PPAT Task II:

Assessment and Data Collection to Measure and Inform

Student Learning
OVERVIEW
This part of the submission will not be scored, but the information you
include will help provide perspective to the reader who will be scoring your
submissions.
Your response is limited to one half-page (e.g. 1,500 characters) in a text box
called Contextual Information.
a) describe your classroom. Include grade level, content area, subject
matter, and number of students. Provide relevant information about
any of your students with special needs.
b) describe any physical, social, behavioral, or developmental factors that
may impact the instruction that occurs in your classroom. Mention any
linguistic, cultural, or health considerations that may also impact
teaching and learning in your classroom.
c) describe any factors related to the school and surrounding community
that may impact the teaching and learning that occurs in your
classroom.
I intern in a third grade self-contained general education classroom with 21
students: 11 boys and 10 girls. I have 2 students who receive behavioral
support and 2 students who receive instruction from special education and
dyslexia teachers during parts of the day. My classroom also includes one
student from Italy in her second year of school in the US; she is considered
an English language learner. Additionally, I have 4 students identified as
gifted and talented. Due to the age of my students (8-10), distracted
behaviors are diminished when they are closer to the front of the room and
when they have opportunities to talk and move. My classroom is in a large,
wealthy, suburban school in San Antonio with high levels of parental
involvement and support. Because of this, there are many instructional
resources available including document cameras, Chromebooks, Macbooks,
etc.
TEXTBOX 2.1.1: SELECTING A SINGLE ASSESSMENT
For the remaining responses, your written commentary cannot exceed
22,500 characters (about 7 types pages).

Select or design an assessment from a lesson that you have developed and
will teach to your class. Your assessment should:
assess state and/or national content standards;
assess the learning goal(s) for the lesson, and
include a rubric or scoring guide.
Your assessment should produce quantitative or qualitative data to be used
for analysis.
Once the assessment is selected or designed, respond to the guiding
prompts below:
a) Provide an in-depth description of the assessment. Provide a rationale
for choosing or designing the assessment based on its alignment with
the standards and the learning goal(s) that meet the students needs.
In this assessment, students are tasked with identifying the numerator and
denominator in given fractions (parts 1 and 2), identifying whether the
numerator or denominator is indicated by an arrow in given fractions (part
3), and creating fractions given information about the numerator and
denominator (part 4). I had two major reasons for assessing these skills: 1)
on a middle-of-year assessment, 60% of my students either did not attempt
or incorrectly answered a question in which they needed to write a fraction
using given information about the numerator and denominator; and 2) we
had just begun a unit on fractions, and embedded within this material is an
understanding of the concept of numerator and denominator. This
assessment works toward the state standard that states that the student is
expected to represent fractions greater than zero and less than or equal to
one with denominators of 2, 3, 4, 6, and 8 using concrete objects and
pictorial models, including strip diagrams and number lines. My learning
goals for my students based on the needs surfaced by the state standards
and baseline data were as follows: 1) Student will be able to identify
numerator and denominator in fractions and 2) Student will be able to, with
information about the numerator and denominator, create a fraction with
numbers in the correct places. Both of these goals are addressed by the
assessment I created.
b) What data did you use to establish a baseline for student growth
related to the lessons learning goals?
For my baseline data, I used one question from an assessment that students
took at the midpoint of the year. This question required students to create a
fraction with given information about the numerator and denominator.
Students had the option to attempt the question or not. For this lesson, I
assumed that if they chose not to attempt it, they did not feel comfortable
enough with the material at that point to provide an answer. I went through

each students assessment and created a table that answered the following
questions: 1) did the student attempt the question? and 2) if so, did the
student answer correctly? After creating the table for my entire class, I noted
that 60% of students either did not attempt the question or attempted it and
answered it incorrectly. This data showed me that teaching a lesson on
numerator and denominator would be worthwhile for the majority of my class
and would solidify a concept embedded in the state standards for
mathematics.
c) Describe the rubric or scoring guide you have selected or designed.
How does it align to your learning goal(s)? How will you communicate
its use to your students?
The rubric I created has my learning goals listed in a matrix along with three
categories of performance: exceeding expectations, meeting expectations,
and approaching expectations. For my first learning goal (student will be able
to identify numerator and denominator in fractions), I concluded that
students could exceed, meet, or approach my expectations, based on the
number of problems they answered correctly. In each performance descriptor
for this goal, I clearly described what the student work would look under
each category. For my second learning goal (student will be able to, with
information about the numerator and denominator, create a fraction with
numbers in the correct places), I concluded that in this assessment students
could only meet or approach my expectations. In my rubric, there is no
performance descriptor for exceeding expectations, but I have clearly
described within the rubric what student work would look like if students
were to meet or approach my expectations. I then showed this rubric to my
students. We looked through each category and discussed what the student
work might look like. Then, I explained that I will use the same rubric to score
the quiz that they were to take. I stated that I would go through the same
process that we had as a whole class, looking at the work and finding the
category it fit into based on the number of questions the student answered
correctly.
d) What evidence of student learning do you plan to collect from the
assessment? How will you collect the data? Provide a rationale for your
data-collection process.
To assess my first learning goal, I will look at parts 1-3 of my assessment tool
these problems require students to identify numerator and denominator. To
assess my second learning goal, I will look at part 4 of my assessment tool in
which students are required to create a fraction using given information. I
will collect this data using a written assessment (a pencil and paper quiz)
after my lesson. I used this method to collect my data because I will be able
to get individual information about each students understanding of the
topic. It is also a familiar format for my students, as they have seen this

same type of question before on the baseline assessment and in previous

lessons. Additionally, it is a time-efficient way for students to show their
understanding.
When entering your responses in the textbox, you must:
link the representative pages of the selected assessment (maximum 2
pages) from your Library of Artifacts to the first sentence discussing
the selected assessment.
Link the rubric or scoring guide (maximum 1 page) from your Library of
Artifacts to the first sentence discussing your rubric or scoring guide.
Link the baseline data (maximum 2 pages) from your Library of
Artifacts to the first sentence discussing the baseline data.
TEXTBOX 2.1.2: PREPARING LEARNERS FOR THE ASSESSMENT
Guiding prompts:
a) what learning activities and student groupings will you use during the
assessment? Provide a rationale for your choice.
The learning activity for this assessment is a written quiz, and students will
be grouped individually. The straightforward nature of this material makes it
easy to assess using a paper and pencil quiz. My learning goals require
students to identify numerator/denominator and create fractions, and a quiz
can adequately assess these two skills. The majority of my students are able
to independently complete tasks of this nature based on previous
observations. This method is also efficient in terms of time. I chose to have
students work on their own because I will better be able to assess their
individual understanding of the material.
b) what materials, resources, and technology will you use to administer
the assessment? Provide a rationale for your choices.
For the assessment, students will have the quiz (paper), pencils, and
cardboard privacy folders. Students will use paper and pencil because it is a
familiar method for them to show what they know. They will also use offices
to maintain confidentiality and to assure that all students are honestly
displaying their own understanding.
TEXTBOX 2.1.3: THE TWO FOCUS STUDENTS
Guiding prompts:
a) choose and describe two Focus Students with different learning needs
and for whom you will need to modify the assessment. Provide a
rationale for selecting each of the students. Refer to them as Focus
Student 1 and Focus Student 2 as you respond to the guiding prompts.

Focus Student 1 is a boy with difficulty in reading. He currently receives small

group intervention in reading 4 days a week. He also receives oral
administration for all standardized tests. Focus Student 2 is a boy who has
difficulty in reading and writing. He receives special education services in
language arts with a resource teacher for 1 hour each day. He also receives
oral administration and extra time for all standardized tests. I chose these
two students because they have received modifications on assessments in
my classroom on other occasions, and results have shown that with small
modifications these students are better able to demonstrate their
understanding. They will also be receiving similar modifications on highstakes tests later this year, and I have continued to practice these
modifications with them on in-class assessments.
b) what data did you use to establish a baseline for growth for these two
Focus Students?
For baseline data, these two students took the same middle-of-year math
test as other students. The question I focused on required students to write 2
fractions given information about their numerators and denominators.
Neither Focus Student 1 nor Focus Student 2 attempted this question on the
test, so I can conclude that neither of them felt comfortable enough with the
concept of numerator and denominator at the time to answer the question.
c) Based on their specific learning needs, how will you modify the
assessment for each of the two Focus Students? Provide a rationale for
each decision.
Focus Student 1 struggles with reading and has received/will continue to
receive oral administration on assessments. Because of this, I will be reading
the quiz aloud to him. Though it is a math quiz made up primarily of
numbers, he will still need assistance reading the instructions. Focus Student
2 struggles with reading and writing, so I will also read the quiz aloud to him,
as well as allowing him extra time to write his answers. I split his assessment
into two parts with a break in between because I understand that writing can
be taxing and difficult for him. I will monitor him during the quiz, and he will
have a bit of extra time to complete it. Like with Focus Student 1, I am
repeating many of the modifications that Focus Student 2 already receives
and will continue to receive on assessments. With these modifications, both
of these students will better be able to show their understanding of the
material using small changes that meet their needs.
When entering your responses in the textbook, you must:
Link a representative page of data used to establish a baseline for
Focus Student 1 (max. 1 page) from your Library of Artifacts to the first
sentence discussing Focus Student 1.

 Link a representative page of data used to establish a baseline for

Focus Student 2 (max. 1 page) from your Library of Artifacts to the first
sentence discussing Focus Student 2.
TEXTBOX 2.2.1: ANALYSIS OF ASSESSMENT DATA & STUDENT
LEARNING FOR WHOLE CLASS
Administer the selected assessment and then collect, record (in a graphic
representation), and analyze the resulting data. Then respond to the
following guiding prompts:
a) based on your baseline data and the data shown in your graphic
representation, analyze the assessment data to determine your
students progress toward the learning goal(s).
Based on my baseline data, before this lesson, only 40% of my students were
able to meet my learning goals. According to my assessment data after the
lesson, 100% of my students were successfully able to meet my goals. After
scoring each student with my rubric and putting all of this data into a chart, I
am able to see that all of my students met my first goal, and over 95% of
them exceeded my expectations. Additionally, all (100%) of my students met
my expectations for my second learning goal. This shows that my students
were able to meet my goals through this assessment. My students who had
already shown their handle on the material had another chance to display
their understanding, and the students who had either not attempted or
answered incorrectly the baseline assessment question were able to show
their new understanding of the material through this assessment.

b) how efficient was the data-collection process that you selected? Cite
examples to support your analysis.
This data-collection process was extremely efficient. In terms of time,
students were familiar with this type of assessment and therefore able to
complete it independently in a timely manner, as well as turn in . Because
students completed the assessment individually, I was able to see their own
understanding of the material, rather than the thought processes of a larger
group of students. Additionally, the results of my assessment show that
students were able to meet or exceed my goals for their learning through
this quiz. I was able to assess both learning goals through one quiz, which
allowed me to see students growing understanding of this material and their
ability to carry out both skills being assessed.
c) describe how you engaged students in analyzing their own assessment

results to help them understand their progress toward the learning

goal(s).
I had gone over the rubric with students prior to assessing them, and we had
discussed the meanings of the words exceeding, meeting, and approaching
so they understood what each performance descriptor meant. They were
familiar with the rubric and what student work would look like in each
category. I passed their assessments and rubrics back to them, and they
were able to look through their assessments and rubrics and see how their
performance was reflected on the rubric. Since all students met or exceeded
my expectations, I focused on these two descriptors to help students
understand their progress toward/achievement of my goals for their learning.
Link the graphic representation (2 page max.) from your Library of Artifacts
to the first sentence of your response.
TEXTBOX 2.2.2: ANALYZE ASSESSMENT DATA & STUDENT LEARNING
FOR FOCUS STUDENTS
Guiding prompts:
a) what did you learn overall about the progress of the two Focus
Students toward achieving the learning goal(s)? Cite evidence from
each of the two Focus Students completed assessment and any other
related data to support your analysis.
Both Focus Student 1 and Focus Student 2 were able to exceed my
expectations for learning goal 1 and meet my expectations for learning goal
2. Focus Student 1s assessment shows that, with oral administration of the
assessment, he was able to correctly identify numerator and denominator
100% of the time, as well as write fractions using given information about
their numerators and denominators. Focus Student 2s assessment is similar.
With extra time and oral administration of the assessment, he was also able
to exceed/meet my learning goals. He was able to correctly identify
numerator and denominator 100% of the time, as well as write fractions with
given information. Both students started out having not even attempted the
baseline assessment question; after this lesson and assessment, they were
able to achieve my goals at the highest level.
b) Based on the assessment data, both baseline and graphic, what impact
did your modification(s) of the assessment have on the learning of
each of the two Focus Students? Cite examples to support your
analysis.
For Focus Student 1, my modifications made the instructions very clear for
him and took away any questions that reading the quiz on his own may have
created. Because of this, he was able to show that he understood the

material very well. Reading the quiz aloud to him made sure that he was
tested on the math content, rather than his ability to read the problems
themselves (which was not one of my learning goals). For Focus Student 2,
my modifications kept him from losing stamina due to his difficulties in
writing. Additionally, the instructions were also very clear for him, so any
questions about the task itself were cleared up through my administering his
assessment orally. On the baseline assessment, these two students were not
given modifications, so the addition of the modifications seems to have
boosted their ability to show their understanding of this material.
c) Describe how you engaged each of the two Focus Students in
analyzing his or her own assessment results to help understand
progress made toward the learning goal(s).
The two Focus Students participated in the whole-group discussion about the
assessment results. Because we went through the rubric together and they
completed the same assessment as the other students (I modified the
process to show their learning rather than the product/assessment itself),
they were able to join in the conversation and understand their assessment
results and rubric along with the other students in my class. They understood
that they had each exceeded and/or met my learning goals for them, and we
discussed before and continued to discuss how the modifications worked for
them: do they feel more comfortable getting the questions read aloud? Does
extra time help? I asked them these questions to monitor how effective my
modifications were in the Focus Students eyes.
In your textbox responses:
Link a completed assessment from Focus Student 1 (max. 1 page) from
your Library of Artifacts to the first sentence discussing Focus Student
1.
Link a completed assessment from Focus Student 1 (max. 1 page) from
your Library of Artifacts to the first sentence discussing Focus Student
1.

TEXTBOX 2.3.1: REFLECTING ON THE ASSESSMENT FOR THE WHOLE

CLASS
Guiding prompts:
a) how will your data analysis inform or guide future instruction for the
whole class?
From my data, I can conclude that 100% of students met and/or exceeded
my expectations for both of my goals for their learning. With this information,
I can move forward with our unit on fractions, confident that they understand
the concept of numerator and denominator and are able to use/apply these

concepts as needed. From these results, I can also understand that this
particular assessment tool (a quiz) was a quick method in which they were
all able to be successful in showing their understanding. I could use this
assessment method again in the future, knowing that my class is familiar
with the format and expectations.
b) what modifications to the data-collection process would you make for
future use? Provide a rationale.
In the future, I would change this process by adding in a small group
component to my learning activities. In small groups, students could
complete an activity that would help me assess their growing understanding
of the content before the individual quiz. This would give me more data to
analyze, which would help me to look into students understanding
throughout the different learning activities they completed. I would have
multiple ways to assess my learning goals as well, and this would allow
students more opportunities to be successful.
c) what modifications to the assessment would you make for future use?
Provide a rationale.
In the future, I would most likely assess both goals evenly on an assessment
like this. While all of my students were able to meet my learning goals for
them on this assessment, I only included 2 questions for learning goal 2. I
would make this portion of the assessment larger so that I have more data
for this particular learning goal. This way, I could more accurately assess this
goal to get a better picture of my students understanding of these concepts.
I may also modify it to include a section in which students fill in the blank
with numbers of their choice and identify which is the numerator and which
is the denominator. This could make the assessment more engaging because
students would have more ownership over the numbers they are
manipulating.
d) in what ways would an assessment that is different from the type used
in this task allow students to further demonstrate their achievement of
the learning goal(s)?
An assessment in which students must create the fractions themselves as
well as identify the numerator and denominator would further demonstrate
their achievement of my learning goals. In this type of assessment, I could
give students number cards and have them create fractions given the
numerator and denominator. I could also have them recreate a fraction with
their number cards and then identify which number is the numerator and
which is the denominator. In this type of assessment, students are
responsible for creating the fractions, along with identifying the
numerator/denominator. In my assessment, the fractions were already given
to them, but in this assessment students would be responsible for creating

the fractions and also working with them to achieve my learning goals. In
this way, students could further demonstrate their ability to understand and
apply the concept of numerator/denominator.
TEXTBOX 2.3.2: REFLECTION ON THE ASESSMENT FOR EACH OF THE
2 FOCUS STUDENTS
Guiding prompts:
a) choose one successful aspect of the assessment for each Focus
Student. Provide a rationale for your choice.
One successful aspect of the assessment for Focus Student 1 is the fact that
he was able to come to the correct generalization that the numerator is
always on the top and the denominator is always below the line in a fraction.
This is evidenced by his ability to circle all of the numerators and
denominators in a group of fractions, as well as correctly identify numerator
and denominator in a group of fractions 100% of the time. One successful
aspect of the assessment for Focus Student 2 is the fact that, even with his
difficulties in writing, he was able to correctly identify and write the
numerators/denominators in a set of fractions. This gave him more
experiences writing these words, which he seemed to get more comfortable
with as the assessment went on. This student typically needs multiple
opportunities to practice writing longer, more academic words, and he was
able to be successful with this aspect of my assessment.
b) how will your data analysis inform or guide future instruction for each
of the two Focus Students?
My data lets me know that the small modifications I made for each student
worked in the context of an assessment like this. I will follow up with these
students to see how comfortable they felt with the way the assessment was
administered, and I can include similar accommodations in my future
instruction and assessments. Since they were able to meet/exceed my
learning goals, they are on the same page as my whole class in terms of
being ready for the next step in the fraction unit. The data from their
assessment showed me that they too have a handle on the material and are
ready to move forward with applying this knowledge.
c) What modifications would you make to the assessment for future use
for each of the two Focus Students? Provide a rationale.
The material was clearly accessible to both of my Focus Students, so I would
not modify the content of the assessment at all. I would also keep the read
aloud aspect, since that seemed to work well for both of my Focus Students
as well. Focus Student 1 received the same assessment as the rest of the
class, and I only modified the process by which the assessment was
administered. Because of this, I would not make any new modifications for

this student. For Focus Student 2, I would modify the assessment to better
accommodate his difficulty with writing. One way I would do this is instead of
having blanks to fill in for part 3 of my assessment, I would have both words
(numerator and denominator) there for Focus Student 2 to circle instead of
write. This would help with his lower level of stamina, making it less
necessary to have extra time on the assessment. With this change, I could
actually reduce his modifications to just read aloud instead of read aloud and
extra time.
Due dates:
design or select assessment and administer it before January 27
PPAT Task II due in the system (and separately to Pat) by noon,
Wednesday, March 4