Running Head: ASSESSMENT PROJECT 1

Assessment Project

Week 3 Assignment

By

Caryn Wander

TED 636 – Methods: Mathematics and Science

Professor – Dr. Shuhua An

National University

November 12, 2017

ASSESSMENT PROJECT 2

Abstract

This document is based on an assessment given to Mrs. Marcy’s fifth grade class at

William McKinley Elementary School in Burbank, California. This document illustrates a

comprehensive analysis of an SBAC (Smarter Balanced Assessment Consortium) assessment for

mathematics. “The Smarter Balanced assessment system utilizes computer-adaptive tests and

performance tasks that allow students to show what they know and are able to do. This system is

based on the Common Core State Standards (CCSS) for English language arts/literacy (ELA)

and mathematics.
 “The Smarter Balanced assessment system has three components designed to support

teaching and learning throughout the year: the summative assessments, the interim assessments,

and the Digital Library of formative assessment tools” (CDE, 2017, np). The IAB’s (Interim

Assessment Blocks) for the fifth grade (2017-2018) include the following: Operations and

Algebraic Thinking, Numbers and Operations-Fractions Measurement and Data, Number and

Operations in Base Ten, and Geometry. This assessment given was designed to help provide

meaningful information giving an indicator of where Mrs. Marcy’s students have progressed

toward mastery of skills for this year. The graph below gives an example of how colleges,

careers, and CCSS (Common Core State Standards) pieces work in conjunction of each other for

and overall view where students should be working toward in secondary schools.
ASSESSMENT PROJECT 4

School and Classroom Information

William McKinley Elementary School is one of Burbank’s oldest elementary schools,

opening in 1926. It has recently celebrated its ninetieth year. It has a rich culture and diverse

community which is highlighted in their educational programs, including Transitional

Kindergarten, Collaborative Learning Classrooms, and Dual Immersion. McKinley’s PTA,

English Learners Advisory Council and staff work together with the community through

Literacy and Math Nights, a Community Fair, PTA Family Nights, and the Student Council’s

Family Breakfast. Students participate in a weekly music class from TK-5th grade. The

school’s goal and community mission is to meet and exceed state standards while providing a

safe and caring school environment. William McKinley Elementary School is one of eleven

elementary schools in the Burbank Unified School District, and is recognized as one of the

Golden Ribbon Schools in California. The Golden Ribbon Program awards schools that have

exceptional practices and educational curriculums. Public schools that receive this honor boast

of higher standards results from students calculated through Reporting scores, Standardized

Testing, and other measures. On William McKinley Elementary Schools’ website there is

provided a link for practicing at home for SBAC.

The mission statement for the Burbank Unified School District (BUSD) is as follows:

“committed to equal opportunity for all individuals in education. District programs and activities

shall be free from discrimination based on disability, gender, gender identity, gender expression,

genetic information, nationality, race or ethnicity, religion, sexual orientation, or association

with a person or group with one or more of these actual or perceived characteristics. (BUSD,

2017).
 The demographics for William McKinley Elementary School and California State have

some similarities displayed in the table below:

Student Enrollment by Group

Percent of Total Enrollment

Groups McKinley Elementary State of California

Black or African American 3.5% 6.2%

American Indian or Alaska Native 0.4% 0.6%

Asian 2.4% 8.7%

Filipino 1.9% 2.4%

Hispanic or Latino 57.5% 53.3%

Native Hawaiian or Pacific Islander 0% 0.5%

White 30% 25.0%

Socioeconomically Disadvantaged 49.5% 59.4%

English Learners 24.6% 12.6%

Students with Disabilities 14.5% n/a

Foster Youths 0..9% n/a

Demographic data for William McKinley is from the year 2015-2016 SARC, published 2016-

2017. The State of California Education Profile is from Ed Data for 2013-2014.

I was substituting at William McKinley Elementary School and during lunch break was

talking with the fourth and fifth grade teachers. I was explaining my week three assignment with

five teachers and Mrs. Marcy (fifth grade) said that anytime I wanted to that I could come by and

administer the Smart Balanced Assessment Consortium (SBAC) assessment to her class. She

said that her students really look forward to the Common Core environment of learning. Once, a

week the students use laptops to do practice for SBAC testing, work on Khan Academy or
ASSESSMENT PROJECT 6

Prodigy. The practice on the laptops she feels helps the with the student’s Standardize Testing

and Reporting (STAR) taken in the spring.

Mrs. Marcy has 32 students in her class which is a combination of the following

ethnicities: 2 African American (6%), 18 Hispanic or Latino (56%), 3 Asians (10%), 9 White

(28%). The test was administered after recess at the beginning of their mathematics lesson for

the day. They were all excited to participate. Two students were unable to participate due to

absence for that day.

Assessment - 4 Questions

The following questions are for the areas of concepts and procedures, problem solving,

communicating and reasoning, modeling and data analysis and were chosen from the examples

on The Smarter Balanced Assessment Consortium website.

1.

2.

 Plot the location of Shana’s house.

ASSESSMENT PROJECT 8

3.
Table of Students Raw Data

Table of Raw Scores

Question 1: Question 2: Question 3: Question 4:
Student Total Percent
CP PS C&R M &DA
Name
1 1 5 1 8
Adam 1 2 2 0 5 63%
Adrian 1 0 1 1 3 38%
Alexis 1 1 2 0 4 50%
Alice 1 0 2 0 3 38%
Amber 0 1 3 1 5 63%
Arnnie 0 1 3 1 5 63%
Bernard 0 0 2 0 2 25%
Bethel 1 0 3 0 4 50%
Bryanna 1 0 1 0 2 25%
Chloe 0 0 3 0 3 38%
Corryn 1 0 3 1 5 63%
Danika 0 0 1 0 1 13%
Danny 1 0 1 0 2 25%
Emily 1 0 1 0 2 25%
Giliana 0 0 5 0 5 63%
Helen 1 0 3 1 5 63%
Helen 1 1 4 1 7 88%
Isabella 1 0 3 0 4 50%
Jayden 1 0 4 0 5 63%
Jose 0 0 2 0 2 25%
Josh 0 1 2 0 3 38%
Kevin 1 1 3 1 6 75%
Leonor 1 1 5 1 8 100%
M ia 1 1 1 1 4 50%
M ike 1 1 5 1 8 100%
Nadia 1 0 2 1 4 50%
Ramses 1 0 2 0 3 38%
Rei 0 0 2 1 3 38%
Roldolfo 0 0 3 0 3 38%
Ruby 1 0 1 0 2 25%
Simon 0 2 2 1 5 63%
Sofia 1 0 5 1 7 88%
Total 21 13 82 14
Percent 66% 41% 51% 44%
ASSESSMENT PROJECT 10

Graphical Analysis of Student Performance

Figure 1: SBAC Student Performance

 Figure 2: Questions Correct

Analysis of the results: students’ strengths and weaknesses with examples (5 points)

Mrs. Marcy has a very unique diversified group of students. Their cultural differences,

personalities, athletic abilities and the list goes on. I am sure Mrs. Marcy has key challenges

with the contrast levels of learning and the individual needs of her students. According to

California Mathematics Framework (California Department of Education), “Mathematics

education must provide students with a balanced instructional program. In such a program

students become proficient in basic computational and procedural skills, develop conceptual

understanding, and become adept at problem solving (p. 4)” (Wu, N.D. p.2). The goal is that all

students will achieve conceptual understanding of material by the end of each unit and mastery
ASSESSMENT PROJECT 12

of all at the completion of the year. As recorded in the Table of Students Raw Scores and the

Chart of Questions Correct (Figure 2), the results by question vary but not dramatically.

The first question of the test, concepts and procedures was Common Core State Standard

(5.NF.4). Apply and extend previous understandings of multiplication and division. The

response to this question (#1) scored above average compared to the other three questions. The

average for this question was 66%. This means the students have the strongest understanding of

how to apply multiplication and division to multiply and divide fractions.

The second question of the test, problem solving was Common Core State Standard

(5.G.1). Use a pair of perpendicular number lines, called axes, to define a coordinate system,

with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a

given point in the plane located by using an ordered pair of numbers, called its coordinates.

Understand that the first number indicates how far to travel from the origin in the direction of

one axis, and the second number indicates how far to travel in the direction of the second axis,

with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis

and x-coordinate, y-axis and y-coordinate). This question received the least correct answer. The

average for the class was 41%. The students had difficulty interpreting the results in the context

of the situation given in the problem.

The third question of the test, communicating reasoning was Common Core State

Standard (5.G.3). Classify two-dimensional figures into categories based on their properties. All

the students in the class received a correct answer on this question. Average for the class was

51% which means that students base arguments on concrete references such as objects.
 The fourth question of the test, modeling/data analysis, was Common Core State

Standard (5.N.7.b). Interpret division of a whole number by a unit fraction, and compute such

quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to

show the quotient. Use the relationship between multiplication and division to explain that 4 ÷

(1/5) = 20 because 20 × (1/5) = 4. The students while taking the assessment I could see were

struggling with this question, which was having them analyze the adequacy to an existing

equation to develop a mathematical model of a real phenomenon.

Reviewing the SBAC Student Performance Graph (Figure 1) the first student that I have

concern about would be Danika. She should have issues with concept and procedures, problem

solving, and methods/data analysis. I would want to see if she had diverse learning needs or

possible a student who had an IEP (special educational services) and would have needed

adaptations or modifications to her test. If she did not have an IEP (Individualized Educational

Program) I would recommend that she have additional support in a mathematical intervention

program. She would receive additional high-quality instruction in a smaller class to add support

in her regular math class to help her master concept and procedure, problem solving, and

methods/data analysis.

Then there is a group of six students that I have concern with: Bernard, Bryanna, Danny, Emily,

Jose, and Ruby. This group of students struggled with concept and procedure, and methods/data

analysis. I would suggest small group instruction and cooperative learning for these students.

Students have the opportunity to teach the concepts to each other, repeat and practice, scaffold

teaching can occur, and more one on one time if a paraprofessional could be assigned to help.
ASSESSMENT PROJECT 14

Leonor and Mike both scored 100%. Sofia and Helen scored 90%. Kevin scored at 80%

but I feel he should be added to the group that should have additional enrichment (rich learning

experiences) programs for mathematics. Teaching for these learners needs to be paced to the

students’ individual needs. It usually means an accelerated pace or more depth (breadth), of

understanding of what they are learning.

I feel the whole class would benefit with added instruction on concept procedure,

problem solving, and model/data analysis. The students seem to have struggled with this

assessment. I would take the students who had a stronger performance on this assessment and

set them up in small groups (3-4 students) or shoulder partners (2 students), and let the students

go through the assessment and review so they have a better grasp and understanding of how to

solve these problems in the future. Then give them worksheet that they can collaboratively do

on the same type of problems to see if they have succeeded in mastery.

I believe what truly makes math instruction effective is a good instructor, authentic

teaching, manipulatives, and responding to the individual needs of your students.

Reflection

Reflection is very important to me as a person and as a teacher. I have assisted on

proctoring STAR (California Standardized Testing and Reporting) but have never given a sample

SBAC (Smart Balance Assessment Consortium) test before. I was fascinated with being able to

pick the questions I wanted to use and noted for the future that it would be a great tool to use in

the classroom to prepare students for taking the SBAC. Not knowing the teacher or the students

in the class was I feel could have given the results an adverse outcome. I did pick fifth grade

questions but do not know what curriculum the teacher has covered this year. So I am not aware
if the students knew the information, or were familiar with the problems that were on the

assessment. In retrospect I think if I was not familiar with the class and did this again

assignment again, I would use fourth grade questions for a fifth grade class. I would be more

assured that the students had been introduced to the ideas on the test.

The information that I received, analyzing it and being able to see the strengths and the

weakness of the students, is an invaluable tool. Being able to look at the whole class and see the

questions that needed to be retaught, or taught more in depth is a very help for planning

instructionally. Seeing the students individually allows me as a teacher, to explore and find a

solution for individual students to support them to be successful and acquire mastery in whatever

mathematical lesson we are learning.

I will be seeing Mrs. Marcy next week to go over the results of the assessment. It will be

a learning experience for me to have her input on the results. She is a well-respected teacher,

and has been teaching for over thirty years.

ASSESSMENT PROJECT 16

References

Burbank Unified School District-William McKinley Elementary School (SARC). Retrieved from

https://www.burbankusd.org/WME/1711-Untitled.html

California Common Core Standards Mathematics. Retrieved from

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

CDE. (2013). California Department of Education – Mathematics Framework. Sacramento CA:

California Depatment of Ecutacuaito

.CDE. (2017) Smarter Balanced Assessment System. California Department of Education.

Retrieved from https://www.cde.ca.gov/ta/tg/sa/

We, Z., (N.D.). Week 2 Lecture. “Teaching and Learning Mathematics fordK-6 retrieved from

course resources https://nu.blackboard.com/bbcswebdav/pid-4805911-dt-content-rid-

3612885_1/xid-3612885_1
Appendix A – Key and Rubric

Answer Key

Rubric

Question 1 1 point if correct answer

Question 2 1 point of correct answer
Question 3a 1 point of correct answer
Question 3b 1 point of correct answer
Question 3c 1 point of correct answer
Question 3d 1 point of correct answer
Question 3e 1 point of correct answer
Question 4 1 point of correct answer

8 points total