Section 1: Reflection in Action

What were the formative assessment results each day in each of the content lessons?
DESIGN
electronic TABLE GRAPHS to identify the results for each content. How would you use
the
results the next day in your planning and why: Be very specific and correlate your
reasoning
with sound research/readings from what you know about young children and learning. Did
you
expect these results? Why or Why not?

1. ELA/SS Rubric Results

Name  Cause and  Clear  Language  Comments 

Effect  Description  
Relationships 

E’Jay  3  3  3  Great 
participation 
today and 
great use of 
cause and 
effect 
sentences!! 
Great job! 

Zy’Aire  2  1  1  Good 
sentences! 
But watch 
for spelling 
errors. :) 

Lawrence  Absent       

Laytton  Did not       

complete 

Marcus  3  3  3  Great 
description! 
Nice work! 

Persayus  2  2  1  Watch for 

 some 
language 
errors but 
great job! 

Lleyrren  Did not       

complete 

Lleyrriciniz  3  2  1  Nice 
cause-and-ef
fect 
sentence!! 

Sebastion  Absent       

Aleris  Did not       

complete 

Mekhi  3  2  2  Wow! Nice 

job! 

E’Niya  3  3  3  Great work! 

Good 
language and 
sentences! 

Joseph  1  1  1  We’ll work on 

writing more 
but good 
effort! 

ELA/SS Results:
I would use these results to determine that a lot of students are having trouble getting their work in on
time or turning in/completing any assignments. This year has been challenging to say the least moving
solely to virtual learning. It is tough to get students to complete assignments on Google Classroom and
there are a lot of added obstacles this year including lack of motivation and getting students to log on or
complete independent assignments. However, these results would show me there still needs to be some
work done with language convention. But the students are trying and seem to be grasping the concept of
cause-and-effect. The students had to make connections from the text using cause and effect. Making
connections to texts and recalling information is a third-grade standard. The teacher had been reviewing
cause-and-effect with the students in previous lessons so they had a pretty good handle on this. I used the
school’s curriculum; ​National Geographic Panorama​ to get my questions from the Nelson Mandela text
and used the book. After conferencing with my mentor teacher, we both agreed that the text was too
difficult for this grade level. With that being said, the students still participated and tried their best.
Science Checklist Results:

Name  Correctly Filled out the Parts of a  Drew a  Had fun :) 
Pumpkin  pumpkin 
and showed 
me their 
drawing  

E’Jay 

Zy’Aire 

Lawrence  Did not complete

Laytton  Did not complete

Marcus 

Persayus 

Lleyrren  Did not complete

Lleyrriciniz 

Sebastion  Did not complete

Aleris  Did not complete

Mekhi 

E’Niya 

Joseph  Did not complete

Science Results:
​This activity was used to determine if students were able to recall information from the life cycle of a
pumpkin lesson. They had to label the parts of a pumpkin and draw a pumpkin and show it to me at the
end of the lesson. I would provide more feedback the next day to see if the students would correct the
mistakes they made. I would use these results to see how we could increase motivation to turn in work
and complete independent activities. The students were able to apply what they learned well and they had
a lot of fun drawing their pumpkin. Overall, this lesson went great. The students were engaged the whole
time, actively participating, loved the read-aloud, and enjoyed the activity given. I was pleased with the
results of this assignment and the level of engagement. It can be challenging to get students to log on let
alone get them to turn in and complete the work on Google Classroom. As I helped grade for my MT,
there was a lot of missing work from students which is disappointing. However, it is expected since
remote learning is new for everyone and especially challenging for elementary age students. These
students are doing so well despite it all. They love to learn and I adore each and every one of them.

Math Rubric Results

Name Used The Correct Was able to Works

Terminology demonstrate collaboratively with
knowledge of group members
place value to
make the largest
number

E’Jay

Zy’Aire 

Lawrence  Absent

Laytton  Absent

Marcus 

Persayus 

Lleyrren  Absent

Lleyrriciniz  Absent

Sebastion 

Aleris 

Mekhi 
 E’Niya 

Joseph  Absent

Math Results

I would use these results to see how much the students enjoyed this group activity. They were so engaged
working in groups and having a friendly competition game of Roll The Largest Number Activity. I would
use these restuls to see there does still need to be some work on place value but overall, the students
applied what they have been learning about place value well. This has been an ongoing lesson because my
MT has been teaching place value so this was a great review. The students need work on using the correct
math terminology. But overall, this math lesson went over very well. Learning place value can be a hard
concept to grasp. The book I read seemed to help the students because I used some of the examples from
the book and incorporated them into my Google Slides presentation to have students practice standard
notation and expanded form. The students absolutely loved getting into break out rooms and doing this
activity in groups. They loved making the names of their groups and the level of participation and
engagement was fantastic.

When reflecting on the feedback you provided for the 2 students and the whole class, do
you feel this effectively provided them with insight into their learning about the
content? Why?

I feel like the feedback I provided was sufficient. I would have liked to go over the checklists in-depth
more but there’s only so much time we had allotted. I gave students both verbal and written feedback.
Student 1, I gave a lot of verbal feedback to, who is a struggling reader. His level of participating and
engagement continues to amaze me. I even spotlighted him on a strength spotter for his love of learning
on the morning announcements provided by the assistant principal. He is always trying and his attitude is
so positive. So I focused a lot on that feedback. For student 2, she is also a struggling reader, so I made
sure to provide her with positive verbal praise.

How did you or will you help students use this feedback? You will want to discuss the
concrete ways you will use to remind them of the feedback and the teaching strategies
you will incorporate to then have them use the feedback.

In future lessons, I would have students have and use their checklists and rubrics next to them so
they can see what the teacher expects of them as referrals. Grouping students that had similar
misconceptions or were struggling in a certain content area helps the teacher moving forward in
seeing how many students are below grade level as to not let them fall behind. I think having the
students self-assess with the checklists is a good way for the students to start building goals for
themselves.

Describe what you learned about teaching and learning related to assessment and
feedback? Please be specific and use some concrete professional citations in your
answer.
 Specific, descriptive feedback is necessary for improvement and success. How teachers provide
suggestions for improvement is critical in "closing the gap" for students (Effective
feedback.(n.d.). I never realized just how important feedback and formative assessments truly
are. They are an integral part of the lessons and student and teacher success. Formative
assessments​ ​check for understanding along the way and guide teacher decision making about
future instruction; they also provide feedback to students so they can improve their performance
(Dodge, J. (2020). Without assessments, how could you possibly gauge what the students have
mastered or what they need improvement on?

What would you have done differently during this lesson week? Why? Be specific!

One of the things I would have done differently is chosen a different book for ELA. Even though it
was part of the school’s curriculum, it was too difficult for this class’s level. In addition, I would
have provided more detailed expectations for student’s work. The multi-tasking that occurs in
virtual learning is intense. You have to make sure you can see every student on the screen, ensure
they’re participating, you can hear them, see them, check the chat, make sure you’re covering all
the content areas, assessing them, and being engaging. It’s overwhelming. I am extremely happy
with the level of participation and engagement of my lessons. However, I would have liked to
provide more instruction on what I expected of the student’s work. I think it’s good to constantly
be in a state of reflection especially as a pre-clinical teacher candidate. Reflecting means growing
and I want to constantly be growing as a future educator and learning new ways to best help my
students reach their potential.

References

Dodge, J. (2020). What Are Formative Assessments and Why Should We Use Them?
Retrieved November 18, 2020, from
https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-assessmen
ts-and-why-should-we-use-them/

Effective feedback. (n.d.). Retrieved November 18, 2020, from

https://assessment.tki.org.nz/Assessment-for-learning/Assessment-for-learning-in-practice/Ef
fective-feedback