multiplication and arrays, matching pictures to words, matching numerical sentences to pictures, multiplication and their turnaround, missing factors, and multiplication in story problems. This assessment was designed to determine what the students have learned from the teachers instruction.

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The procedure for taking this test is self-explanatory, as per the teacher. The assessment consists of 10, multiple choice, math questions with 5 questions on the front and 5 questions on the back of the paper. The students are to read the questions and answers, before trying to answer the questions. The students will have 20 minutes to complete the assessment. All students finished the test in the allotted time. Table A3-1, shows what each question is asking on the assessment. All are asking about multiplication and arrays, but each in a different way. Table A3-1 1. Arrays: match the picture with how many legs on 3 horses 3. Number sentences: which is not a match for the number sentence. Either words, pictures, or numerical 5. Arrays: match numerical sentences with array pictures pick which is not 7. Multiplication: from story problems, 5 jars with 6 each how many marbles 9. Multiplication: missing factors 2. Arrays: match numerical to picture 4. Multiplication and their turnarounds: match number sentences with its turnaround number sentence 6. Multiplication: cost if you bought 4 candies costing 10 cents each 8. Multiplication: Missing factors 10. Compare (multiplication) which costs the most? Story problem.

The teacher told the students to read each question carefully, and slowly. He also told the students to take their time, and double check their answers before handing in the assessment. Once finished, they were to read a book anywhere out of their desk. They were also told to do their own work, and show their work on question number 10. If I were the teacher, I would have told them the same things. Maybe a strategy for taking this test would be to look at the answers carefully before choosing their answer. The classroom is free of distractions and noise. The classroom was quiet during the entire 20 minute time frame, except for the low whispers of 2 students, who were given help

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from an aide, as stated in their IEPs. No one was nervous, but many had questions on what the questions were asking. Students are reminded to take their time, and to do their best. They were encouraged to check their answers twice before handing in the assessment.

Assessment #3 Student E Analysis

I was not present for this assessment. The information contained in this paper is drawn from copies of the tests given to me by the teacher. The administration, atmosphere, purpose and accommodations for the test were told to be by the teacher in an informal interview on October 30th at an Elementary School. Student E finished the test within the 20 minute assessment time; she actually finished in 17 minutes. She received an overall score of 8 out of 10. Further analysis, of the test, shows that Student E completed the problems correctly in the following areas, matching pictures to words, multiplication and their turnarounds, missing factors, and multiplication in story problems. Her strengths lie in these 4 different areas, and her weaknesses lie in matching numerical sentences to pictures. Student E missed question number 3, along with half the class. This question is about matching number sentences to words, pictures, or numerical sentences. As seen in Chart A3-1, comparing Student Es answers to the entire class, she missed the same questions as most of the class. These questions are questions 3 and 5, about matching number sentences to words, pictures or numerical sentence. When compared to the whole class Student E received one of the higher scores, with 10 students receiving the same grade or high than her.

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Chart A3-1
Growing with Math:Topic 8 Student Names Q1 Q2 Alexis 1 x Riana 2 x Cami 3 Brookleyn 4 Seth 5 x Jake 6 Eduardo 7 x Gaby 8 Tayson 9 Kason 10 Ron 11 Summer 12 x Braxton 13 Kayden 14 Lance 15 Jorge 16 x Audrey 17 Tristin 18 Sydney 19 x Aidan 20 Zachary 21 Test Results Q3 Q4 x x x

Q5

Q6

Q7 x

Q8

Q9

Q10 x x

x x x x x x x x x x x x

x x

x x x x x

x x

x x x x

x x

Scores 60% 70% 90% Absent 70% 100% 70% 80% 80% 90% 70% 50% 100% 70% 100% 90% 70% 60% 80% 100% 100%

Incorrect Student's Selected

Correct

I chose Student E because she is a student with special medical needs and she is usually focused. I wanted to see how she did on the test even though she had a migraine during the instruction that I gave to the class on the topic. I also was interested in seeing how well she did on focusing and taking her time on the assessment.

Assessment #3: Student E Synthesis

Student Es scores show that she gained the knowledge of arrays and multiplication that the test was designed to assess. Her deficiencies lie in matching numerical sentences to pictures. Based on the data, she missed these questions because she, along with over half the class, didnt read the question carefully. The question was asking which choice was not a match for the

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number sentence, I think she bypassed the word NOT and just answered with which one she thought matched the number sentence. I believe the other students that missed this question did the same thing. I would suggest that the class read the questions more than once. If Student E had read the question a little more carefully, then she would have gotten the answer correct. Maybe throughout the assessment the teacher could remind the students to read the questions and answers carefully. Multiple exposures to the directions could result in the students actually following directions. I believe her biggest problem was not reading slowly enough, but she could have also missed the instruction due to an issue the girls in the class were having the day of my lesson on arrays. It could have been that she missed the instruction. In this case, I would suggest that the teacher have a student, which was present during the instruction, help the student on the practice pages, so that they get the knowledge needed for the test. Also a review before the assessment could help her gain the knowledge she missed. She did not score low, but she could have gotten the two questions she missed just by reading the question carefully.

Assessment #3: Student F Analysis

Once again, I was not present for this assessment. The information contained in this paper if drawn from copies of the tests given to me by the teacher. The administration, atmosphere, purpose and accommodations for the test were told to be by the teacher in an informal interview on October 30th at the Elementary School. Student F finished the test within the 20 minute assessment time. He received an overall score of 7 out of 10. Further analysis, of the test, shows that Student F completed the problems correctly in the following areas, matching pictures of arrays to words, multiplication and their

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turnarounds, and missing factors. His strengths lie in these 3 different areas, and his weaknesses lie in matching numerical sentences to pictures and multiplication in story problems. Student F missed question number 5, along with four others. This question is about matching numerical sentences with pictures of arrays. Question 7 was also missed by Student F, and it asks about multiplication in story problems. He also missed question number 10; it is also a question that has to do with multiplication in story problems. As seen in Chart A3-2, comparing Student Fs answers to the entire class, he missed the same questions as many of the class. These questions are question 5, 7 and 10, as talked about just above. When compared to the whole class Student F received an average score, with 17 students receiving the same grade or high than him. He did well on the assessment, but made simple mistakes much like the rest of the class. Chart A3-2
Growing with Math:Topic 8 Student Names Q1 Q2 Alexis 1 x Riana 2 x Cami 3 Brookleyn 4 Seth 5 x Jake 6 Eduardo 7 x Gaby 8 Tayson 9 Kason 10 Ron 11 Summer 12 x Braxton 13 Kayden 14 Lance 15 Jorge 16 x Audrey 17 Tristin 18 Sydney 19 x Aidan 20 Zachary 21 Test Results Q3 Q4 x x x

Q5

Q6

Q7 x

Q8

Q9

Q10 x x

x x x x x x x x x x x x

x x

x x x x x

x x

x x x x

x x

Scores 60% 70% 90% Absent 70% 100% 70% 80% 80% 90% 70% 50% 100% 70% 100% 90% 70% 60% 80% 100% 100%

Incorrect Student's Selected

Correct

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I chose Student F because he received an average score on this test, and because he is on an IEP for behavior. I wanted to see why he got a middle of the road score, and how I can help him in the future, to better understand the concepts.

Assessment #3: Student F Synthesis

Student Fs test score shows that he gained a sufficient amount of knowledge of arrays and multiplication. He was able to answer most of the question correctly and within the time allotted. His deficiencies lie in matching numerical sentences to pictures, and multiplication in story problems. Based on the data, I would suggest that the teacher instruct how to read questions carefully. It is one thing to tell them to read carefully, but another for them to know how to read the questions carefully. Many students, including Student F, missed question number 5 because they did not read the question carefully enough to see that the question was asking for an example that did NOT match the number sentence. Teaching the class to read carefully could help the students with future tests. I also believe Student F missed questions 7 and 10 because he missed the instruction. The day the teacher taught the students how to use multiplication in story problems, and to figure out when to use multiplication, Student F had shown an unacceptable behavior on the playground, and then shut down. He is on an IEP for behavior and when he shuts down only the special education coordinator can get him out of it. He missed the instruction because he was in her office talking about his behavior. I suggest that if this happens, the teacher needs to find a time to give that student the instruction that they missed. A review before the assessment, a peer tutor, or even a quick one on one lesson during a free period, could make all the difference for those students that have no choice but to miss the instruction, due to other circumstances.

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Reflection

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In my opinion, the three math tests went well. I did notice that some students didnt score very high on the tests that did not have a pre-assessment, along with the post assessment. I had nothing to go by once I had the assessments in my hands. I would have loved to see what the students knew before they were given instruction on fractions and arrays then compared it to the test results after the instruction. The teacher uses different methods of teaching, but I think there needs to be a little more alignment with the test. The first assessment he used a pre-test and then a post-test, but never followed and taught everything that was on the test. During the second assessment, there as a question that every student missed, this was because there was no instruction on how to answer that question. The third assessment was easier for me to follow because I taught a lesson on arrays, and the next day the students took the assessment. I was able to see how my teaching affected the students learning. We have been taught in our college classes that giving a pre-assessment, before starting a unit of instruction is much more effective than just teaching and assessing. I would have loved to see this with all three assessments. Having the prior knowledge of what the students know is beneficial to everyone, the teacher knows how and what to teach and the students have a view of what is to come in future lessons in the class. I really liked how the teacher had the students finish the assessments and read away from their desk. This eliminates wondering eyes, and distracting behaviors. It also helps the teacher to know who is finished and who is still working. The teacher gives the students many opportunities to practice the skills that were taught. He utilizes technology in many ways, and this helps the students succeed on the assessments. He keeps the atmosphere of the in the classroom happy, and fun during the test, but also quite for the students to focus. I learned some about assessing my own lesson. After teaching about arrays, I was able to see how well the students learned, and how affective my teaching was. After the assessment I saw that many of the students gained the knowledge I wanted them to. The other questions on the assessment were those that I was not shown, and the students were not taught prior to the test. I should have asked to see the assessment, and then I could have aligned my teaching to the assessment. Overall the students gained the knowledge and that is what matters. During this project I thought it was going to be difficult to analyze and synthesize the information on the assessments. After getting started it was not as difficult as I had previously thought. I would have liked to have a variety of assessments, but math assessments are really all that I have seen in my practicum classroom. He gives other tests, but none that would have benefited this project. I chose to do the three math assessments because I was able to teach a lesson that pertained to one assessment, and my dyad partner taught a lesson that pertained to another. The math tests were all out of growing with math but showed the knowledge gained by the students from the instruction. I noticed many students struggled with some of the questions, but overall the students gained the knowledge needed. These tests also showed me that I need to repeat my directions, so that the students get multiple exposures to them. They need to also be taught what it means to read the questions carefully, and how to double check their answers. Overall, from this assignment, I learned how important data is. I also learned how to analyze the data that is given to me from assessments. Having this knowledge will help me as an in-service teacher because I will be able to see where my students are, and how to get them to where I want them to be. I learned a lot from this assignment and from the teacher.

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Appendix A
Assessment #1
Growing with Math Topic 3

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Appendix B
Assessment #2
Growing with Math Topic 7

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Appendix C
Assessment #3
Growing with Math Topic 8

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Appendix D
Elementary Demographics

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References
Elementary School. (n.d). Elementary School, a Noble Past, a Bright Future. Retrieved from the school website. Phillips, C. (2012, October 9). Interview by M. Dalton [Personal Interview]. Elementary School, Utah. Phillips, C. (2012, October 30). Interview by M. Dalton [Personal Interview]. Elementary School, Utah.

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