Brett Jankouskas Assessment Characteristics:

Teacher Work Sample #6

April 11th, 2014

The pre-assessment and post-assessment quiz can be found in figure 3 on page X. This quiz consists of an addition fraction equation and a subtraction fraction equation. There are also two shortanswer, definition based questions on two vocabulary words that we will use throughout the week (like fraction and unit fraction). This assessment is appropriate not only with the standards addressed in Common Core (4.NF.3), but also with the students development and cognitive levels. These two assessments will be scored as a quiz which is one hundred points, but weighted as thirty percent of one hundred. The pre-assessment will not be recorded as a grade, but handed back to the students to correct over the next two lessons. The results will be recorded by the number of questions the student answered correctly (0-4). The post-assessment will be recorded as a quiz grade. Each question is worth twenty-five of the total one hundred, then weighted as thirty percent. The during-assessment will be performed each day in the form of teacher observations. This will be informal note taking by the instructor on what material students seem to be having difficulty with (Figure 4 page X). Students will not receive a grade for this, not even participation. This is mainly for the teacher gauging the students understanding. I will score the students on a table on what level their understanding seems to be (1, 2, or 3; a 3 being on par for mastery). I will do this each day and compare the results after the lesson. For any subject matter that students are struggling with, extra instruction or personalized instruction will be given when appropriate. For example is the entire class is struggling I will play the songs provided by the McGraw-Hill connect website and provide each student with a copy of the lyrics to follow allow. If a single student or a small group of students are having difficulty then I will assist them in a more individualized manner, such as; bring them to the back table with manipulates and white boards for personal instruction. I chose an informal during-assessment because students may not grasp the material until the last lesson, this would then be inappropriate or unfair to them if graded during the second lesson, or halfway through the lessons.

Assessment Results Table and Graph: pre 1 2 3 4 5 6 7 8 9 10 11 0 0 1 2 0 0 0 1 1 1 1 post 2 2 3 2 1 2 3 4 3 4 3 improvement 2 2 2 0 1 2 3 3 2 3 2 1

Brett Jankouskas

Teacher Work Sample #6

April 11th, 2014

12 13 14 15 16 17 18 19 20 21 22 23

0 2 1 2 1 0 1 0 0 0 0 1

1 3 1 3 4 3 2 2 2 2 1 2

1 1 0 1 3 3 1 2 2 2 1 1

The table above represents the scores each student received on their pre-assessment, their postassessment, and then what their improvement was between the two. The yellow boxes are neutral scores, the red boxes are labeled as low scores, and the green boxes represent above average scores.
4.5 4 4 3.5 3 3 2.5 2 2 1.5 1 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 1 1 1 2 2 2 2 2 2 2 2 Series1 Series2 3 3 3 3 3 3 4 4

Pre-Assessment: Mean: .65 out of 4 Median: 1 Mode: 0 Range: 2

Post-Assessment: 2

Brett Jankouskas Mean: 2.4 out of 4 Median: 2 Mode: 2 Range: 3

Teacher Work Sample #6

April 11th, 2014

This graph represents the table above in a linear and more visual format, where the dark blue columns represent the pre-assessment scores for each student and the light blue represents the students post assessment scores. It shows that no student scored a zero on the post-assessment which is very good. Unfortunately, there are still thirteen students are still below an average grade of a C even after the subject matter was taught. These are represented by the ones and twos of the light blue bars. Analyzing Data to Explain Student Progress: The class as a whole did average. About half of the students understood the material without having it repeated or extra instruction provided (fourth lesson). A very positive outcome is that only two students did not improve from their pre-assessment to the post-assessment, meaning twenty-one students improved after the instruction was given. The other side would be that negatively; only three students scored a perfect four on the post-assessment. This left seven students to score what is labeled an average grade of a three or 75%. The students who scored either a two or below on their post-assessments were also students I noted as either not on task 100% of the time or they were students who did not fully contribute to their group collaborations and activities. These students have clearly not met the stated objective as it reads, however; this being the introduction to unit-fractions, like-fractions, and fractions in equations; I think that after future lessons the students understanding of fractions and their potential will increase. The students had not even added a fraction before the start of this mini-unit and therefore I do not think this post-assessment is a perfect measure of their understanding of fractions. As a result I think that as the instructor I must engage these students more, and expect more from them in return. I allowed myself to let the same students answer question, ask questions, and take part in the discussions. If taught again, and for future subject matter I think that creating an environment that promotes whole class discussion will prove more fruitful in post-assessment date or mastery level of material understanding. Another issue is the post-assessment consisting of both problem solving using adding and subtracting, as well as vocabulary definitions or examples. Many students struggled with simplifying the fractions and explaining a unit-fraction and a like-fraction. For future lessons I will provide an assessment that mirrors the way I taught the material. I at no point had the students write a definition of either of the two vocabulary words, and I could add more simplifying of the fractions once the operation is complete.

Low, Middle, and High Students: The low student I chose is student number seven. This student is currently performing a year and a half below grade level. She struggles with every subject, but when given personalized individual instruction effort is shown on her part. This student rarely has any homework done from the previous day, and keeps her desk very disorganized. I have worked with this student throughout the semester one on one as part of my diagnostic and prescriptive reading group. This student only has started to put forth 3

Brett Jankouskas

Teacher Work Sample #6

April 11th, 2014

effort in whole class discussions (especially reading word problems, not knowing the answer). During the course of this three day mini-unit I gave this student individual instruction two times. This was because was lost on the first day and a little on the second day of learning the material. Because of this personal instruction she was able to jump from knowing zero questions to knowing three. It is clear from her postassessment that she was still not 100% accurate with the subject knowledge, but gained a three out of four or 75% on the post-assessment quiz. My middle student is student number three. This student usually gets average or below average grades. An earned grade of a B is very good for this student because normally this student receives a C or D. This student is not very talkative in class, but usually has her homework from the previous day completed. This student scored a one on the pre-assessment and a three on the post-assessment. This gain was normal for the student because his average grade would be predicted at a three out of four after learning the material. My high achieving student is student number fifteen. This student is very outgoing during class, especially discussions. This student is in the GATAS program at Lakeview and is the strongest math student in the class. This student is almost always on task, and is only distracted if sitting near his best friend. This student scored a two on the pre-assessment and a perfect on the post-assessment. This student had his homework completed each morning from the previous and was very present in class group work collaborations.

Why Three Students? I think that looking at three students where one is a low performer, one is an average performer, and the third is a high performer can give the instructor a pretty accurate dynamic of the class. For example if an assessment is completed and not even the high performing student is able to achieve an average score, then I think the instructor taught it in a way that was not conducive to their students. If the low performing student earns a perfect score along with every other student, the instructor knows that either everyone cheated or whatever instructional strategies they used worked wonders. Looking at three diverse student achievers gives benchmarks of where you can predict each student to score, it gives the instructor a base point to create reasonable goals for students, and shows student progress. It is basically a case study of the three students. If something worked, then the instructor has the information to know and understand that, then repeat it for the next topic. Looking at pre-assessment and post-assessment data is all about improving as instructors and learning how to teach the students in your class more productively. This profession is all about the students and the perfect environment cannot be achieved unless you practice-adapt-practice-adapt as a teacher. Everyone is always learning as a teacher we must learn from our students in order to teach our students.

Brett Jankouskas Student Work: Low student pre-assessment:

Teacher Work Sample #6

April 11th, 2014

Low student post-assessment:

Brett Jankouskas Average student pre-assessment:

Teacher Work Sample #6

April 11th, 2014

Average student post-assessment:

Brett Jankouskas High student pre-assessment:

Teacher Work Sample #6

April 11th, 2014

High student post-assessment: