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Christine Cooklin
March 4, 2014
Assessment Project- Midterm Submission
ELED 3420
There are 12 (48%) boys and 13 (52%) girls in
the classroom of 25 students.
Source: Observation
ESL 1 Non-ESL
2
There are 11SLstudents in class, that is 44%
of the class. There are 14 native English
speakers in the class, that is 56%.
Source: Classroom teacher- Ms. PhilliDs
Ages
20%
80%
9 io
There are 3 gifted students in the class. That is
12% of the students.
Source: Classroom teacher-Ms. Phillips
There are five students in the class that are 9
(20%) and twenty students that are 10 (80%).
Source: Student Interest Inventory
T IW
\
Boys Vs. GIrls
4x
Classroom Demographics
3tcyd
Lcrnucq
(Et. Studnets
lS
S
\-
56%
44%
Boys Girls
Gifted Studnets
Gifted Students Non-Gifted
Speech IEP
Non-IEP
S4
with IEP
12%
8%
Free or reduced lunches
20%
80%
Free or reduced lunch Non-free or reduced lunch
There are 3 (12%) students in the class with an IEP in
speech and 2 (8%) with an IEP for a learning disability.
Source: Classroom teacher- Ms. Phillips
Behavior Problem Non-Behavior Problem
There are 2 students or 10% of students in the
class that have behavior problems.
Source: Observation
80% of the class has free or reduced lunches.
This is about 20 of the 25 students.
Source: Classroom teacher- Ms. Phillips
Caucassion Hispanic
There are 16 caucasian students (64%) and 9
hispanic students (36%) in the class.
Source: Observation
Learnning Disability IEP
Behavior Students
Ethinicity
10%
90%
36%
64%
c.. ScoY!
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pS
The assessment is a math benchmark te I will teach stude ts to take this kind of test by
explaining that it is a multiple choice test. I will tell them that there are tout options for them to
choose from: A,B,C,D, and only one of the choices is the correct answer. I will teach them to
read the problem carefully first then eliminate the answers that are definitely not correct. Then to
solve the problem and choose the correct answer. It they are having difficultly on a specific
problem I would advise them to move on and come back to that problem at the end.
The students learr about math concepts such as basic story problems, patterns, factions,
decimals, using tables, and equations. The students have been learning these concepts for the
past couple of months and have been building and practicing them. The assessment will see if
students can solve math problems using these math skills. Specific skills the assessment tests
is using the order of operations to solve a problem with both addition and division, word
problems solved by adding fractions, words problems solved by multiplying a fraction with a
whole number, using a table to describe a pattern using an equation, looking at a picture and
naming the fraction and decimal it represents. Students were also tested on their ability to find
the output of a number when the input is given and to figure out patterns in word problems.
4. Ms. Phillips administered the test to the class on February 13, 2014 at 1:00 RM. in her
classroom at East Elementary School. Before the she administered the test she quickly revie
tAtLth
the concepts that would be on the test. The students just 6fn from recess and lunch so this
gave them a chance to calm down and get their minds ready to take the test. When the test was
administered the students were silent and they had their test taking offices up to help them stay
focused on their own papers and be less tempted to look at their neighbors paper. The students
were calm and none seemed to nervous as far as I could observe before and during the
assessment. The environment was serious because it was a test but it was still comfortable. Ms.
Phillips read the questions out loud to make sure that the students understood the question.
She told them to re-read the problem if they needed to. She told them to take their time working
the problem and then to choose the best answer. The three students I chose to focus on are
Chase, Mileydy, and Ellie. Chase is an average student that sometimes has a hard time
focusing. Before the test Chase was still hyper from lunch and talking with this buddies but once
Ms. Phillips began reviewing he calmed down and started to pay attention. He did not seem to
be nervous during the test and was working hard. Mileydy is a quiet ESL student. She came in
from lunch and took her seat after getting a drink. Ms. Phillips reading the questions out loud
seemed to really help make her feel more confident during the administration of the test. Ellie is
one of the gifted students in the class. She came in quietly from lunch and took her seat as
usual. She was calm and relaxed during the test and moved faster than the rest of the class.
U)
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4-
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0
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5. Analysis- This information comes from the test scores of the Math Benchmark Test. I have the
scores and the test questions.
Student scores out of 20
10
8
6
4
2
0
I
.--.t I
20 19 18 17 16 15 14 13 12 11 10 9
Scores
This graph shows that there are 2 students that got 19/20, there are 6 students that got 18/20, there are 2
students that got 17/20, there are 2 students that got 16/20, there are 2 students that got 15/20, there is
one student that got 14/20, there are 2 students that got 13/20, there is one student each that got 12/20
and 11/20, and 6 students got 10 out of 20. No students got a perfect score or less than 9/20.
Wrong Answers
25
23
21
20
C
2
16
14
0)
U) 13
a)
C
-o
D
4-
U)
9
0
7
5
4
2
-iii
ill
3
q
L0 2.
I
Girls
Boys
This graph shows the number of students that got each problem wrong. Numbers 2, 11, and 18 are the
problems that most students got wrong. Numbers 1,4, 8, and 17 got the lowest number of students wrong.
Not one student got number 12 wrong.
Boys VS Girls
Percentage
This graph shows the averages of the boys and girls. The boys averaged at 76% and the girls
averaged at 70%.
-J
a)
LU
C
0
z
0
-J
3 Non-ESL
ESL
080
80
00 010 020 030 040 050 060 070
ESL Studnets Average
Percentage
The ESL students in the class averaged 67% and native English speakers averaged 76%.
U)
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4-
0
I
a
G)
0)
Cu
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>
a)
0)
a)
4-
a)
a)
a-
Gifted Scores
Gifted Non-Gifted
Gifted VS Other
100
90
80
70
60
50
40
30
20
10
0
This graph compared the gifted students average scores with the other students in the
class. The gifted students averaged to about 88% and the rest of the classes average is
100
75
50
25
0
Focus
Student
This graph depicts the percentages the students I chose to focus on got on the
assessment. Ellie, the gifted student got a 95%, and Chase, the average students that
has trouble focusing in class got an 85%, and Mileydy, the ESL student got a 50%.
Wrong
Ellie
Correct
5%
95%
JQz
Wrong
Chase
Correct
15%
85%
Chase got 85% correct and 15% wrong. He got
correct. She got 95% correct. She gopurnber 2
four problems wron
wrong. Her scores are higher than th cIas_,J
wrong
This chart represents the amount that
Elli92L..
g-er2,7, 11, and 18
Wrong
Mileydy
Correct More than 80% Less than 80%
50% 50%
48/
52%
Only 48% of students got an 80% or above on
This chart represents Mileydys assessment the assessment.
scores. She got 50% correct. She got ten wrong,
numbers 2,3,5,6,7,8,9,11,14,15, 16,18,19,
20.
Synthesize- According to this analysis of information from Ms. Phillips fourth grade class at
East Elementary School from the District Math Benchmark assessment only 48% of the class
got over an 80% on the assessment. I would go back and look at the problems that the students
in the class had the hardest time with. If these problems had to do with the same concept I
would be sure to focus on the problem with the whole class. The data shows that many students
got a lot of problems wrong, so I would create small groups based on the questions the students
got wrong in order to have more of an idea of what the students are having trouble on. For the
students I chose to focus on for this assignment I would give Ellie mote challenging work, things
that will keep her interested and excited to learn. For Chase I would focus on the couple of
problems he got wrong but give him praise for what he did correct. I would do some serious
intervention for Mileydy. She only got half of the questions correct. I would read the questions
/
out loud to her and use more pictures to help her understand what the problems meant. I might/
even try to ask the questions in her native language of Spanish to see if she would understa7l
what the question was asking then.
!
Christine Cooklin
April15, 2014
Assessment Project
ELED 3420
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Classroom Demographics
These are the classroom demographics from Ms. Phillips fourth grade class at East Elementary. All of the
information came from Ms. Phillips or observation. Classroom environment: The classroom is neat and
organized. There are no windows but decorations lighten up the room. The desks are arranged in four or
five to make tables. There is a white board, Elmo, SMART board, and computer in the classroom. There
are two horseshoe shaped tables at the back of the classroom for small group instruction. There are books,
manipulative, and games available around the room.
Boys Vs. Girls
48%
52%
Boys Girls
Graph 1
There are 12 (48%) boys and 13 (52%) girls in the class of 25 students.
Source: Observation
Behavior Students
70%
90%
Behavior Problem Non-Behavior Problem
Graph 8
There are 2 students or 10% of students in the class that have behavior problems.
Source: Observation
*CRT
Scores unavailable- Classroom teacher would not release information
Ages
20%
80%
10
Graph 7
There are five students in the class that are 9 (20%) and twenty students that are 10 (80%).
Source: Student Interest Inventory
Gifted Students
12%
88%
Gifted Students Non-Gifted
Graph 6
There are 3 gifted students in the class. That is 12% of the students.
Source: Classroom teacher-Ms. Phillips
Ethinicity
36%
64%
Caucassion Hispanic
Graph 5
There are 16 caucasian students (64%) and 9 hispanic students (36%) in the class.
Source: Observation
Free or reduced lunches
20%
80%
Free or reduced lunch Non-free or reduced lunch
Graph 4
80% of the class has free or reduced lunches. This is about 20 of the 25 students.
Source: Classroom teacher- Ms. Phillips
ESL
44%
56%
ESL Non-ESL
Graph 3
There are 11 ESL students in class, that is 44% of the class. There are 74 native English
speakers in the class, that is 56%.
Source: Classroom teacher- Ms. Phillips
Students with IEP
12%
8%
Speech IEP Learnning Disability IEP
Graph 2
Non-IEP
There are 3 (12%) students in the class with an IEP in speech and 2 (8%) with an IEP
for a learning disability.
Source: Classroom teacher- Ms. Phillips
cz
SQ
ASSESSMENT ONE
Assessment Type:
The assessment is a math benchmark test fourth grade end of unit. This assessment will test
students understanding of basic math problems, patterns, factions, and other math facts. I will
teach students to take this kind of test by explaining that it is a multiple choice test. I will tell
them that there are four options for them to choose from: A,B,C,D, and only one of the choices is
the correct answer. I will teach them to read the problem carefully first then eliminate the
answers that are definitely not correct. Then to solve the problem and choose the correct answer.
If they are having difficultly on a specific problem I would advise them to move on and come
back to that problem at the end.
Assessment Purpose:
The students learn about math concepts such as basic story problems, patterns, fractions,
decimals, using tables, and equations. The students have been learning these concepts for the past
couple of months and have been building and practicing them. The assessment will see if
students can solve math problems using these math skills. Specific skills the assessment tests is
using the order of operations to solve a problem with both addition and division, word problems
solved by adding fractions, words problems solved by multiplying a fraction with a whole
number, using a table to describe a pattern using an equation, looking at a picture and naming the
fraction and decimal it represents. Students were also tested on their ability to find the output of a
number when the input is given and to figure out patterns in word problems.
Assessment Administration:
Ms. Phillips administered the test to the class on february 13, 2014 at 1:00 P.M. in her classroom
at East Elementary School. Before th she administered the test she quickly revwhecLcets
that would be on the test. The students just got back in from recess and lunch so this gave them a
chance to calm down and get their minds ready to take the test. When the test was administered
the students were silent and they had their test taking offices up to help them stay focused on
their own papers and be less tempted to look at their neighbors paper. The students were calm
and none seemed to nervous as far as I could observe before and during the assessment. The
environment was serious because it was a test but it was still comfortable. Ms. Phillips read the
questions out loud to make sure that the students understood the question. She told them to re
read the problem if they needed to. She told them to take their time working the problem and
then to choose the best answer. The three students I chose to focus on are Chase, Mileydy, and
Ellie. Chase is an average student that sometimes has a hard time focusing. Before the test Chase
was still hyper from lunch and talking with this buddies but once Ms. Phillips began reviewing
he calmed down and started to pay attention. He did not seem to be nervous during the test and
was working hard. Mileydy is a quiet ESL student. She came in from lunch and took her seat
after getting a drink. Ms. Phillips reading the questions out loud seemed to really help make her
feel more confident during the administration of the test. Ellie is one of the gifted students in the
class. She came in quietly from lunch and took her seat as usual. She was calm and relaxed
during the test and moved faster than the rest of the class.
U)
C
a)
D
4-
U)
9-
0
Analysis of Data: This information comes from the test scores of the Math Benchmark Test. I
have the scores and the test questions. All of the information came from a report of students test
scores.
Student scores out of 20
10
8
6
4
2
0
20
Scores
This graph shows that there are 2 students that got 19/20, there are 6 students that got 18/20, there
are 2 students that got 17/20, there are 2 students that got 16/20, there are 2 students that got 15/20,
there is one student that got 14/20, there are 2 students that got 13/20, there is one student each that
got 12/20 and 11/20, and 6 students got 10 out of 20. No students got a perfect score or less than
9/20.
19 18 17 16 15 14 13 12 11 10 9
Wrong Answers
25
23
21
20
18
a 16
0
I
+- 14
0
0)
0
C
0
.11
0
0
9
7
5
4
2
0
3 4 5 6 7 8
B
n #
12 13 14 15 16 17 20
This graph shows the number of students that got each problem wrong. Numbers 2, 11, and 18 are the
problems that most students got wrong. Numbers 1,4, 8, and 17 got the lowest number of students wrong. Not
one student got number 12 wrong.
Girls
I
a)
0
Boys
80
Percentage
This graph shows the average scores of the boys and girls. The boys averaged at 76% and the girls
1
averaged at 70%.
\J
Boys VS Girls
10 20 30 40 50 60 70
-J
U)
w
0
z
I
0
-J
CD
w
ESL
Non-ESL
ESL Average
80
This chart compares the scores of the ESL students in the class and the Non-ESL sfljdents
Percentage
U)
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4-
C
ci)
0
0
a)
0)
I-
ci)
>
Gifted Scores
100
90
80
70
60
50
40
30
20
10
0
Gifted Non-Gifted
Gifted VS Other
This graph compared the gifted students average scores with the other students in the class.
The gifted students averaged to about 88% and the rest of the classes average is about
68%.
More than 80% Less than 80%
Test Scores
48%
52%
Only 48% of students got an 80% or above on the assessment.
Focus Students
100
75
a)
4-
C
0
2
a)
0
25
0
This graph depicts the percentages the students I chose to focus on got on the
assessment. Ellie, the gifted student got a 95%, and Chase, the average students that has
trouble focusing in class got an 85%, and Mileydy, the ESL student got a 50%. The
class average was 76%.
Student
Focus students: I chose Ellie, Chase, and Mileydy for my focus students. These are the students I
picked because they are a diverse group. Ellie is a high level learner, Chase is an average student
in the class and Mileydy is ESL.
Wrong
Ellie
Correct
95%
This chart represents the amount that Ellie got correct. She got 95% correct. She got number
number 2 wrong. Her scores are higher than the class.
( A9J
)
.)
Ellie- Correct/Wrong
1
0 000000000000000000
J.
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question Number
This graph represents the questions Ellie got correct and wrong on the assessment. 0 represents
wrong answers and 1 represents correct answers. As depicted in the chart, Ellie got number 2
wrong.
Wrong Correct
Mileydy
30%
70%
This chart represents Mileydys assessment scores. She got 70% correct. She got ten
wrong, numbers 2,3, 5,6, 7, 8, 9, 11, 14, 15, 16, 18, 19, 20.
Mileydy- Correct! Wrong
1
0 0 0 00 0
0 0-0 0-0-0-0-0 0 0-0-0 0-0-0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question Number
This graph represents the questions Mileydy got correct and wrong. She got 14 wrong and 6
correct. 1 represents correct answers and 0 represents incorrect answers.
Wrong
Chase
Correct
15%
85%
Chase got 85% correct and 15% wrong. He got four problems wrong, numbers 2,7, 11,
and 1$ wrong.
Chase-Correct/Wrong
1
0 0000 000 000000 00
0
0 0 0 0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question Number
This graph represents the questions that Chase got correct and incorrect on the assessment. 1
represents questions correct and 0 represents questions answered incorrectly. The graph shows
that Chase got numbers 2, 7, 11, and 18 incorrect.
j C)
\
Whole Class Synthesize: Synthesi- According to this analysis of information from Ms. Phillips
fourth grade class at East Elem ntary School from the District Math Benchmark assessment only
48% of the class got over an8O/ on the assessment. This shows that the students did not
understand the content that the assessment covered very well. To solve this problem I would go
back and look at the problems that the students in the class had the hardest time with. I would use
the graphs and charts to easily see which the most missed answers are. If these problems had to
do with the same concept I would be sure to focus on the problem with the whole class. The data
shows that many students got a lot of problems wrong, so I would create small groups based on
the questions the students got wrong in order to have more of an idea of what the students are
having trouble on. There were many ESL students that got lower scores than the rest of the class.
To help these students I would pre-teach the vocabulary. The academic language of math can be
challenging for even native English speakers. I would use the students first language to help
them make connections. The gifted students did well on the assessment but I would not
differentiate on the assessment because they still struggled with a couple concepts. The
administration of the test was in a calm environment. Next time I would have reminded the
students to just do their best. I also would not have administered the assessment right after the
students got back in from recess. I would have many given them some time to rest and calm
down before administering an assessment.
iLCr_ I,((t&
focus Student Synthesis: For the students I chose to focus on for this assignment I would give
Ellie more challenging work, things that will keep her interested and excited to learn. It is
important to make sure that gified students do not become bored in school. Ellie only missed one
question on the assessment. During interventions I would also have her help the students that did
not do so well on the assessment. She would have to use language to explain how she reached
her answers helping her to remember. For Chase I would focus on the couple of problems he got
wrong but give him praise for what he did correct. Chase is a student that does not like to do
intervention so I would make sure that he knows he did well. I would go over the concept and
questions he missed on the test and make sure that he understands. I would tell him how
important it is for him to understand these concepts so that we can move on to harder things. I
would do some serious intervention for Mileydy. She got less than half of the questions correct. I
would read the questions out loud to her and use more pictures to help her understand what the
problems meant. I might even try to ask the questions in her native language of Spanish to see if
she would understand what the question was asking then. During the administration of the
assessment I would focus on the same things I did with the whole class. Reminding them to do
their best and doing it at a less distracted time for the students.
f
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f
ASSESSMENT TWO
Assessment Type:
The type of assessment was a spelling test focusing on vowel teams. The students choose from
four different spellings of the word. There are three incorrect spellings and one correct spelling.
Students must chose the correct spelling in order to get the problem right. To teach students how
to take this test I would instruct them to chose the correct spelling of the word. I would teach
them how to fill in the bubbles properly. I would also focus on eliminating the answer that is
clearly incorrect. This is a strategy that will help struggling students to narrow the correct answer
down. give them the words at the beginning of the week and ask them to study the word
independently at home for homework. I would also incorporate studying the words in center
activities during the week. I would tell them before the test to mark the spelling that is the correct
one. If they are not sure then to pick the word that looks the most correct out of the choices.
Assessment Purpose:
The purpose of this assessment is to assess students spelling abilities. This is a weekly
assessment. Students receive a list of spelling words at the beginning of the week to study and
are assessed on their knowledge of how to correctly spell words. Students are also assessed on
their ability to look at words and be able to pick out the words that are not spelled correctly and
the ones that are.
Assessment Administration:
Ms. Phillips, the classroom teacher administered this assessment on a Friday morning. The
students had just finished their center activities for the day when Ms. Phillips told them to put
everything away and it was time for the spelling test. She did not make the test seem scary or say
anything that would put extra pressure on the students. Some students seemed hesitant to take the
test but not extremely nervous or anxious. The students used test taking offices to prevent
cheating during the assessment. Students were quiet as they worked individually on the
assessment. Ms. Phillips walked around the room as the students worked on the assessment.
Some students finished very quickly and read a book while they waited for their classmates to
finish. There were no students that showed obvious signs of stress although, Ms. Phillips says
she knows that some of her students get a little test anxiety. The demeanor of Ms. Phillips before
the test probably helps the students to stay calm. She does not get stressed so the students are
more likely to stay clam as well.
U)
U)
4-
a)
0
I
U)
-Q
2
z
7
6
5
4
3
2
1
Analysis of Data: This data comes from a weekly spelling test. Twenty-two students took the
assessment. I have the scores but not the actual test papers.
Student score out of 20
0
20 19 18 17 16 15 14 13 12 11 10 9 8
Score
This graph is a representation of the scores the students got on the spelling assessment. Seven
students got a 20, five got a 19, two got an 18, three got 17, one got a 16, one student got an 11,
one got a 9 and one got an 8. No students got a 15-12 or a 10.
Wrong Answers
7
6
a)
U)
U)
0)
a)4
4-
Cl)
0
1
0
1 -Eighteen 2-domain 3-approach 4-airfare 5-compound 6-between 7-mermaid 8-defeat 9-sleepless 1 0-reveal
Number-Spelling Word
5
4
3
2
1
0
11-persuade 12-trainer
Wrong Answers (continued)
13-repeat 14-afloat 15-staircase 16-discount 1 7-beneath 18-oatmeal 19-baboon 20-inceas
Number-Spelling Word
These graphs represent the questions and the number of students who missed each one. The most
missed question is number 3- approach. The least missed were number 4-airfare and 1 8-oatmeal
with only one each.
Co
>
0
a3
U)
I...
0
I Boys I Girls
This graph represents the averages of both the girls and the boys who took the assessment. The
girls got $6.5% and the boys got an average of 83%. Ten girls took the test and twelve boys took
it.
87
Boys VS Girls
83 84
Average Percentage
85 86
90
85
4-
a)
80
a)
ESL Average VS Non-ESL Average
This graph depicted the average scores of the ESL and Non-ESL students in the class. The ESL
students in the class averaged a 78% on the spelling test while the Non-ESL students scored an
89%.
75
70
ESL
ESL or Non-ESL
Non-ESL
Gifted Average VS Non-Gifted Average
100
99
98
97
96
95
94
93
92
91
90
a)
89
88
87
86
85
84
83
82
81
80
This chart represents the gifted students average score compared to the Non-Gifted students. The
Gifted
Gifted or Non-Gifted
Non-Gifted
gifted students averaged 97% while the rest of the class got an 83%.
Focus Students:
100
95
Cu
Cu
C
a)
0
I.
Cu
0
85
80
Focus Students average VS Class average
Ellie Chase Mileydy Class
St dnet
This graph represents the average scores of the studentF ose<o bcus on. Ellie got a 100% on
the test. Chase got a 90% and Mileydy got a 95%. They all did better that the class average
which was 84%.
Ellie-Percentage Correct!
Wrong
100%
Correct Incorrect
This graph represents the percentage correct and wrong Ellie got on the assessment. As the graph
illustrates Ellie got 100% of the problems correct on the assessment. Ellie is a gifted student.
Assessment Quesitions
iOOOO
4
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Question
0
Correct
0
Wrong
This graph represents the answers Ellie got on the assessment. Ellie got all of the problems on
the assessment correct.
Chase- Percentage Correct Incorrect
10%
90%
Correct Incorrect
This graph represents an average students scores on the assessment. Chase got 90% correct and
10% in correct. He missed 2 out of the 20 questions. He missed 3 (approach) and 15 (staircase).
1
0
Assessment Questions
1 2 4 5 6 7 8 9 70 11 12 13 14 16 17 18 19 20
In this graph 1 represents correct answers and 0 represents incorrect answers. Chase got numbers
3 and 15 Incorrect.
MNeydy- Percent Correct/Incorrect
5%
95%
Correct Incorrect
This graph represents Mileydys score on the assessment. She missed one question, number 6
(between). She got 95% correct and 5 % incorrect.
1
0.75
0.5
0.25
0
0
Region 1
1 2345 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Test Questions: Correct answers are bolded
Question 1. Question 2. Question 3. Question 4.
A. aightean A. domaine A. aproach A. airfare
B. eightean B. domean B. approach B. ayrtare
C. aighteeen C. domain C. aproache C. earfare
D. eighteen D. domane D. approche D. airefare
Question 5. Question 6. Question 7. Question 8.
A. compound A. between A. mermead A. defeet
B. compownd B. beetwean B. mermayd B. defeat
C. compoond C. between C. mermaid C. defiet
D. compoand D. beetween D. mermade D. defete
Question 9. Question 10. Question 11. Question 12.
A. sleipless A. reveal A. perswade A. traner
B. sleapless B. revele B. persuade B. treaner
C. slepeless C. reveel C. perswaid C. trayner
D. sleepless D. reviel D. persuaid D. trainer
Question 13. Question 14. Question 15. Question 16.
A. repeet A. afloat A. stearcase A. discoant
B. repiet B. aflote B. stayrcase B. discaint
C. repeat C. afloot C. starecase C. discownt
D. repete D. aflowt D. staircase D. discount
Question 17. Question 18. Question 19. Question 20.
A. beneath A. otemeel A. baboun A. increse
B. benethe B. oatmeal B. babboun B. increase
C. beneith C. oremiel C. baboon C. increese
D. beneeth D. oatmele D. babboon D. incriese
Whole Class Synthesize: The results from the analysis show that most of the students in the class
did well on this spelling assessment. Only three students out of the class got less than 80%.
Students missed the questii proach6-etweeni7-bei,e most. I would go back
and have the students practice these spelling words. I would also teach the defmitions of the
words to help the students have more background knowledge and add meaning to the words. The
girls did better than the boys on the assessment. To help the boys I might add more spelling and
critical thinking skill practice into their world during the week. To help my ESL and struggling
students I will differentiate the assessment and give them spelling words that are a little less
challenging. For the gifted students, such as one of my focus students, Ellie, that always get
perfect scores on the spelling assessments I will also differentiate. These students will get
spelling words with more challenging words or word that they also need to define. I would also
add bonus words. These words they would not have the chance to study throughout the week. To
help all students practice I would assign spelling word project through out the week such as
make a comic using the words, write sentences using the words, or write the words five times
each. Students will be able to choose which one they would like to do.
Focus Student Synthesis: My focus students are Ellie, Chase, and Mileydy because of their
diversity. Ellie is a gifted student. She did extremely well on this assessment. I would start to
add bonus words to her word list. These would be a couple of really hard and challenging words
that would motivate her to study. These challenge words would teacher her how to study. I would
also have her write the definitions to the spelling words. This would give her a little more of a
challenge and give the assessment more depth. Chase only missed numbers 3 and 15. I would
encourage him to study his spelling words a little more through out the week. Mileydy did well
/
//
on the spelling test as well. I would probably give her the challenge &ds as well. She is an ESL
student so I would have her write definitions to make sure she derstand the words and is not
just memorizing spellings.
ASSESSMENT THREE
Assessment Type:
This assessment is a weekly assessment from the Treasures reading program. The tested skills
are reading comprehension, vocabulary strategies, spelling, grammar, mechanics, and usage.
Students read two passages and answer questions on them. These questions test their
compression of the text. Students must be able to identify the main idea of the selections and
answer questions about detail. There are questions about the vocabulary in the passages and
about grammar and mechanics used in the passages. The first passage focus more on students
comprehension and vocabulary strategies, such as context clues. The second passage focuses on
grammar, mechanics, and usage. It asks questions such as What change, if any, should be make
in sentence 5?. All of the questions on this assessment are multiple choice questions excluding
number 9. I do not have the student scores for number nine so they will be left out from the
analysis of this assessment. I would teach comprehension lessons to help prepare my students for
this type of assessment. Students would also practice reading short passages and answer
questions about the passages. I would also teach students about grammar and how to use context
clues to find out what a word means. I would also teach them about sentence structure and word
mechanics to prepare them for this type of assessment.
Assessment Purpose:
The purpose of this assessment is to evaluate studentscomprehension and other skills. This
assessment is given each week and tracks the progress of students. The scores arfcod in the
computer with the problems that students got wrong or missed.
Assessment Administration:
This assessment was administered on february 14 at noon by Ms. Phillips. Students sat at their
desks and answered the questions using key pads they could choose their answer on. The
students read the selections then Ms. Phillips used the smart board to administer the assessment.
Students viewed the questions on the smart board then chose their answer using the key pad.
Some of the students probably felt rushed because everyone could see the who still needed to
answer. Nobody could move on until everyone answered the question. This may have lead to a
lot of guessing and wrong answers.The test was administered on Valentines Day and right after
recess. This caused the students to have less focus than they normally do during assessments.
None of the students seemed unusually stressed or scared as they were completing the
assessment. This test is administered every week so they students are used to how the clickers
work and know what the test is like.
Analysis: This information comes from a Treasures Comprehension Assessment administered my
Ms. Phillips to her fourth grade class at East Elementary.
Question 1.
What is the main idea of
paragraph 4?
A. The sun is a large
ball made of many
gases.
B. Living things on
Earth need the sun
to survive.
C. The sun is a star at
the center of our
solar system.
D. Animals and people
eat plants and
breathe oxygen.
Question 5.
In paragraph 2, which
word helps the reader
understand what
shimmer means?
A. sky
B. moon
C. sparkle
D. overhead
Question 2.
When plants make food,
they give off
_______
F. carbon dioxide
G. light
H. oxygen
J. heat
Question 6.
In paragraph 2, the
word eerie means
almost the same as
F. fresh
G. new
H. dark
1. strange
Question 3.
Places near the equator
are hot because
_____
A. half of the Earth
faces away from the
sun
B. the sun is almost
directly overhead at
noon
C. planters spin around
the sun in our solar
system
D. the sun does not
rise high in the sky
there
Question 7.
In paragraph 3, the
word lumbering means_
A. sending signals
B. moving slowly and
heavily
C. looking for food
across the land
D. living together in
herds
Question 4.
What is the main idea of
this article?
F. The sun controls
many things on Earth.
G. Plants can make
their own food.
H. Without the sun,
there would be not
animals.
J. Humans survive in
hot and cold
temperatures.
Question 8.
In paragraph 5, which
word helps the reader
understand the meaning
of climate?
F. pants
G. depend
H. sun
J. temperature
Question 9.
Why is the sun a very
important star? Explain
your answer and
support it with details
form the article.
A paragraph describing
why the sun is
important.
Question 13.
What change, if any,
should be make in
sentence 2?
A. Insert a comma after
line
B. Change Italian toods
to italiian foods
C. Change tray
cluttered to cluttered
tray
D. Make no change
Question 10.
What change, if any,
should be made in
sentence 1?
F. Change hungry man
to man hungry
G. Change went to goed
H. Change diner to
dinner
1. Make no change
Question 14.
What change, if any,
should be make in
sentence 5?
F Insert a comma after
friend
G. Insert a comma after
said
H. Change Lets to Lets
1. Make no change
Question 11.
What change, if any,
should be make in
sentence 3?
A. Change he to him
B. Change purchased
to purchasing
C. Change plastic to
plastick.
D. Make not change
Question 12.
What change, if any,
should be made in
sentence 4?
F Take out the comma
after eating
G. Change newly to
new
H. Change park to Park
J. Make no change
This graph represents the questions that the students missed most. The most missed question was
number 3 closely followed by number 14. Every students got number eight correct and only one
Wrong Answers
C)
a)
D
Cl)
0
a)
E
z
30
25
20
15
1:
5 6 7 8 9 10 11 12 (i(94)
Question Number
student missed number 12.
U)
C
w
D
4-
a)
0
I-.
0
.0
E
z
z
Scores
7
6
5
4
3
2
1
0
This graph represents the number of students that got each score. The most students for a score
of 11 correct out of 14. Seven students got this score.
13 12 11 10 9 8 7 6
Boys
Girls
Boys VS Girls Scores
80
This graph compares the average scores of the boys and girls that took the assessment. The girls
had an average score of 78% and the boys 66%. The overall the girls scored 12% higher than the
boys.
60 65 70 75
ESL, NON-ESL, Class Averages
ESL
Non-ESL
Class Average
This graph compares the average\scores of the ESL students, Non-ESL students and the total
class average. The E$L students averaged 59%, non-ESL students 75% arid the class averaged
57%. The ESL students did 16% worse than the non-E$L students.
Average !
80
4-
C
a)
0
2
U)
Gifted Students VS Class Average
90
80
70
60
50
40
30
20
10
0
This graph depicts the gifted students average scores and the classes average score. The gifted
students averaged 81% while the class average was 57%. The gifted students did 24% better than
the class average.
Gifted Class Average
Above 80% Below 80%
Student Scores
17%
83%
This graph represents the scores of the class. Only 17% (4 students) of the class got about 80%
on the assessment. 83% (20 students) of the class got less than 80% on the assessment.
Synthesis:
According to the analysis of the assessment a few students did very well on this assessment and
some of them need a lot of work in this area. The class average was 57% and only four student
got over 80% on this assessment. Many students missed number 3 and 14. These are
problems that we would go back to as a class and discuss. Every student that missed number 2
chose A instead of C. The students answered that plants give off carbon dioxide. I would remind
them and reteach the whole class that plants give off oxygen. I would make small groups to focus
on the concepts that the students missed. Some of the students struggled more with
comprehension and others with the grammar section on the assessment. The ESL students did
worse on this assessment than the other students in the class. To help them on this type of
assessment I would read the passages out loud to them to make sure they could understand.
I think that another reason that the students did not to too well because it was Valentines Day.
The students were distracted and excited for their party later that afternoon. I would avoid
assessments on holidays and right after recess.
ci)
cs
4-
C
ci)
0
a)
0
Focus Students
focus Students:
80
70
60
50
40
30
20
10
0
This graph represents the scores of the students I selected to focus on compared to the class
average. Ellie, the student I chose because she is gifted, got a 79%. Chase, the student I chose
because he is average, got a 57%. Mileydy, the student I chose because she is ESL, got a 57%.
As depicted in the graph Chase and Mileydy both got 57%, the same as the class average.
Flue Chase Mileydy Class Average
Correct Wrong
This graph represents the percentage Ellie got correct and wrong. She got 79% correct and 21%
of the questions incorrect.
Ellie
1
0
This graph represents the questions that Ellie missed on the assessment. 1 represents correct and
0 represents incorrect answers. Ellie missed numbers 3, 10, and 14.
Ellie- Correct! Wrong
Question Number
Correct Wrong
Chase
43%
57%
This chart represents the percentages of questions Chase got correct and incorrect. Chase got
57% of the questions correct and 43% incorrect.
Chase-Correct/Wrong
1
0
This graph represents the answers Chase answered correct or incorrect. 1 represents questions
answered correctly and 0 represents question answered wrong. Chase answered numbers 5-10,
12-13 correct and numbers 1-4, 11, and 14 incorrect.
7
Question Numbers
Correct Wrong
Mileydy
43%
57%
This graph represents the percentages Mileydy got correct or wrong on the assessment. She got
43% incorrect and 57% of the answers correct.
1
0
This graph represents the questions Mileydy got correct and wrong on this assessment. She got
questions 2,3,5,7,13,14 incorrect. She got 1,4, 5, and 8-12 correct.
Mileydy-Correct/Wrong
focus Student Synthesis:
According to the analysis of my focus students Ellie did better than the class average and Chase
and Mileydy did the same as the class average. Ellie only got 3,10 and 14 incorrect. I would
review these questions with her and then give her some harder text to read and do a
comprehension check to see if she would do better with a harder text. Chase only got a 57% on
the assessment. This shows he has a lack of comprehension skills. This would be something I
would work on with him during intervention groups. Mileydy also only got 57% on the
assessment. To help Mileydy I would read the text out loud to her during the assessment. If this
did not help her comprehension on the text I would reteach her comprehension and vocabulary
strategies.
(Ji1fg
t
Reflection:
for my assessment project I analyzed and synthesized the results from three assessments
taken by Ms. Phillips fourth grade class at East Elementary School. I also analyzed and
synthesizes the results of the assessments of three of the students in the class. The classroom is
very organized and decorated with student work and posters that encourage learning. There is a
lot of technology available in this classroom. There are computer in the back of the classroom, an
Elmo, Smart-board and a whiteboard. The class is very diverse. 44% of the students are ESL,
12% are gifted, and 20% have IEPs. The students in this class are 9 and 10. The class is well-
behaved with only 10% with serious behavior problems. The focus students I chose are Ellie,
Chase, and Mileydy. I chose these students because of their diversity. Ellie is a gifted students.
Chase is an average student in the class. Mileydy is an ESL student. I also chose them because I
wanted to focus on two girls and one boy.
The first assessment I analyzed was a math benchmark end of unit assessment. The class
average of this assessment was 76%. My focus student Flue got a 95%. Chase got an 85%, and
Mileydy got a 50% on the math assessment. The second assessment I did was a spelling test
focusing on vowel teams. The class average was 84%. Ellie got 100%, Chase got 90%, and
Mileydy got a 95%. The third assessment I chose to analyze was a weekly comprehension
assessment. The class average was a 57%. Both Chase and Mileydy got 57% and Flue got a
79%. The class did the worst on the comprehension assessment overall.
I learned a lot about the class, the focus students the specific assessments, and
assessments in general. I learned about how the class does on different kinds of assessments.
The class does best on spelling tests. They need some help on math. They do the worst on
comprehension assessments. I learned that the class stays pretty calm during the administration
of the test. This is mainly due to the way Ms. Phillips prepares them for the assessment. She does
not tell them they have to do good or else. She just lets them take the test and do the best they
can do. I think that the class would benefit from learning a few test taking strategies to help them
achieve better scores on their assessments. I learned that Ellie does well on assessments. She is a
gifted students so she needs more challenging and differentiated assessments. She did not do as
well on the comprehension test as she did on the other tests. This is an area to work on with her.
Chase did the best on the spelling test. I learned that he needs some work with comprehension
just like the rest of the class. There are just a few concepts in each area that Chase needs to
master. I learned that Mileydy is better at spelling than I had previously assumed. She got a 95%
on the spelling assessment. She did not do well on the math assessment thought. She only got
half of the questions correct.
I learned about end of unit assessment, spelling assessment, and comprehension
assessments that come from the Treasures Reading Program. I learned that there is more than one
way to administer a spelling assessment. I had never thought of a spelling test as having multiple
choice. This kind of assessment would be easy to differentiate. I learned that students do not do
very well on the comprehension assessments from the Treasures Program. I would like to see
how the students do on a different kind of comprehension assessment. The end of unit
assessment is a compilation of all concept learned through out the unit. I also learned how to
administer assessments. It is important to stay positive and not to cause the classroom
environment to be a stressful one as the student take t e assessment or are learning.
Le
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