Name___Jiajia Wang______________________

ECE 375 – Spring 2023

Case Study #1: Analysis and Application of Data from a Teacher
Created Formative Assessment
A class of 20 kindergarten grade students was given a preassessment on math concepts see pages 7-9 of the Kindergarten
Math Unit (PDF document within this D2L module). Review the unit and results from the pre-assessment and answer the
following questions:
1). Analysis and Application for the Class: What do the results from the assessment mean for the class as a whole? For
each of the learning unit learning objectives (listed below). Describe the patterns of data for the class (use the data table
on pg. 9 of the Kindergarten Math Unit). After describing the patterns observable in the data, interpret (make meaning) of
the data in your own words and use data-driven decision making to inform curricular and instructional decision making.
Respond to the prompts below.

Learning Objective: Create quantity equations that equal 10 using manipulatives or drawings with 75% accuracy.
Describe the patterns of data that align with this learning objective. For example, how many students are successful with some aspect
of this skill in the pre-assessment? How many students struggle with some aspect of this skill in the pre-assessment? How did the
students struggle? (2 points):

Ten students achieved success in this skill during the pre assessment. Eight students are struggling with this skill in evaluation, all of
whom complete it by counting with their fingers.

Interpret (derive meaning) these data patterns in your own words (1 point):

This shows that only half of the students have mastered the skill. The other half didn't struggle with the skill or didn't use a strategy.

Based on these assessment results, describe one curricular or instructional strategy that you would implement to prepare students for
the summative assessment. Think about what students can do now, and what they should be able to do at the end of the week. How
will you support their skill development? (1 point):

The teacher randomly produces a sound, such as the call of an animal, and the child immediately agrees, demanding that
the number of sounds or the number of fingers or feet made by the two people be combined to form a certain total. This
game can also allow young children to play in pairs.

Learning Objective: Using number bonds with a whole of 10, show the quantity for the missing part when one part is
provided (quantities not numerals) with 75% accuracy.

Describe the patterns of data that align with this learning objective. For example, how many students are successful with some aspect
of this skill in the pre-assessment? How many students struggle with some aspect of this skill in the pre-assessment? How did the
students struggle? (2 points):

Thirteen students were able to successfully complete this task, two students did not complete it due to physical and psychological
reasons, and the other five students answered incorrectly.

Interpret (derive meaning) these data patterns in your own words (1 point):

Thirteen students were able to successfully complete this task, two students did not complete it due to physical and psychological
reasons, and the other five students answered incorrectly.

Based on these assessment results, describe one curricular or instructional strategy that you would implement to prepare students for
the summative assessment. Think about what students can do now, and what they should be able to do at the end of the week. How
will you support their skill development? (1 point):
Number bonds show children how a number can be split into parts. This Part-Whole Number Bonds within 10 Activity gives children
the opportunity to use equipment, in the form of dominoes, to create their own part-whole models for number bonds within 10.
Children will need to use their mathematical skills of counting and addition in order to complete this activity successfully. At the
bottom of the activity sheet there is also a reasoning question which asks children to use their understanding of number bonds within
10 in order to explain their thinking. The answer to this reasoning question is provided on a separate answer sheet.

Learning Objective: Show at least 5 different pairs of quantities that make 10 using manipulatives.
Describe the patterns of data that align with this learning Objective. For example, how many students are successful with some aspect
of this skill in the pre-assessment? How many students struggle with some aspect of this skill in the pre-assessment? How did the
students struggle? (2 points):

Seventy percent of students can achieve their learning goals, and only student B can persist in class.

Interpret (derive meaning) these data patterns in your own words (1 point):

The provision of these data is not precise enough, and the attention of young children is limited. I need to know how long the children
spent in completing these pre assessments and how long each item took. A single completion data makes it difficult for me to interpret
it.

Based on these assessment results, describe one curricular or instructional strategy that you would implement to prepare students for
the summative assessment. Think about what students can do now, and what they should be able to do at the end of the week. How
will you support their skill development? (1 point):

Place a paper clip in the center of the spinner, then use a pencil to hold it in place. Next, you rotate the paper clip to see which number
it lands on. You color in the numbers on the grid, which, when added to the number you logged in, will equal ten. For example, if you
land on a 4, you will be coloring in a box with a 6 in it because 4+6=10. You keep rotating and coloring until you have colored five
boxes in a row. The five boxes in a row can be vertical, horizontal, or diagonal.

2). Application for the Class: Centers are learning activities that students engage in without direct teacher instruction.
Review the descriptions of the learning centers in the Kindergarten Math Unit (page 4). Using the assessment results,
which center would you implement again with the students on Friday? Use the data to think about which skill(s) students
need additional opportunities to practice. Respond to the prompts below.
Which math center would you implement? (1 point). Select one center from the following:

 create a number (ten frames)

 how many ways can you make ten
 roll a number bond
 ten-frame equations ✔
Describe how you used the data to make your decision (1 point):
According to the pre assessment, half of the students struggled with prompt 4 and 65% of the students struggled with
prompt 5. These would be the center for teacher’s choice so that the students can have more practice with each other and
with the teacher. During this time, the teacher will be able to determine what exactly the students are struggling with and
work on it together

3). Analysis and application for specific students: Select 1 specific child whose assessment results are outside of the
classroom patterns. What possible meaning can you derive from the assessment results for this child? Describe how you
would use your analysis of the child’s pre-assessment to differentiate instruction, or curriculum during the unit for that
child. Respond to the prompts below.
What child did you select (list their identification letter):

Describe the patterns of data for that child. For example, what skills did they successfully demonstrate in the pre-assessment? What
skills did they struggle with in the pre-assessment? How did the student struggle? (2 points):

Child J:This child results were outside of the pattern. This student only answered prompt 3 and left the rest blank. Interpret (derive
meaning) these data patterns in your own words (1 point):

The expectation from this assessment was for the students to practice their factors of 10 in different ways, with at least a 75%
accuracy. This student’s knowledge towards this subject is unknown since they did not participate in most of the assessment.

Based on these assessment results, describe TWO curricular or instructional strategies that you would implement to prepare this
student for the summative assessment. Think about what the student can do now, and what they should be able to do at the end of the
week. How will you support their skill development? (2 points):

Use various body movements and different styles of teaching language to attract students' attention. Regularly changing
teaching methods and using different styles of teaching language to communicate with students often gives them a sense
of freshness

4). Analysis for small groups of specific students: Describe which students you would pull for teacher facilitated small
group work on Monday-Thursday (see unit). Groups should be between 2-8 students and may change each day. The
students should be selected because they need extra support on the learning objective assigned for each day. Describe
why (based on specific data from the pre-assessment) you would pull these specific students as a group based on the
assessment results. Then design a learning activity that you would facilitate with this small group. Remember the goal it
to prepare all students to be successful will the skills described in the weekly learning objectives and evaluated on the
summative assessment. (12 points)

Monday Tuesday Wednesday Thursday

Learning Objective: Learning Objective: Learning Objective: using Learning Objective: Create
depict a quantity on a 10- show at least 5 different pairs number bonds with a whole of quantity equations that equal
frame when told a number of quantities that make 10 10, show the quantity for the 10 using10-frames with 75%
aloud with 90% accuracy. using manipulatives. missing part when one part is accuracy.
provided (quantities not
numerals) with 75% accuracy.

Students: Students: Students: Students:

R,D,P,K C,S ,C,K,S P,D,R
Rationale for selecting these Rationale for selecting these Rationale for selecting these Rationale for selecting these
students: students: students: students:
These students would benefit These students need assistance These students need assistance These students would benefit
from having more visual in recognizing groups of ten. in recognizing groups of ten from extra time working and
opportunities to recognize with ten frames. understanding equations
groups of ten. visually

Learning Activity: Learning Activity: Learning Activity: Learning Activity:

Students will be given The teacher will place a Given sticks and equation
different colors of unifix cubes picture of a ten frame on the parts (+,=) the students
and will be asked to make as table and ask students tofind willmanipulate the sticks to
Students will hold up 10 many groups of tenas possible. the correct number of cubes to best fit the equation. The
fingers while teacher showsan They will use the colors to match the picture. The teacher teacher will put down the first
equation on the table. Students differentiate between two will then add the “+” and put number of sticks before the +,
will count the dotsfrom the different quantities and when down another picture, adding the put down ten sticks after
equation and put that number they add, it will be ten up to ten. The students will the equal sign. The students
of fingers down, then will continue finding cubes that will needto determine how
count the remaining fingers to match the picture so that their many more sticks to add to
determine the number needed equation shows that they make the equation true.
to complete the equation added to ten.