Danielle Murphy

EEU 309

Dr. White

November 26, 2018

Analysis of Student Performance

Summary of data chart:

For the assessment piece of my lesson, the students completed a 4 problem

ticket out the door. The students were all scored using a rubric. The three skills that were

assessed were recognition of numbers from pictures, recognition of pictures from numbers, and

accuracy. Each of these skills were scored with a 0,1, or a 2 with 2 being the highest score. The

total amount a student could receive was a 6 points. When looking at the data gathered in the

chart I was able to see that all students received a 3/3 in the “Recognition of numbers from

pictures”. This tells me that all students were able to understand how to look at a picture of the

tens sticks and ones cubes and pick out which number they represent. When looking at the

“Recognition of pictures from numbers” section of my data chart I was able to see that 16

students received 2/2, 2 students received 1/2, 1 student received 0/2. This shows that 3 students

were not able to fully understand the concept of drawing their own tens and ones blocks to match

the number given. Finally when looking at the “Accuracy” of the students I was able to see that

12 students got 100% accuracy, 4 students got 83 % accuracy , 2 students got 67% accuracy, and

1 student got 50% accuracy. Please use the chart on the following pages to review this data.
Students Recognition of Recognition of Accuracy Total score out of 6
number from picture from
picture number
A.B 2/2 2/2 2/2 6/6=100%

S.B 2/2 2/2 1/2 5/6=83% Needed reminder

of what was
expected in picture
K.B 2/2 2/2 2/2 6/6=100%

W.D 2/2 1/2 1/2 4/6=67% Pictures were not

correctly drawn or
all accurate
C.D 2/2 2/2 2/2 6/6=100%

P.G 2/2 2/2 2/2 6/6=100%

C.M 2/2 1/2 1/2 4/6=67% Pictures were not

correctly drawn or
all accurate
G.M 2/2 2/2 2/2 6/6=100%

A.M 2/2 2/2 2/2 6/6=100%

A.P 2/2 2/2 2/2 6/6=100%

I.R 2/2 2/2 1/2 5/6=83% Pictures were not

displayed
following
directions
G.R 2/2 2/2 1/2 5/6=83% One picture did not
show accurate
amount of ones
cubes
L.S 2/2 2/2 2/2 6/6=100%

J.S 2/2 2/2 2/2 6/6=100%

M.S 2/2 2/2 1/2 5/6=100% One picture did not

show accurate
amount of ones
cubes
C.S 2/2 2/2 2/2 6/6=100%

J.W 2/2 0/2 1/2 3/6=50% Pictures were not

drawn properly or
did not show
 accurate
understanding

J.W 2/2 2/2 2/2 6/6=100%

M.W 2/2 2/2 2/2 6/6=100%

Overall: 19/19 students: 16/19 students: 12/19 12/19 students:

2/2=100% 2/2=84% students: 6/6=100%
2/19 students: 2/2=63% 4/19 students:
1/2= 10% 7/19 5/6= 83%
1/19 students: students: 2/19 students:
0/2=.05% 1/2= 36% 4/6=67%
1/19 students:
3/6=50%
Strengths:

One strength of the student’s performance shown from the ticket out the

door assessment was their ability to recognize a number from a picture of tens sticks and ones

blocks. Every student was able to score a 2/2 points to show they did this skill correctly. This can

be seen on their ticket out the door papers. So for example, the students were given 2 pictures

and the first one had 1 tens stick and 2 ones cubes so they had 3 different numbers they could

have chosen from the represent this but they all chose the correct answer of 12. The second

picture had one tens stick and 6 ones cubes and they all chose the correct answer of 16. The

evidence showed me that the students can look at a picture and accurately pick out the correct

numerical value to match the picture.

Another strength that a majority of the students were able to grasp was

what the second half of the assessment had on it. Most of the students were able to grasp the skill

of looking at a number given and drawing the tens sticks and ones cubes to represent it. On the

students papers it was easy to see in their work that they all grasped the concept of needing one

tens stick in the tens column and the remaining would be the cubes that would go in the ones

column. Prior to this lesson the students do work daily with finding the tens sticks and the ones

cubes that represent the day of school year it is. So they did have some familiarity with this

concept.

The students were able to show me within the lesson that they understood

these two skills because I had students come up to the board to show me what they had put on

their charts on their desk while working through the practice problems in the lesson. After a

student would put their answer on the board I would tell the rest of the students to stand up or put

their hands above their heads if they agreed with the answer on the board. This was able to show
me that the majority of the students were understanding place value. I was also able to walk

around the room to see that the students were grasping the skills.

Weaknesses and Error Patterns:

While a majority of the students did seem to understand the skill of recognizing the picture of the

tens sticks and ones cubes that went along with the numbers given, there were a few that seemed

to struggle with this on the assessment. There were 2 students making up about 10% of the class

that struggled to draw the correct picture for number 18. The students were supposed to draw one

tens stick and 8 ones cubes. Both students were able to show the tens stick but struggled to

represent the correct amount of ones cubes. One student also drew them as dots instead of cubes.

There was also 1 student who was not able to show either of these picture correctly so he scored

a 0/2 on this section. By looking at their assessments I was able to gather this so maybe these

students either rushed through or did just not count accurately when drawing the pictures.

Something else that was noticed within the assessment was the 36% of

students who struggled with accuracy. This kind of goes hand in hand with the recognition of

pictures from numbers. Students were not being accurate with drawing or representing the

correct amount of ones cubes which was seen on the last two problems on the ticket out the door

paper. Students most likely just need to slow down and check their work before turning their

paper in.

While walking around the room during the lesson I was able to see which

students were fully grasping the skills and which students needed some extra assistance. When I

would notice that a student was doing work incorrectly as we were practicing together on the

charts on our desks I would make an announcement to the class to address what they were doing

wrong so they could correct themselves. This seemed to help in the end when they were doing
their assessments to see that their scores were overall pretty well and only small errors were

made.

Remediation Plan:

As a remediation plan I would pull the 3 students who struggled with

recognition of pictures from numbers into a small group and go over a few problem with them

while having them do them on white boards. I would make sure to talk them through the

problems and make sure they know exactly why they do each part. Then I would give them a

few to try on their own. I would check these problems after they were finished to make sure they

fully grasp this skill. If they were still not able to get it on their own I would allow them to use

the tens sticks and ones cubes like used during the lesson so that they could physically feel and

move the manipulatives.

To address the accuracy issue that was found with the 7 students I would

do a review activity the next day and have students come up to the board and represent pictures

of the tens sticks and ones cubes for the numbers I give them. I would make sure to call on these

students to come up to the board to show the class and also have them fully explain why they put

the items in the columns that they did. If the students seemed to be okay with this then I would

allow them to do a partner place value activity and have the students take turns picking out

number for their partners to represent with a picture on their white boards. I would make sure to

walk around to make sure that the 7 students who struggled were doing alright along with the

other 3 students who struggled with recognition of pictures from numbers. The students would

all then be given a similar worksheet to the ticket out the door assessment to be turned in again.