Assessment Application and Analysis Report ABC Elementary School Information ABC Elementary School 123 Main Street

City, ST ##### (123) 456-7890 Principal: Mr. Principal Staff Developer: Mrs. Staff Developer School Counselor: Mrs. Counselor Secretaries: Mrs. Smith and Mrs. Jones

School Demographics Gender The information for this section was obtained through reports posted on the ABS County School District (ABCCSD) website, www.abccsd.org. There are 640 students attending ABC Elementary School in City, State. Of those students 324 are female, and 316 are male.

Female

Male Female Male

50

100

150

200

250

300

350

Source: ABCCSD Demographics Report 2011

Ethnicity Students at ABC Elementary School are represented within six ethnic groups, shown by percentages. Of 640 students, 68% are Caucasian, 23% are Hispanic, 4% are Native American,

Final submission

Assessment Application and Analysis Report 3% are Pacific Islander, 1% are Asian, and 1% is African American. ABC Elementary Schools primary ethnicity is Caucasian.

Ethnicity
Native American 3%

Paci@ic Islander 3%

Asian 1%

African Ameican 1%

Hispanic 19% Caucasian 73%

Source: ABC Elementary School Enrollment Summary 10/09/2012

Socioeconomic Status Title I (Title One) is an education program of the United States federal government under the NCLB (No Child Left Behind) Act of 2001. Title 1 funds are given to high poverty schools (as determined by the number of students who qualify for free and reduced lunch) to support academic learning opportunities for students. ABC Elementary School has a low socioeconomic status (SES) which means it is a Title I school. Family financial information (which is required to qualify for free and reduced lunch) is safeguarded and kept confidential; even teachers are not aware which of which students qualify. At ABC Elementary School, 65% of students receive free lunch, 13% of students pay a reduced lunch price and 22% of the students pay full price for their lunches.

Final submission

Assessment Application and Analysis Report

Free/Reduced Lunch Program

full price lunch, 22%

reduced lunch , 13%

free lunch, 65%

Source: Eligibility Statistics 2012

CRT Scores According to Mrs. Staff Developer, staff developer, as of October 9, 2012, CRT Scores have not been posted for the 2011/2012 school year.

English Second Language Of the students at ABC Elementary School there are 140 students, or 22%, who are considered English Language Learners (ELL).

Final submission

Assessment Application and Analysis Report

English Second Language

22% Eanlish Language Learners Native English Speakers 78%

Source: Mrs. Staff Developer Staff Developer

Gifted And Talented Education ABC Elementary school has 37 students which have been identified as Gifted and Talented (GATE - Gifted And Talented Education). There are 15 students in 5th grade, 10 students in 4th grade, and 12 students in 3rd grade.

GATE Students at Heritage Elementary

16 14 12 10 8 6 4 2 0 Third Grade Fourth Grade Grade Fifth Grade Number of Students

Source: Mrs. Staff Developer Staff Developer

Final submission

Assessment Application and Analysis Report Classroom Contextual Factors Gender There are 8 boys and 13 girls in Mrs. X third grade class at ABC Elementary School. The students are all either 8 or 9 years old. The students all get along well and there is no problem with the greater amount of girls in the class.

Gender
14 12 10 8 6 4 2 0 Boys Girls
Source: Mrs. X - Classroom Teacher

Boys Girls

Ethnicity Fifteen of the students in Mrs. X third grade class at ABC Elementary school are Caucasian, six are Hispanic.

Ethnicity

29% Caucasian Hispanic 71%

Source: Mrs. X - Classroom Teacher

Final submission

Assessment Application and Analysis Report Special Needs There are two students in Mrs. X third grade class who are in Speech and SPED and therefore have an Individual Education Plans (IEP), one student being the student who is sometimes feed with a feeding tube. There is also one student who has a Behavioral IEP, due to having Attention Deficit Hyperactivity Disorder (ADHD). However, as the year goes on there

are two student that Mrs. X will continue to watch and possibly refer for a Behavioral IEP. There are also two GATE students. These are the only forms of special needs that are present in Mrs. X third grade class at ABC Elementary school.

Students with Special Needs

10% 9% 5% 9% Speech and SPED Behavioral IEP Behavioral IEP Watch 67% Students With No Special Needs
Source: Mrs. X- Classroom Teacher

Free or Reduced Price Lunch The information for students who receive free or reduced price lunch in Mrs. X third grade class at ABC Elementary School is not available. Source: Mrs. X - Classroom Teacher and Mrs. Jones School Secretary

CRT Scores According to Mrs. Staff Developer, staff developer, as of October 9, 2012, CRT Scores have not been posted for the 2011/2012 school year. Final submission

Assessment Application and Analysis Report Assessment #1 Growing With Math Topic 3 Pretest was administered by Mrs. X to her entire class on

Friday, September 21, 2012 after the students came in from afternoon recess. Four students were absent on the day of the pretest, 17 students were present. Growing With Math Topic 3 Post test was administered by Mrs. X to her entire class on Tuesday, October 2, 2012, after the students came in from afternoon recess. All 21 students were present on the day of the post test. Topic 3 was on number value, specifically identifying three digit numbers, expanded and standard notation, exchange of base ten blocks, and addition and subtraction to 1,000. The purpose of the pretest was to let Mrs. X know what the students already know. She uses the scores to know which students she needs to pull for extra one on one. Mrs. X will spend extra time on each subject, for each pretest question more than 35% of the class misses. Another use for preassessments is for students to see their personal growth within a topic. Student pre-assessments are located in Appendix A. The purpose of the post test was to give a summative assessment, assessing the knowledge the students gained in the following areas: number value, specifically identifying three digit numbers, expanded and standard notation, exchange of base ten blocks, and addition and subtraction to 1,000. The test is in preparation for standardized tests. If I were to give this pretest I would spend the day before reviewing the questions on the pretest. The students have not seen this information for about one year. I think if the students had a quick refreshment of the materials, they would have scored higher. I would remind the students to show all of their work, as they may be able to see where a mistake was made if their answer is not in the the answer box. I would remind students to cross out all of the answers that they know are wrong to narrow down the remaining answers. I would ask them to recheck their work, even if they ended up with an answer from the answer box. Last I would tell the students to relax, and

Final submission

Assessment Application and Analysis Report focus. I would make sure that the room is quiet so students can concentrate. I do realize that some students need noise, if I had access to mp3, cd players, ipods, etc. I would let those students listen to classical music.

Analysis The following chart shows the number of correct responses out of twenty that each individual student scored on the pre test. Since this is a pretest, low scores are typical; analysis of the answer choices will determine what concepts need to be taught during math instruction time.
Topic 3 Pre-test
20 18 16 14 12 10 8 6 4 2 0

Source: Pretest, see Appendix A *absent when assessment was administered

The next chart (Topic 3 post test) shows the number of correct responses out of twenty that each individual student scored on the post test. The chart that follows the next chart (Pretest vs. Post test), shows the data from both the pretest and post test.

Final submission

Assessment Application and Analysis Report

Topic 3 Post-test
22 20 18 16 14 12 10 8 6 4 2 0

Source: Post test, see Appendix B

Pre-test vs. Post-test

22 20 18 16 14 12 10 8 6 4 2 0

Pre test Post-Test

student 1

student 2

student 3

student 4

student 5

student 7

student 9

student 10

student 11

student 12

student 13

student 14

student 15

student 17

student 19

student 20

student 16

Source: Pretest, see Appendix A Source: Post test, see Appendix B 0 absent when assessment was administered

student 18

student 21

student 6

student 8

Final submission

Assessment Application and Analysis Report

10

The following chart shows the breakdown of how students answered on each specific question. Pretest (whole class) Key:
correct response incorrect response student absent
Student # M/F Q 1 Q 2 Q 3 Q 4

+ x
-Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20

1M 2F 3M 4F 5F 6M 7M 8F 9M 10 F 11 M 12 F 13 F 14 M 15 F 16 F 17 F 18 M 19 F 20 F 21 F

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

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 + 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 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 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

Source: Pretest, see Appendix A

Question Breakdown The following section shows how many of each question were answered correctly, and the percentage. Pertains to the pretest only. Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 6/17 or 35% of students answered correctly 9/17 or 53% of students answered correctly 12/17 or 71% of students answered correctly 12/17 or 76% of students answered correctly 11/17 or 65% of students answered correctly 14/17 or 82% of students answered correctly 6/17 or 35% of students answered correctly Final submission

Assessment Application and Analysis Report Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15 Question 16 Question 17 Question 18 Question 19 Question 20 11/17 or 65% of students answered correctly 11/17 or 65% of students answered correctly 13/17 or 76% of students answered correctly 17/17 or 100% of students answered correctly 15/17 or 88% of students answered correctly 14/17 or 82% of students answered correctly 7/17 or 41% of students answered correctly 10/17 or 59% of students answered correctly 2/17 or 12% of students answered correctly 13/17 or 76% of students answered correctly 16/17 or 94% of students answered correctly 15/17 or 88% of students answered correctly 4/17 or 24% of students answered correctly

11

The following pie-chart shows the percent each student received on the pretest.

Student Scores
10 percent, 1 15 percent, 1 85 percent, 2 80 percent, 2 75 percent, 4 70 percent, 4 50 percent, 1 60 percent, 1 65 percent, 1 10 percent 15 percent 50 percent 60 percent 65 percent 70 percent 75 percent 80 percent 85 percent

Source: Pretest, see Appendix A

The range of scores is 15% to 85%. Two student scored 85 % on this assessment, the mode was four students scoring 70% and 75%, and the mean score was 65%. On this assessment, all students were able to correctly identify a 3-digit number when given base 10. (question #11). The other questions they scored above the benchmark, of 80%, were; question #6 decompose 4-digit numbers, question #12 identify a 3-digit number when given base 10, question #13 Final submission

Assessment Application and Analysis Report

12

identify 3- or 4-digit numbers when written in words, and questions #18, 19 add or subtract 10 or 100 to a 3 digit number. On all other questions, the class total scored below the benchmark of 80% correct.

Student Comparison Male students scored higher than female students, with the male students average at 75% of the questions correct and female students average at 58.5% of the questions correct.

Test Scores by Gender

Female Male Male 0% 20% 40% 60% 80% Female

Source: Pretest, see Appendix A

I chose three students for score comparison; one male ELL student with a WIDA level 4 (#3), one female ELL student who made the most improvement (#13) and one female student whom has been identified as GATE, but all her scores tend to be lower mid-average. (#20). Pretest (students analyzed)
Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20

3M 13 F 20 F

+ 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

Source: Pretest, see Appendix A

Student #3 scored 14/20, student #13 scored 3/20, and student #20 scored 13/20.

Final submission

Assessment Application and Analysis Report Post test (students analyzed)

Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19

13

Q 20

3M 13 F 20 F

+ + +

+ x x

+ + +

+ x +

+ + +

+ + +

+ + x

+ + +

+ + +

+ x +

+ + +

+ x +

+ + +

+ + x

+ + x

+ + +

+ x +

+ + +

+ + x

+ x +

Source: Post test, see Appendix B

Student #3 scored 20/20, student #13 scored 14/20, and student #20 scored 15/20.

Students' Score Comparison

20 18 16 14 12 10 8 6 4 2 0 Student 3 Student 13 Student 20 Pre-Test Post-Test

Source: Pretest, see Appendix A

From comparing these students scores, I can see that my ELL student scored higher than my regular education and GATE identified students on both the pretest and the post test, while my regular education student showed the greatest improvement. My GATE identified student showed little improvement.

Synthesis During the administration of this pretest, I believe there should have been some accommodations made; the pretest should have been read to the two students with IEPs to ensure Final submission

Assessment Application and Analysis Report they could correctly read the questions. This could have been accomplished by having the

14

students go to the back table in the classroom and take the assessment with the special education teacher, who was told not to come that day, as the students were testing. Using the pretest scores to plan for instruction, I can see that teaching students expanded notation would not be good use of classroom instruction time; as almost every student got questions pertaining to expanded notation correct (questions #6, and #11). Questions #12 and #15 have to do with greater than, less than. On the pretest 58% of the students missed either or both questions, on the post test 55% of the students missed one or both questions. Noticing that so many students did not understand the concept, I would make sure to use more visuals, games, manipulatives, etc. to re-teach greater than, less than. Another question many students miss was question # 17, a word problem. I know many students have trouble with word problems. One thing I have done, that seems to work, teaching students word problems is to have the students work in a pair. Each student takes turns reading the sentences; Student A reads sentence #1, Student B reads sentence #2. Then I have them discuss what information is not needed and they cross it out. Next I have students highlight the important numbers in one color, then highlight what the question is asking you to do in another color. Last the students gather the information and solve the problem. This technique tends to work when I have students try it. Many students answered question 14 wrong. I believe this is because of how the picture was set up. The question was: Imagine that you are playing Number Card Draw. You have drawn one card from each box. The cards you have drawn are shown below.
6 tens 8 ones 3 hundreds

Which number have you made? a. 683 b. 386 Final submission

Assessment Application and Analysis Report c. 368

15

The answer is C, but most students did not pay attention to the values that were written. Most students marked A, they made the number based on the order the cards were in. I believe that this is a valid question. As I teacher I would make sure I practiced multiple problems like this with my students, then reminded them to check for tricky questions. On the pretest the students also had a problem with question #6: If you have 4 hundreds, 18 tens, and 3 ones, what number do you have after making trades? a. 421 b. 583 c. 4,183 For this problem I would make sure I spent a few days teaching with the base ten block, for the students who need hands-on instruction. I would also spend time showing the students how to add the number as follows: 400+180+3=583. I would explain that you take the 4 and add two zeros, since the two zeros represent the hundreds place, to make 400. Then you would take the 18 and add one zero, since it is from the tens place, to make 180. Last I would have them add 3 ones. I would have them stack the problem for easy addition. I would have the students use blocks to see this, and draw pictures to show this. I feel Mrs. X taught this well as on the pretest the score for question #6 was 15 students answered wrong/17 total students who took the test or 88% answered the question wrong. As opposed to the post test where only 2 students answered wrong/21 total students who took the test or 95% answered the question correctly.

Final submission

Assessment Application and Analysis Report Assessment #2 Growing With Math Topic 7 Pretest was administered by Mrs. X to her entire class on

16

Monday, November 5, 2012 after the students came in from afternoon recess. Four students were absent on the day of the pretest, 17 students were present. Growing With Math Topic 7 Post test was administered by Mrs. Sub, a substitute to the entire class on Monday, November 19, 2012, also after the students came in from afternoon recess. 20 students were present on the day of the post test, a new student (now student # 22) entered the class between the pretest and the post test. Topic 7 was on fractions: dividing whole sets evenly, identifying to , identifying fractions to the whole, defining the numerator and denominator, identifying a fraction, naming the fraction, identifying equivalent fractions, and comparing fractions. The purpose of the pretest was to let Mrs. X know what the students already know. Based on the pretest scores students are placed into math groups, based on ability. The students who scored lower on the pretest are given more tier two instruction then the rest of the class. Mrs. X will spend extra time on each subject, for each pretest question more than 35% of the class misses. Another use for pre-assessments is for students to see their personal growth within a topic. Student pre-assessments are located in Appendix C. The purpose of the post test was to give a summative assessment, assessing the knowledge the students gained in the befoe mentions areas. The test is in preparation for standardized tests. In order to prepare my class for a pretest, I would make the anchor activities (the prior week) on the topic we are getting ready to study. I would also keep the same activities as anchor activities the first week we are learning of that subject. I feel by adding the new topic to anchor activities, it will give the students a heads-up to what we are getting ready to study, as well as

Final submission

Assessment Application and Analysis Report refresh their memories to what they leanred last year, giving the students one week to activate their prior knowledge.

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Analysis The following chart shows the number of correct responses out of twenty that each individual student scored on the pre test. Since this is a pretest, low scores are typical; analysis of the answer choices will determine what concepts need to be taught during math instruction time.
Topic 3 Pre-test
20 18 16 14 12 10 8 6 4 2 0

Source: Pretest, see Appendix C * 5 absent when assessment was administered

The next chart (Topic 7 post test) shows the number of correct responses out of twenty that each individual student scored on the post test. The chart that follows the next chart (Pretest vs. Post test), shows the data from both the pretest and post test.

Final submission

Assessment Application and Analysis Report

18

Topic 3 Post-test
20 18 16 14 12 10 8 6 4 2 0

Source: Post test, see Appendix D 2 absent when assessment was administered

Pre-test vs. Post-test

22 20 18 16 14 12 10 8 6 4 2 0

Pre test Post-Test

student 1

student 2

student 3

student 4

student 5

student 7

student 9

student 10

student 11

student 12

student 13

student 14

student 15

student 17

student 19

student 20

student 21

student 16

Source: Pretest, see Appendix C Source: Post test, see Appendix D

student 18

student 21

student 6

student 8

Final submission

Assessment Application and Analysis Report

19

The following chart shows the breakdown of how students answered on each specific question. Pretest (whole class) Key:
correct response incorrect response student absent
Student # M/F Q 1 Q 2 Q 3 Q 4

+ x
-Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20

1M 2F 3M 4F 5F 6M 7M 8F 9M 10 F 11 M 12 F 13 F 14 M 15 F 16 F 17 F 18 M 19 F 20 F 21 F
22 F

+ + +
---

+ + +
---

+ + 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 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 + 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 + + + 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 + + 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 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 +
--

Source: Pretest, see Appendix C

Question Breakdown The following section shows how many of each question were answered correctly, and the percentage. Pertains to the pretest only. Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 17/17 or 100% of students answered correctly 17/17 or 100% of students answered correctly 15/17 or 88% of students answered correctly 10/17 or 59% of students answered correctly 15/17 or 88% of students answered correctly 19/17 or 55% of students answered correctly Final submission

Assessment Application and Analysis Report Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15 Question 16 Question 17 Question 18 Question 19 Question 20 4/17 or 24% of students answered correctly 2/17 or 12% of students answered correctly 3/17 or 18% of students answered correctly 15/17 or 88% of students answered correctly 8/17 or 47% of students answered correctly 10/17 or 59% of students answered correctly 2/17 or 22% of students answered correctly 2/17 or 12% of students answered correctly 11/17 or 65% of students answered correctly 10/17 or 59% of students answered correctly 1/17 or 6% of students answered correctly 6/17 or 35% of students answered correctly 8/17 or 47% of students answered correctly 5/17 or 29% of students answered correctly

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The following pie-chart shows the percent each student received on the pretest.

Student Scores
30 percent 65 percent, 1 70 30 percent, percent, 2 2 35 percent, 2 60 percent, 2 40 percent, 3 35 percent 40 percent 45 percent 50 percent 55 percent 60 percent 45 percent, 3 65 percent 70 percent

55 percent, 1 50 percent, 1

Source: Pretest, see Appendix C

The range of scores is 30% to 70%. Two students scored 70 % on this assessment, the mode was three students scoring 40% and 45%, and the mean score was 48%. On this assessment, all students were able to correctly identify an example of a fraction (question #1). All of the students were able to correctly name a fraction (question #2) but when asked what

Final submission

Assessment Application and Analysis Report

21

fraction is not shaded, two students answered that incorrectly (88% correct). The other questions they scored above the benchmark, of 80%, were; question #5 comparing fractions, and question #10 identifying fractions equal to one whole. On all other questions, the class total scored below the benchmark of 80% correct.

Student Comparison Male students scored higher than female students, with the male students average at 51.4% of the questions correct and female students average at 45.5% of the questions correct.

Test Scores by Gender

Female Male Male 42% 44% 46% 48% 50% 52% Female

Source: Pretest, see Appendix C

I chose two students for score comparison; one female ELL student with a WIDA level 4 (#17), and one male student who has been diagnosed Attention Deficit Hyperactive Disorder (ADHD) (#18). The third student I have chosen was not at school the day the pretest was given, but has made tremendous improvements over the past few week. Student 5, a female, started the school year with a Developmental Reading Assessment (DRA) of 12, was considered low-low in her math skills, and was pulled out for Special Education multiple times a day. About four weeks ago she was taken out of Special Education and able to stay in her homeroom class throughout

Final submission

Assessment Application and Analysis Report

22

the day. She is now reading at a DRA of 20, and is excelling in math. She received a 95% on this post test. Pretest (students analyzed)
Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20

-5F 17 F + 18 M +

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

--

+ +

+ x

x x

+ +

x x

+ x

x x

x x

+ +

+ +

x +

x x

x x

+ x

+ x

x x

x x

+ x

+ x

Source: Pretest, see Appendix C

Student #5 n/a, student #17 scored 11/20, and student #18 scored 6/20.

Post test (students analyzed)

Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20

5F + 17 F + 18 M +

+ + +

+ x x

+ + +

x x +

+ + +

+ + +

+ x +

+ + +

+ + +

+ x +

+ x +

+ + +

+ x +

+ x +

+ + +

+ x +

+ + +

+ x +

+ + x

Source: Post test, see Appendix D

Student #5 scored 19/20, student #17 scored 11/20, and student #18 scored 18/20.

Students' Score Comparison

20 18 16 14 12 10 8 6 4 2 0 Student 5 Student 17 Student 18 Pre-Test Post-Test

Source: Pretest, see Appendix C

Final submission

Assessment Application and Analysis Report From comparing these students scores, I can see that my student who was just taken out of Special Education scored higher than my ADHD student and ELL student on the post test. My

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ELL student showed no improvement between the pretest and post test. Out of the two students who took the pretest and post test my ADHD student showed the most improvement.

Synthesis During the administration of this pretest, I believe there should have been some accommodations made; the pretest should have been read to the ELL students. Due to the fact that all ELLs are allowed this accommodation, and fractions are a harder subject, I feel this would have helped Student 3 score higher. This could have been accomplished by having the students go to the back table in the classroom and take the assessment with the teacher, or my dyad partner or me. The test was read to Student 5, I feel she may be able to test without the help of an aide or teacher. From speaking with Student 5, he told me that the pretest is not important, so he feels he does not need to try. If I were the teacher I would inform him that the pretest is important, and he needs to try his hardest. Using the pretest scores to plan for instruction, I can see that teaching students identifying what a fraction looks like, would not be beneficial, as all students answered that question correct (question #1). Another area I would not teach is identifying fractions to one whole, (question #10) as almost every student understood that 4/4 is equal to one whole. Questions #7, #14 and #17 have to do with identifying equivalent fractions. On the pretest 94% of the students missed one, two, or all three questions, on the post test 60% of the students missed one, two, or all three questions. Noticing that so many students did not

Final submission

Assessment Application and Analysis Report understand the concept, I would make sure to use more visuals, games, manipulatives, etc. and re-teach equivalent fractions, spending as must as possible on that concept.

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Another concept many students did not understand was comparing fractions (questions 5, 6, 12, and 13) . The pretest 100% of the class miss two to all four questions, no student missed just one question. To reteach this concept I would have the students draw each of the fractions, then compare the sizes. From looking at both the pretest and post test, few students drew pictures to compare sizes. On both the pretest and post test many students answered question 20 wrong. I believe this is because of how the picture was set up. The question was: This chocolate bar was broken into four equal pieces. One has been eaten. What fraction of the chocolate bar is left?

a. 3/4 b. 1/4 c. 1/3 d. 2/3 The answer is A, but most students did not pay attention to what the question was asking. Most students marked B, which is the amount of the chocolate bar that is missing. I believe that this is a valid question. As I teacher I would make sure I practiced multiple problems like this with my students, then reminded them to check for tricky questions.

Final submission

Assessment Application and Analysis Report Assessment #3 On November 13, 2012 at 10:40 a.m., I taught a lesson on commas after dates and

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places, in a small group setting. Later that same day, at 1:50 p.m., the students were given an assessment to see what they had learned. The assessment was changed some to save time. The instructions say, Rewrite the sentences. Add commas in the correct places. The assessment was changed to where students did not need to rewrite the sentence; they only needed to put commas in the pre-printed sentences. I was the one who administered the test. Before the test began, I asked the students

the following questions. 1) Where are the two places comma goes in the date? 2) In the following sentence, how many commas are there? I live in City, State. 3)Where does it go? 4) In the following sentence, how many commas are there? I live in City, State, and I love living here. 5) Where do they go? I stressed the point that the comma does not go in front of the citys name. I also reminded the students that if the city has two words, i.e. City, you do not put a comma between City and City. Student 3 is a Hispanic male, who is considered ELL, with a WIDA level of 4. I chose

to assess Student 3, as I had to reteach him after the assessment. Student 16 is a Caucasian female, who is a traditional learner. Student 16 was chosen because she put apostrophes instead of commas. The following week I retaught her the difference between commas and apostrophes. Last is student 20, a female who is considered gifted, but shows few if any signs of being gifted. I chose Student 20, as she did not follow the instructions that were given, yet she is considered being the model student. All twenty-two students were present the day the assessment was administered,

19/22 students received 100%.

Final submission

Assessment Application and Analysis Report Student Scores by Percentages Number of Students (22 total students) 1 2 19 Percentage 58% 83% 100% Number of Correct Responses (out of 11) 5 2 *or 4 halves 12

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The range of student scores is 58% to 100% with a class average of 96.5% and a mode of 100%.

Student Average Score Percentage by Gender

98 97 96 95 94 93 male female 94.8 97.6 male female

Female students performed better than male students on this assessment by a difference of 2.8%.

Final submission

Assessment Application and Analysis Report

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Average Scores by Student Exceptionality

100 100 98 96 94 92 90 88 traditional advanced learner ELL IEP 93 98.6 95.8

traditional advanced learner ELL IEP

IEP students had the highest average scores at 100 %, they did have their tests read to them. Next was traditional students with an average score of 98.6%. Advanced learners came in third with an average score of 95.8%. Last were students with an IEP averaging a score of 93%.

Final submission

Assessment Application and Analysis Report Student Comparison Treasures Unit 5 Week 5 Weekly Assessment
Red = incorrect response
Student # M/F 3 M ** 16 F 20 F ** Question 1 Question 2 Question 3 Question 4

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Yellow = half credit *

Question 5 Question 6 Question 7

Green = correct response

Question 8 Question 9 Question 10 Question 11 Question 12

correct respons e
(out of 22)

22

21

20

20

21

20

21

21

20

20

22

21

*student with IEP for learning **ELL student ***student with IEP for hearing

*Note: Some problems were worth two pints. On the questions where the student received half credit, only one half of a point was taken off for the whole question. Student #3 is a male ELL student, Student #16 is a female traditional learner, student #20 is a female advanced learner.

Comparision of Individual Student Scores

12 10 8 6 4 2 0 Student 3 Student 16 Student 20 7 Comparision of Individual Student Scores 10 10

Student #3 scored a 7/12 on this assessment, student #16 scored 10/12, and Student #20 scored a 10/11 on this assessment. Synthesis During the assessment the students mostly worked individually without asking any questions, except for the two SPED students and one ELL student. The assessment took about Final submission

Assessment Application and Analysis Report five minutes, with most students finishing in about two to thee minutes (only the comma page, not the action verb page back side of comma assessment). Student 3 was one of the first students to finish, I feel this is why he made most of his errors. He is a high-average level student, but believes he is lower than he is due to his lack of

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being able to translate from Spanish into English and English to Spanish. He lacks confidence in English, therefore he feels he is always behind. Due to his feeling of being behind, there are many times where he will speed through his assignments and not pay attention to what he is doing. I asked him why he felt he did so poorly, he told me, I didnt think I had time to finish, so I just hurried and put commas where I thought they should go, even thought I knew they didnt go there. I let Student know that it does not matter how long it takes him to take a test. Tests are important, as they let the teacher know what he knows. By hurrying through a test he is only hurting himself. Student 16 is going through a rough time right now, and has not been focusing on school too much lately. Her dad has recently been put in jail for selling drugs, and her mom just lost her job. I feel if this assessment was given at the beginning of the school year she would have done better. Right now the only thing I think she needs is attention and to speak to the counselor. Student 20 is the fourth child of five, all girls. Her father makes sure the girls know they can succeed at anything and pushes her for perfection. She believes she can not fail and will always receive 100% at everything. Almost every paper she turns in she writes her score of 100%. I feel it is important to let a child feel this way, but they need to realize it is okay to fail. When I told her she had points taken away for not following the directions she argued saying, Well the work is all there, and correct. That is all that matters. If I were to assess her again I would ask her what the instructions are and make her repeat them back to me in her words.

Final submission

Assessment Application and Analysis Report Reflection

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This assignment has made me notice how the students are learning. I have watched their learning take pace from the beginning where they come in with little prior knowledge, to the middle where their thoughts and knowledge are gained, and then I have seen the results of their learning through assessments. As I was talking to my mentor teacher today, before parent teacher conferences, I was telling her things I noticed in many of the children, in how they learn. There were a few different items I noticed that she said she never had, but agreed with my viewpoint 100%. Due to the classroom environment, I have been able to watch these children who have little responsibilities, grow into accountable people who know their role in the classroom society. These students are starting to take ownership of their learning and understand the importance of being held accountable for their actions and learning. I like how I have been able to be part of the students whole learning process. I have enjoyed going back and re-teaching after a student has not understood a concept. Many times just spending an extra 5-10 minutes with a child one-on-one has helped the child connect the subject to some type of background knowledge, or their everyday life. Many times this has made the child understand the concept and the begin to take off in their learning from there. Watching the learning process is fascinating to me. Another thing I noticed is how important outside influences are on assessments. Has a student had a bad day? Is the class noisy? Are people coming in and out of the class during the assessment? Maybe a student isnt feeling well that day, or they are frustrated and their affective filter has gone up. There are many factors that determine test scores other than pure knowledge alone. When a student does miss questions or concepts on an assessment, I also believe that becomes a great opportunity for a teaching moment. Take the time now to remove misconceptions and clarify misunderstandings. Make every effort for individual student mastery before moving on. As a result of this project, Ive learned to pay attention to data; I was surprised at how much understanding Ive gleaned from analyzing data! I honestly dreaded that part of this assignment, but I ended up being absolutely fascinated as I played detective and tried to figure out what is going on inside of my students heads. Overall, this experience has strengthened my resolve to be a life-long learner, that my research and growth can benefit my students as I continue to learn the latest and most recent research-based methods of instruction.

Final submission