Assessment Application and Analysis Report

Running Head: Assessment Application and Analysis Report

Assessment Application and Analysis Report Final Submission

Natalie Stuart Dixie State University Dr. Matsubara

April 16, 2013

Assessment Application and Analysis Report Assessment Application and Analysis Report

The class that I chose to administer the assessments for my assessment application and analysis report was my practicum class, Ms. Jones third grade class, at East Elementary. Miss Jones has a good class. She gives them many opportunities to have freedom to move around the classroom and not be confined to their seats. Although at times this can provide a bustling environment, the students seem to enjoy it. In the morning when students come to class they are expected to do a few things to start the day. One is to put their lunch stick in the correct jar-hot or cold. Then they must turn in their take home book, and after that, they begin writing in response to a question or problem that is on the board. Students know not only the morning routine well, but they also do well to carryout the rest of the daily schedule and know the procedures for lining up for success maker, library, and computers. Miss Jones is stern with enforcing her policies for not allowing too much talking, goofing off, or students being off task, with not a lot of room for error. Students are receptive to this though, and do well to obey classroom rules or respecting others and always acting accordingly. In case of a misconduct, students are given two chances to move their clip before it is moved to the think time spot, which then requires students to go to think time and write about why they were misbehaving and what they will do in order to behave more properly. At times throughout the day, Miss Jones will say, Claaaasss which requires a Yeeesss from the students, followed by their complete attention. This is a great way to get everyone listening and responsive to instruction that is taking place. Expectations for students behavior are high, and the rule of treating each other with respect is responded to positively most of the time.

Assessment Application and Analysis Report

Classroom Contextual Factors Gender The gender make up of Ms. Jones 3rd grade class at East Elementary is almost equal. There are twelve males and eleven females.

Gender

11

12

Boys 12 Girls 11

Figure 1

Assessment Application and Analysis Report

Ethnicity Thirteen of the students in Ms. Jones class are Caucasian, while ten of the students are Hispanic.

Ethnicity

10

13

Caucasian Hispanic

Figure 2

Assessment Application and Analysis Report

Exceptionalities Five of the students in Ms. Jones class are English Language Learners (ELL). Two of the students have Individualized Education Plans (IEPs), and one student has been diagnosed with Attention Deficit Hyperactive Disorder (ADHD).

Exceptionalities
6 5 4 3 2 1 0 IEP ADHD ELL

Exceptionalities

Figure 3 Source: Ms. Jones CRTs Criterion referenced test scores were not available.

Assessment Application and Analysis Report

Assessment The first assessments that I analyzed were a math pretest and posttest. It was from the Growing with Math program, Topic 17. Each test was a ten question, multiplechoice test, having three answers to choose from for each question. The pretest and posttest questions were identical. When the teacher, Ms. Jones, gave the pretest, students were told to do their best on the test, and to make their best guess even if they werent sure of the answer. They were also told to take their time. The pretest was administered in order to test the knowledge of the students prior to receiving instruction on the material of the test. The posttest was administered in order to test the knowledge of the students after instruction was given on the concepts being tested. The topic of the test was fractions and tested the students knowledge on ordering fractions from least to greatest, knowing what part of a fraction is shaded in a picture, adding on and subtracting fractions to get and answer, and figuring out what number is a fraction of another number. The pre assessment and post assessment were both administered to the entire class of twenty-three students at once, during class time in the classroom. One student was not present to take the test for both the pre and posttest. Since the students desks are grouped together, each student used a divider to put up around his paper, in order to prevent looking at each others answers. During the pretest, the students were a little nervous just because it was considered a test, however, it was apparent that they werent as worried about it as they

Assessment Application and Analysis Report were while taking the posttest. Ms. Jones told students that whoever got a 100% on the pretest didnt have to take the posttest. This made the students a little anxious, hoping they could get a 100%. Students anxiety was apparent during the posttest, simply because they were taking a test. However, it wasnt too high, and it didnt seem to be a factor in the test results. Analysis Growing With Math Test Questions Topic 17
Question 1 Which fraction is more than 0 and less than ? a. b. 3/10 c. 4/6 Question 2 What fraction of the grid is shaded? Question 3 Put the numbers in order from greatest to least. , , . a.,, b. , , c. , , Question 4 What number is more than 3 ? a.3 b.4 c. 4 1/2 Question 5 What number is less than 3? a.2 b. 3 c. 3 1/2 Question 6 Naomi has 8pets. Half of them are dogs., onefourth are cats, and onefourth are fish. How many cats does she have? a.4 b. 2 c. 1 Question 7 Color 1/2 of the pie red and blue. What fraction is not colored? Question 8 The pictures show counting by fourths. What are the next 3 numbers? Question 9 There are 6 children and 15 cookies. How many cookies will each child get if they share equally? a.2 b.2 c. 2 2/3

Question 10 What picture shows 2/3 shaded? a.

b.

a. 4/16 b. 4/10 c. 4/6

a.2/4 b. c. 1/4

c.

Figure 4 A copy of the assessment was not available. Figure 4 depicts questions on the assessment and Figure 5 analyzes the questions.

Question 1 Know the value of a written fraction

Question 2 Represent a pictured fraction as a written number

Question 3 Order fractions

Question 4 Know values of fractions as related to a whole

Question 5 Know values of fractions as related to a whole

Question 6 Solve a story problem with fractions

Question 7 Recognize a pictured fraction

Question 8 Counting on with fractions

Question 9 Solve a story problem with fractions

Question10 Recognize a pictured fraction

Figure 5

Assessment Application and Analysis Report The results of the pretest for the whole class were as follows: three students missed one question, no students missed two questions, two students missed three questions, two students missed four questions, five students missed five questions, six students missed six questions, and four students missed seven questions. The results of the posttest for the whole class were as follows: four students missed one question, four students missed two questions, one student missed three questions, two students missed four, five, and six questions, one student missed seven questions, and five students missed no questions. The following figure, Figure 6, shows the results for each test.
7 6 5 4 3 2 1 0 Pre Test Post Test Missed 1-90% Missed 2-80% Missed 3-70% Missed 4-60% Missed 5-50% Missed 6-40% Missed 7-30% Missed 0-100%

Figure 6
Source: Pretest and Posttest

Assessment Application and Analysis Report The following figure, Figure 7, shows the problems that each student missed as indicated by a red X for the pretest and a blue X for the posttest. Student 23 was absent and did not take either test.

Student # M/F

Q1

Q2

Q3 XX

Q4

Q5

Q6 X

Q7

Q8

Q9

Q10

1M 2M 3M 4M 5M 6F 7F 8F 9F 10 F 11 F 12 F 13 F 14 F 15 M 16 F 17 F 18 M 19 M 20 M 21 M 22 M 23 M

X X X

X X X X XX

X X X X X XX X X X X X XX XX XX X X XX X X XX XX X XX X X X XX X X XX X X X X X X X X X X X X X X X X XX X X X XX XX XX X X X -

X XX X XX X X X X X X X X X X X X

X X XX X XX X X X X X XX X XX XX -

X XX X XX X X XX XX XX X XX XX -

X X X X -

X XX XX X XX X XX X XX XX XX XX Figure 7

Source: Pretest and Posttest

Assessment Application and Analysis Report The following figure, Figure 8, shows the percentages achieved on the pretest and posttest.
9 8 7 6 5 4 3 2 1 0 100% 90% 80% 70% 60% 50% 40% 30%

10

Pre Test Post Test

Figure 8
Source: Pretest and Posttest

The range of the scores on the pretest was from 30% to 90%. Three students scored 90%, two students scored 70%, two students scored 60%, five students scored 50%, six students scored 40%, and four students scored 30%. The range of the scores on the posttest was from 30% to 100%. Four students scored 90%, four students scored 80%, one student scored 70%, three students scored 60%, two students scored 50%, two students scored 40%, and one student scored 30%. From the results of the pretest I concluded that only three of the students had a good understanding of the concepts, scoring above 80%, while four students had somewhat of an understanding ranging between 60%-70%. That leaves a majority of the class with a poor understanding of the concept where fifteen students scored 50% or less, getting only half or less than half of the questions correct.

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The results of the posttest showed that instruction improved the test scores of the students in the class. Over half of the class, thirteen students, showed a good understanding of the concepts scoring between 80%-100%. Four students exhibited somewhat of an understanding scoring between 60%-70%. Five students remained having a poor understanding of the concepts taught, scoring at 50% or below. On the pretest, not one of the students answered question #10 incorrectly. However, only five of the students answered question #1 and #2 correctly. Question #3 was the highest missed question with only four students getting it correct. There were no trends for correct and incorrect answers on the posttest as compared to the pretest. Questions #1 and #2 were answered correctly on a much higher account. Questions #2, #7, and #8 exceeded question #3 as being the most often question missed. Question #5 became the question that not one student answered incorrectly, while question #10 had two students answer incorrectly on the posttest.

Student Comparison On the pretest, male students scored higher than female students, with the male students average of 55% of the questions answered correctly and the female students average of 46% of the questions answered correctly. Male students also scored higher than the female students on the posttest, but by a narrow margin. Male students scored and average of 75%, while female students scored an average of 74% on the posttest. Both male and female students improved their average scores on the posttest. Female student improvement was greater than male student improvement.

Assessment Application and Analysis Report The following figure, Figure 9, shows the comparisons of the male and female average scores on both the pretest and the posttest.

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Female

Post Test Pre Test

Male

0%

10%

20%

30%

40%

50%

60%

70%

80%

Figure 9

I wanted to assess the results of the students with exceptionalities to the results of the class as a whole to analyze if their exceptionalities were an indicator of the results that would be achieved. The average scores based on exceptionalities as compared to the whole class are reflected in the figure below, Figure 9. The whole class average was 51%. Student with ADHD scored 30%, and the average score of ELL students was 54%. Students with an IEP could not be compared because names of these students were not disclosed. The student with ADHD scored considerably lower than the rest of the class in both the pretest and posttest. The ELLs scored lower than the rest of the class on the posttest, however they scored higher than the rest of the class on the pretest.

Assessment Application and Analysis Report

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Whole Class

ELL

Post Test Pre Test

ADHD

0%

10%

20%

30%

40%

50%

60%

70%

80%

Figure 10
Source: Pretest and Posttest

Students Analyzed I chose to analyze students based on gender and exceptionality. Student 2 is a male ELL student with a WIDA level 4. Student 14 is a non-exceptional female. Student 22 is a male with ADHD. I wanted to analyze the difference of test scores from these varying types of students to see if their exceptionalities or lack of would be a reflection of their test scores, either scoring higher or lower than average. The following figure, Figure 11, shows the questions missed by each student analyzed on the pretest as represented by a red X, and the posttest as represented by a blue X.

Student # M/F

Q1 X XX

Q2 X XX

Q3 X XX

Q4

Q5 X

Q6 X X X

Q7 X X

Q8 X XX

Q9

Q10

2M 14 F 22 M

XX Figure 11

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Student 2, an ELL student, scored among the highest in the class. He only missed one question on the pretest scoring a 90%. He scored noticeably higher than the class average of 51%. On the posttest, this student scored a 100%. In this case, his being an ELL has no negative effect on his learning and knowledge of the material tested. Student 14, the female student without an exceptionality scored a 40% on the pretest, missing 6 questions. Her score is below the average of the class. Although she doesnt have an exceptionality to question, her results showed definite need to learn the material and gain a better understanding on what was tested. This students posttest score showed vast improvement, scoring a 90%. The concepts were learned during teaching between the pretest and the posttest. Student 22, a male student with ADHD scored among the lowest in the class, missing seven questions and scoring a 30% on the pretest. He scored 20% points lower than the class average. This students posttest scores did not show much improvement as he scored a 40%. His exceptionality may be a partial cause of this low scoring.

Synthesis Upon analyzing the results from the pretest, it is apparent that many of the students in the class did not have a good understanding of the topic that was tested. This is most likely because of the fact that this was a pretest, and much of the material tested could be new material that has not been taught previous to the administration of the test. It appears as if the students do not have a problem understanding visuals of fractions if shown in a circle format and this may have been a good point to base learning from to begin instruction when teaching the concepts in Topic 17. Because the class average was so low on the pretest it was important to make sure clear, explicit teaching

Assessment Application and Analysis Report was done during instruction for these fraction concepts. The great improvement in the

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posttest scores shows that this took place. Once the concepts were taught, the students test scores went up considerably. Although the class average test score improved greatly from the pretest to the posttest, there were still some questions that the majority of the class missed. Questions #2, #8, and #9 would be concepts that need to be revisited to make sure that the class fully understands these. Counting on with fractions, story problems with fractions, and representing fractions with a shaded picture represent these concepts. In order to better teach these topics I would like to use manipulatives or drawings to help make story problems more clear and also in counting on with fractions. By continuing practice with pictures to show the fraction represented in a shaded figure will also help students learn this concept better. Because fractions can be a topic of discouragement to many students, it will be necessary to be certain the students completely understand the concepts before moving on the new material so discouragement can be minimized. The ELL students didnt score concernedly lower than the class average, in fact their scores were higher. Therefore, I dont think that this is a factor in the results. It will be important to make sure the ADHD student can stay focused during instruction. His low scores indicates a poor knowledge of the material and he will need to be on task in order to gain the knowledge that he needs to gain an understanding of these fractions. The fact that this test was a pretest may have contributed to the testing environment being not as serious during the pretest as it was during the posttest. Students perhaps dont try as hard to work out problems to gain the correct answers, and guessing may occur knowing that they may not be expected to know the material yet. In the

Assessment Application and Analysis Report posttest, students were encouraged to take the test seriously and do their best, making sure to take their time and work out each problem. Student 2 scored very well on the pretest, only missing one question. It was important for him to be taught the concept of question 6 and then also reiterating

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concepts of the rest of the test so his test score remained high, on the posttest. His perfect score of 100% proved that this did indeed take place. The testing environment did not seem to affect his test taking. He was confident in his skills and did not seem to be nervous or let anxiety get in the way of his excellence in the test. Student 14 missed over half of the questions on the pretest. The testing environment most likely was not a factor of her poor performance on the test. Rather, it most likely was due to the lack of knowledge of the concepts that were being tested. This was confirmed in the results from the posttest. Her great improvement in her score going from a 40% to a 90% proves that instruction on the fractions concepts increased her skills in this category. The only question that she missed on the posttest was question #8, counting on with fractions. It is important that this concept be fully taught to this student. Using manipulatives and drawings or pictures during instruction would be a great way to help her master this concept. Student 22 missed the highest amount of questions on the test, scoring only three correct answers on the pretest and four correct answers on the posttest. Testing environment may be a factor for his ADHD traits, and it may be better for him to not test right next to other students, as this may be a distraction for him. He clearly does not have an understanding of what was being tested and it will be very important to re-teach the concepts to him. It may be necessary to teach this student in a one on one environment

Assessment Application and Analysis Report so careful attention can be made to his attention levels during instruction. Monitoring

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this student closely to realize if he understands these concepts will be necessary. Using hands on training with the use of manipulatives may be most effective for this student to help keep his attention. It will most likely be necessary to explicitly re-teach each concept, in a gradual progression, in order to ensure mastery of these concepts of fractions.

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Assessment Ms. Jones third grade class was the subject for the second assessment that I administered. The assessment was a periodic assessment in language from the Treasures Program. I was the administrator of the assessment. It was given on March 20, 2013 at 11:20am. On the day prior to the assessment, students were given the opportunity to read through a story called Wilburs Boast. This story was the subject matter for the assessment. While reading the story, students were told to pay attention to the details of the story, especially Wilburs feelings about living on the farm. In the passage, students explore a day in the life of Wilbur, a pig on a farm, and his friend, Charlotte, a spider, along with a few other farm animals. The assessment will assess their comprehension of the story through nine multiple-choice questions, and their ability to give evidence to back up their opinion about certain parts of the story as they dictate it in a paragraph. On the day of the assessment, folders were put up around each student to create a private testing experience. Students were passed out the assessment and given five minutes to read through the questions and get started on the test, pulling from their memory of the reading on the prior day. After five minutes had expired, I took the time to review the story being tested with the students as I read each page aloud, giving the students the opportunity to find answers to the questions as I read. Ms. Jones gave students two different options for a beginning sentence for the paragraph they would write to conclude the assessment. The atmosphere of the class was not too tense, yet it

Assessment Application and Analysis Report was a bit noisy at times, and I had to remind students that this was a test and no talking should be taking place.

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The three students that I would be analyzing for this assessment all took the test very differently. One student rushed through the test, not being distracted by anything or any students around him. One student took his time, wanting to be sure that he was giving his best effort to not answering any questions incorrectly. He did talk to the student next to him, and talking and other students around him were distracting to him. The third student took a long time to take the test and also got distracted easily by anything that was going on around him. I saw him on more than one occasion look around his folder divider to look at the test of the students surrounding him.

Analysis Treasures Program: Wilburs Boast Assessment Analysis of Questions

Question 1 Name the setting of the story Question 2 Reasoning - where does a pig get his food Question 3 Comparin g story to outside world Question 4 Know who a character in the story is Question 5 Order of eventsCause and Effect Question6 Knowledg e of facts in storySpiders use webs to catch food Question 7 Vocabulary meaninginterrupted Question8 Vocabular y meaningseized Question9 Vocabular y meaningrebuild Question1 0 Paragraph writinganswer question by supporting answer with examples from the story

See appendix A for the actual assessment.

Figure 12

The results for the assessment were as follows: nine students missed no questions, seven students missed one question, three students missed two questions, two students missed two questions, and one students missed six questions. The following figure, Figure 13, depicts these results.

Assessment Application and Analysis Report

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Student Results
10 9 8 7 6 5 4 3 2 1 0 Missed 0 Missed 1 Missed 2 Missed 3 Missed 4 Missed 5 Missed 6 Student Results

Figure 13 The following figure, Figure 14, shows the problems that each student missed as indicated by a red X. Student 23 was absent and did not take the test. The number in column 10 indicates the amount of points earned for the paragraph out of a total of 3 possible.
Student # M/F
1F 2M 3F 4M 5M 6F 7F 8F 9M 10F 11F 12F 13F 14M 15M 16M 17M 18F 19M 20M 21M 22F 23M

Q1

Q2

Q3
X X

Q4

Q5

Q6

Q7

Q8

Q9

Q10
3 3 3 1 3 1 3 3 3 3 3 1 3 3 3 2 2 2 2 3 3 3 -

X X

X X X X X X X X

Figure 14

Assessment Application and Analysis Report The following figure, Figure 15, shows the percentages achieved on the assessment.

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Student Percentages
10 9 8 7 6 5 4 3 2 1 0 100% 92% 83% 75% 50% Student Percentages

Figure 15
Source: Wilburs Boast Assessment

The range of the scores on the assessment was from 50%-100%. Nine students scored 100%, seven students scored 92%, three students scored 83%, two students scored 75%, and one student scored 50%. From the results of the assessment I concluded that the majority of the class, or nineteen students, had a good understanding of the questions asked about the passage and their comprehension of the reading was adequate, scoring above 80%. There were only three students that scored below 80%. Two of these students still had a reasonable score of 75%, while one student scored poorly missing half of the questions and scoring 50%. The highest missed question on the assessment was question #3. Six students missed this question. Question #2, #4, and #5 were each answered incorrectly by two

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students. Question #6 and question #8 were each missed by one student. Every student in the class answered questions #1, #7, and #9 correctly. Fifteen of the students scored the highest possible points of 3 for the paragraph writing. Four students scored 2, and three of the students scored 1 on the paragraph writing.

Student Comparison When comparing the eleven female and eleven male students in the class, the averages are very similar, with the females missing an average of 1.3 questions and the males missing an average of 1 question. This makes the average female score 89% compared to the average male score of 92%. The average score for both male and female is very desirable. The following figure, Figure 16, shows the comparisons of the male and female average scores on the assessment.

Assessment Application and Analysis Report

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Gender Comparisons

Male

Gender Comparisons

Female

87%

88%

89%

90%

91%

92%

93%

Figure 16
Source: Wilburs Boast Assessment

I wanted to compare the results of the students with exceptionalities to the results of the class as a whole to analyze if their exceptionalities were an indicator of the results that would be achieved. The whole class average was 91%. Student with ADHD scored 100%, and the average score of ELL students was 82%. Students with an IEP could not be compared because names of these students were not disclosed. The student with ADHD scored a perfect score, above the class average by nine percentage points. The ELLs scored lower than the rest of the class by nine percentage points. The average scores based on exceptionalities as compared to the whole class are reflected in the figure below, Figure 17.

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Average Scores
ADHD

ELLs

Average Scores

Whole Class

0%

20%

40%

60%

80%

100%

120%

Figure 17 Students Analyzed I chose to analyze students based on their documented ability levels and ELL status. Student 4 is a male ELL student with a WIDA level 3 and reading is not a strength for him. Student 16 is a male accelerated learner. Student 14 is a male that struggles with reading. I wanted to analyze the difference of test scores from these varying types of students to see if their exceptionalities would be a reflection of their test scores, either scoring higher or lower than average. The following figure, Figure 18, shows the questions missed by each student analyzed by a red X indicating a missed question. The number score is the score, represented under question 10 is for the paragraph out of a total of 3 points possible.
Student# M/F

Q1

Q2

Q3
X X

Q4
X

Q5
X

Q6

Q7

Q8
X

Q9

Q10
1 3 2

4M 15M 16M

Figure 18

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Student 4, the male ELL student with a weakness in reading, scored the lowest in the class, missing six questions, and earning a 50%. This is 41% lower than the class average. Four of the questions were missed in the multiple-choice questions, while two were missed in the paragraph writing. Student 15, the male student that struggles in reading, missed only one question, a multiple-choice question, scoring a 92%. Student 16, the male accelerated student also only missed one question. This question was in the paragraph writing. Synthesis Upon analyzing the results from the assessment of Wilburs Boast, I concluded that the majority of the class has a good ability to read and comprehend passages and answer questions about what has been read. The question missed the most related fiction from the story to reality of the world in which we live. This would be something I, as a teacher would work on with my students. I would help them be able to relate fictional happenings to real life experiences by offering them many examples of these instances and showing students how they can relate. The majority of students were able to produce a well-written paragraph with examples from the story as evidence for their reasoning. However there were enough students that did not meet expectations for this, that I would like to review this once again with this group of students. Often students missed points on the paragraph because they did not give enough examples to get full credit, and simply restated one of their examples in new words. It will be important for me to help the students realize that this isnt acceptable and in the future they need to turn to the story to find sufficient supporting

Assessment Application and Analysis Report evidence. In order to model this, I would start with the passage that was assessed,

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Wilburs Boast, and help students review this and find the appropriate amount of support for their opening sentence. From there, we can turn to other stories and practice this same concept, always remembering to thoroughly read and reread the passage until answers are discovered. Reminding students to thoroughly read and reread will also help them to find all correct answers for the multiple choice questions as well. The classroom environment did not seem to be a factor in the outcome of the assessment that was administered. However, in the future, I feel that it is important for students to understand that during an assessment there should be absolutely no talking allowed. I will make sure my expectations of this are clear and set forth with consequences for students who do not comply. Hopefully this will motivate the students to create a completely quiet atmosphere when assessments are being administered. Student 4, scoring the lowest in the entire class, scoring a 50%, definitely needs to make improvements in his reading and comprehension in order to be at a preferable level. This is going to take some intense one on one instruction. I would like to work with him singly and listen to his reading and have him talk about what he has read so I can assess his comprehension ability. It will be important for me to know if there is a language barrier that is limiting his ability to understand what he reads, or if it is rather just an overall comprehension problem. Encouraging the student to read by offering him extra incentives may be helpful in getting him to read more books, which will better his reading ability. I will need to make sure that text that he is reading is on his level so discouragement does not keep him from succeeding, and then to continue to increase his reading level. Also, continued

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practice with vocabulary and word meanings will undoubtedly be helpful in making sure that this ELL student understands the text that he is reading. In the future, Student 4 may benefit from a different testing environment where he is tested on his own, and questions are read to him. This would most likely benefit him, at least until his reading levels increase. This would also lessen any distractions of other students talking or his desire to look at other students tests for answers. I feel as if Student 15 would benefit greatly from many of the same teaching strategies as Student 4. Although he is not an ELL, his lower reading ability has me inclined to practice one on one with phonics, fluency, and comprehension strategies, and also offer him incentives to increase his at home reading, which in turn will increase his reading ability. His high assessment result of 92% did not prove to be dissatisfactory, however, this student took a long time to complete the assessment. Improved reading ability would increase speed in reading and comprehension, and would benefit this student when timed tests are implemented. Student 16, the accelerated learner also had acceptable assessment results, scoring 92%. His perfect score on the multiple-choice portion of the assessment proved great comprehension of what he read. When it came to the paragraph writing, where he missed one point, it was clear that he simply did not take the time that was needed to produce sufficient support for his answer. I am certain that he is capable of doing so. This means that as his teacher, I will need to review test taking practices with this student, reminding him to always take his time and be sure to let rushing through the assessment keep him from earning the highest score that he is capable of scoring.

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Assessment The final assessment that was administered for my analysis was also done in Ms. Joness third grade class at East Elementary. It was a periodic assessment testing math skills in the Growing With Math Program, Topic 18. Students had been previously taught the material that they would be tested on by their teacher Ms. Jones, and Miss Stout administered the assessment. The test was a multiple choice test, and students were instructed to take their time, work through the answer, and selecting the correct choice, being sure not to simply guess. In their recent learning in math, the students had been learning about time, specifically how to tell time on an analog clock, showing elapsed time, on a clock and a calendar, and reading a timeline. The assessment would test the students knowledge on these concepts. During the administration of the assessment, each student had a folder divider that they put up around themselves, at their desks, in order to block the view of other students and lessen distractions around them. The test was taken at 9:15am, shortly after arriving at school on March 20, 2013. The students were very quiet during the assessment and were focused on their test taking. Each student had their own copy of the assessment at their desk that they were to record their answers on, and a copy of the test was also projected on the board for the whole class to see. The entire class of twenty-three was given the test at the same time. However, there were two students absent on the day of the assessment whose results are not included in this report.

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The following figure, Figure 19, shows and analysis of each of the questions that was included in the multiple choice, ten question test with three answers to choose from for each question. A copy of the assessment is attached as Appendix B. Students tests were not available. Growing With Math Assessment Analysis Topic 18
Question1 Question2 Qusetion3 Question4 Question5 Question6 Question7 Question8 Question9 Question10

Ability to tell time on an analog clock

Ability to tell time on an analog clock

Show time elapsed on analog clock

Show elapsed time on an analog clock

Use a timeline to show a date

Use a timeline to show number of years passed

Story problem using time

Show time started and stopped on an analog clock

Show time ended using time stated and elapsed time

Calculate days passed using calendar start and end dates

Figure 19

The results of the test were as follows: six students missed no questions, three students missed one question, two students missed two questions, three students missed three questions, five students missed four questions, and one student missed five questions. The following figure, Figure 20, depicts these results.

Assessment Application and Analysis Report

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Student Results
7 6 5 4 3 2 1 0 Missed 0 Missed 1 Missed 2 Missed 3 Missed 4 Missed 5 Student Results

Figure 20
Source: Topic 18 Assessment

The following figure, Figure 21, shows the questions that each student missed, as indicated by a red X. Student 16 and Student 17 were absent and did not take the test.

Growing with Math Topic 18 Test

Name M/F Student 1 M Student2 M Student 3 M Student 4 M Student 5 F Student 6 M Student 7 F Student 8 M Student 9 M

Male/Fe male

N u m b e r

1 O O O O O O O O O

2 O O O O O O O O O

3 O X O O O O X X X

Correct: O Incorrect: X Absent: 4 5 O O O X O O X O O O O O O O O O O X

6 O O O X O O O O O

7 O O O O O O X O O

8 O O O O O O O O O

9 O X O X O O X O X

1 ) O 0 O O X O O O O O

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Student 10 F Student 11 F Student 12 M Student 13 M Student 14 M Student 15 F Student 16 F Student 17 F Student 18 M Student 19 F Student 20 F Student 21 M Student 22 F Student 23 F O O O O O O O O O O O O O O O O O O O O O O O O X X X O X X O X O O X O O O X O O O X X O X X O O O O O O X O O O O O O X O O O O O O O O O O O X X X O O O X X O O O O O O O O O O O O O O O O X X X O O O X X O O O O O X X O O O X O O O O O

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Figure 21
Source: Topic 18 Assessment

The following figure, Figure 21, shows the percentages that each student received on the test.

Student Percentages
7 6 5 4 3 2 1 0 100% 90% 80% 70% 60% 50% Student Percentages

Figure 21
Source: Topic 18 Assessment

Assessment Application and Analysis Report The range of the scores on the assessment was from 50%-100%. Six students

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scored 100%, three students scored 90%, two students scored 80%, three students scored 70%, and one student scored 50%. From the results of the assessment I concluded that half of the class, or eleven students, had a good understanding of the topic being assessed, scoring at 80% or above. Nine students scored below 80%. The highest missed question on the assessment was question #3. Eleven students missed this question. The next highest question missed was question #9 having nine students miss this problem. Question #4, and #7 were each answered incorrectly by six students. Four students missed question #10, and three students incorrectly answered question #5. Two students missed question #6. Every student in the class answered questions #1, #2, and #8 correctly.

Student Comparison When comparing the ten female and eleven male students that took the assessment, the averages are similar. The female average score is 77% and the male average score is 84%. The average score for both male and female is desirable. The following figure, Figure 22, shows the comparisons of the male and female average scores on the assessment.

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Gender Comparisons

Male

Gender Comparisons

Female

72%

74%

76%

78%

80%

82%

84%

86%

Figure 22
Source: Topic 18 Assessment

I wanted to compare the results of the students with exceptionalities to the results of the class as a whole to analyze if their exceptionalities were an indicator of the results that would be achieved. The whole class average was 80%. Student with ADHD scored 60%, and the average score of ELL students was 82%. Students with an IEP could not be compared because names of these students were not disclosed. The student with ADHD scored considerably lower than the class average, scoring below the class average by twenty percentage points. The ELLs scored higher than the rest of the class by two percentage points. The average scores based on exceptionalities as compared to the whole class are reflected in the figure below, Figure 23.

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Average Scores
ADHD

ELLs

Average Scores

Whole Class

0%

20%

40%

60%

80%

100%

Figure 23
Source: Topic 18 Assessment

Students Analyzed I chose to analyze students based on their exceptionalities and ELL status. Student 4 is a male student with ADHD. Student 10 is a female and an advanced learner. Student 24 is an ELL with a WIDA level 5. I wanted to analyze the difference of test scores from these varying types of students to see if their exceptionalities would be a reflection of their test scores, either scoring higher or lower than average. The following figure, Figure 24, shows the questions missed by each student analyzed by a red X indicating a missed question.
#M/F 4M 10F 24F X Q1 Q2 Q3 Q4 X Q5 Q6 X X X Q7 Q8 Q9 X X Q10 X

Figure 24
Source: Topic 18 Assessment

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Student 24, an ELL student, scored perfectly on the assessment, being one of six students to not miss one question and score 100%. She scored noticeably higher than the class average of 80%. In this case, her being an ELL has no negative effect on her learning and knowledge of the material tested. Student 10, the female student that is an advanced learner, scored in the lower half of the class, missing four questions, earning a 60%. Her score is below the average of the class. This lower score is unusual for this student. Student 4, a male student with ADHD scored among the lowest in the class, missing four questions and scoring a 60%. He scored 20% points lower than the class average. His exceptionality may be a partial cause of this low scoring.

Synthesis The results from Growing with Math Topic 18 Assessment showed the class average to be desirable at 80%. However, the average may be misleading because when you look at the actual results, the students seemed to either understand the concepts completely, scoring 100% or not very well at all, scoring at 60% or below. About one third of the class had a general understanding of the concepts taught, scoring in the mid range of 70-80%. There seems to be no problem for any student telling time on an analog clock, but when it comes to calculating time elapsed, the majority of the class begins to struggle. As a teacher, it would be very important for me to make sure that my students fully understand this concept before moving on to the next topic.

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In order to make sure all students understand the concept of showing time elapsed on a clock and working it out in story problems, more instruction in this area will be needed. I can elicit the strengths of students that understand this concept and group students together to get small group instruction in this area. It will be necessary to use actual models of clocks to demonstrate the concept of time changing. Hopefully as they see the hands moving they can count the hours and minutes and begin to grasp the concepts. The same care will be given using a calendar to show days elapsed, hoping that with the use of visuals students will be better able to produce correct answers. When taking the test in the future, I would like students to be more aware of their own answers before going to the multiple choice answer and choosing one. I will instruct students to work out the problem on their own, first, and then compare their answer to the answers given. This may help eliminate any guessing that may have occurred. As the original test was administered to the class in a quiet environment, I dont feel like any improvements could be made in the future creating a better test-taking atmosphere. However, there is a possibility that the test being magnified on the board for the whole class to see could possibly be a distraction, giving students a reason to look elsewhere besides their own paper. In the future, I may want to only offer the test to students on their own paper in front of them. Student 24s perfect score on the assessment indicates that she is fully informed on Topic 18. Her quiet demeanor most likely benefitted from the quietness that was present during the taking of the test. Since no improvements need to be made with this student concerning time telling and elapsing, she would be a great candidate to help lead another group of students in peer tutoring in this area.

Assessment Application and Analysis Report Student 10, who is also a quiet student, would most likely have felt very

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comfortable taking this assessment in the quiet atmosphere in which it was administered. Her lower score of 60% concerns me though, and it is very uncharacteristic of this advanced learner. In order to determine the reasoning for her failure to understand more of the concepts in Topic 18 like she usually does, I would like to sit one on one with this student and watch her work out her problems. From here I could see where her mistakes are being made and clearer instruction can be given. The use of clocks and calendars will be a benefit to this student as I attempt to reteach her the concepts that she is missing. Student 4, the student with ADHD, may be a student who does not do well in a quiet test-taking atmosphere. Although he does get distracted easily by other students, it is likely that extreme quiet can be distracting as well because then it gives him the chance to hear things that are going on outside, or will cause him to be on edge due to lack of something to let his mind go to. The outcome of his assessment showed that he needs some further instruction in time elapsed on a clock and a calendar. My future teaching strategy for him would be similar to that of Student 10, using actual manipulative clocks and calendars to help him to see and count the time. He would also benefit from the small group instruction that will help to be able to pin point his weaknesses in this topic. In the future, I would like to let him use a manipulative clock while he takes his test. This may help keep his mind on the task at hand, rather than wandering to other areas. It is my hope that these methods will improve future test scores.

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Self Reflection This application and analysis report has been a very large project that has taken place over the last few months. Much time and thought went into each aspect of this report, starting with selecting the assessments that would be analyzed and each student that would be further analyzed for each assessment. The assessments that I chose tested the students in math and language, and it was good to see the different results that each student had in the different topic areas. The results from each assessment at times did surprise me, somewhat knowing the students and their typical behaviors and work outcomes regularly. It was good to be able to compare different groups within the class to the whole class and see the similarities and differences between them. Students with exceptionalities, namely one student with attention deficit disorder, produced surprising results on the language test, scoring a perfect score. The English Language Learners also surprised me very much, as their average scores almost always were higher than the average of the class. Another surprise that I got was when one of the advanced learners scored among the very lowest in the class on one of the assessments. For one of my assessments I had the opportunity to analyze a pretest and a posttest for a math topic. This was a great opportunity to see that growth that can take place when adequate instruction is given and students are attentive and receptive to it. Many students who scored very poorly on the pretest scored very highly on the posttest, dramatically improving their scores. On the other hand, some of the students who only missed one question on the pretest missed the same question on the posttest. This bothered me to realize that instruction did not teach the concept that was lacking in the beginning. I found if interesting to reflect on the atmosphere during the test taking. Before this, I didnt ever really think about it having a large impact on the results of the test. From my conclusions, it seems that some students are not affected greatly by this, but many students test taking abilities are altered depending on the environment that the test is administered. Although this was a trying project, the wealth of knowledge that I gained from it, will definitely make me a more qualified professional. I will use this to help guide me as I prepare and analyze assessments for and of my future students in hope that it will benefit them greatly as I take into account the many factors that produce results, both poor and great, in assessment taking.