Assessment Application and Analysis Report

ELED 3420 Dr. Matsubara

Leslie Vasquez

Washington Elementary School Contextual Factors Washington Elementary School is located in Washington, Utah. Washington is a K-5 public school within the Washington County School District. It is a Title One school committed to providing academic success and instilling in them the school motto of, Do your best, be your best, feel success! And prepare to go to College (Washington Elementary School, 2012). Because it is a Title One school it has several school wide reform strategies implemented. These programs include the following: Professional learning communities (PLC)/ No Excuses University o Weekly collaborations o Standards alignment, which is used to analyze the new core and create power standards. o Assessment plan, where teachers will give common assessments amongst the grade level. The treasures assessments, GWM Periodic Assessments, and Science/Social Studies District Assessments will be given. Data Analysis teams will meet weekly to analyze CRT/common assessment scores to determine how to group their students based off performance. They will also use the data to plan interventions, Tier 2 curriculum. o Culture of Universal Achievement, this is a belief that all students can learn no matter the circumstances or background. o Success Maker is a newly implemented program for students in grades 3-5. They will receive a half an hour, four days a week throughout the school year.

Struggling students will receive an invite to a before school session. This program is to assist in closing the learning gap and take students from their independent levels in math and reading to a higher level. o Imagine Learning When looking at the CRT scores, the subgroup that had the most struggles was the ELL group. This was their lowest subgroup among all other subgroups of the school. Their focus is to give every ELL student 20 minutes of Imagine Learning, which helps develop fluency, vocabulary, reading, and other language arts skills. They have before and after school sessions where struggling students can receive more time on this program. o Growing with Math is used year round for all grades, and consists of periodic assessments. o Built-in-the Day Interventions include every team and all grades. They will have 30 minutes built-in-time where every student receives interventions or enrichment. Common assessments and teachers in their weekly PLC meetings determine these interventions. The Response To Intervention (RTI) committee and grade level teams will meet to determine and evaluate if changes of strategies and action steps are to be made. o Treasures Literacy Program is used year round and for all grade levels. It uses ConnectED, unit and weekly assessments. (Washington Elementary School, 2012)

Washington Elementary School Teachers and Staff

30 25 20 15 10 5 0 Admin Staff Teachers Special Education Staff 250 245 240 235 230 225 220 215

Washington Elementary School Gender Enrollment

247

Boys 226 Girls

Boys

Girls

Currently, Washington Elementary has an enrollment of 506 students. Which is an increase of 33 students since last year. Students who attend Washington live within the boundaries of the school and are within walking distance as well. The students of this school do not use a public school bus system; all students either walk or have parental drop-offs. Of the 506 students 247 of those students are boys and 226 are girls. This school has an administrative staff, which includes, the principal, the Title One director, staff developer and secretaries that total 6 people. There are a total of 26 teachers and 7 special education teachers (Washington Elementary School, 2012). Washington Elementary is a K-5 school, which includes a special education program, and a higher ability 4th/5th split class for the upper grades. Enrollment by grade is broken down within the following (chart 1): Kindergarten: 103 Second Grade: 71 First Grade: 89 Third Grade: 89

Fourth Grade: 72

Fifth Grade: 82

The ethnicity as of May 2012s records show that those enrolled at Washington is predominately Caucasian with 381 students. The next ethnic groups are Hispanic with a total of 85 students, 7 Native American, 6 African American and 5 Pacific Islanders. There are currently no Asians enrolled within their current ethnic records (Washington Elementary School, 2012). There are 7 students who are homeless and 83 that are a disadvantaged minority.

Washington Elementary Ethnicity Enrollment

7 85 65 Caucasian Hispanic Native American 381 African American Pacific Islander

Chart 2

Because Washington Elementary is a public school it is part of the free and reduced lunch program that Utah has to offer. Utah's Child Nutrition Programs (CNP) seek to improve the nutritional well being of all Utah children so they may reach their full potential. This school also implemented a mid morning snack to all grades to help keep them focused, they serve them these healthy snacks on Tuesday and Thursday. There are 233 students enrolled at Washington who currently receive free lunch and 65 who qualify for a reduced lunch (Washington Elementary School, 2012). Information is listed in Chart 3.

Washington Elementary School Free and Reduced Lunch Recipients

65 Total Students 233 506 Free Lunch Reduced Lunch

Chart 3
Students at Washington Elementary also have Special Education accommodations, English Language Learner programs, a 4th/5th split for high achievers. As you can see listed in Chart 5 these students are able to get the special attention they need in order to be successful. Within this school there are 59 students who are ELL, and 31 who are fluent ELL students, the WIDA levels were unavailable. There are 54 who in the Special Education program, and 19 who are Self-Contained. The 4th/5th split currently has 19 students. CRT scores for Washington Elementary were currently unavailable.

Washington Elementary School Demographics

19 54 31 Special Education Self-Contained ELL ELL Fluent 19 59 4th/5th Split

Chart 4

Mrs. Hansens Classroom Contextual Factors Mrs. Hansens third-grade class at Washington Elementary School in the Washington County School District consists of twenty-two students, twelve boys and ten girls. Of these students, two of them are English Language Learners (one boy, one girl). Both students have a WIDA level of 4. Mrs. Hansens class also has three students with Individual Education Plans or IEPs (two boys, one girl). Of the three with Imps, one of them (a boy) has severe autism and is pulled out of class quite often. Another one (a boy) has ADD, bi-polar, blind in the right eye, suffers from headaches, and is on medications, IEP is for reading, writing and math. The third (a girl) has ADHD and is on medication, IEP is for reading, writing and math. Finally, there is one student (a boy) that participates a speech therapy class. There are three boys who struggle with staying on task, and have slight behavioral problems.

Mrs. Hansen's Classroom Gender

25 20 15 10 5 0 Girls Total of Students Boys

Mrs. Hansen's Pull Out Services

4 3 2 1 0 ELL IEP Speech Theraphy 2 1 IEP Speech Theraphy 3 ELL

Chart 5

Chart 6

According to Mrs. Hansen there are seventeen students that are Caucasian, four are Hispanic, and one unknown ethnicity at Washington Elementary School. The student whose ethnicity is unknown lives with his Aunt, his mother and father are not involved in his life.

Race
4

Chart 7

Hispanic Other Caucasian

17

According to Kathy, the Washington Elementary School administrative assistant, there are ten students in Mrs. Hansens third grade class who qualify for free and reduced lunches. On a typical day there is an average of seventeen students who eat school lunch in her class. The CRT scores for this class were not available. Classroom Policies and Procedures that Affect Curriculum Design and Student Learning Classroom Rules: Treat others with respect and kindness Respect others space and property

Follow directions the first time When someone else is talking, listen Raise your hand

Washington Elementary Eagle Pledge I am a Washington Eagle I will Work hard and be nice Be respectful, honest, and helpful Allow others to learn Do things that will help and not hurt Do my best to feel success Prepare myself to go to college NO EXCUSES!

Classroom Procedures Every morning students will come in and place their backpacks on the hooks next to the door and place their take home books in the file box. They are to pull out their Student A work and begin working quietly. The lunch counter for each team will take lunch count for the day. We listen quietly to announcements and say the Eagle Pledge and the Pledge of Allegiance, followed by the Wild Cat cheer. If Mrs. Hansen holds her hand up with this means the class should model, and be stop what they are doing and listen.

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The class also lines up outside the door when going from interventions and rotations, if the class is disruptive or inappropriate in line or while getting into line we will go back into class and start over.

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If a student is has inappropriate behavior their name will be written on the board, the next time the will get a check mark, the second time will get a check mark, and the third the student will be sent to the principles office.

General Accommodations and Modification Throughout the day accommodations are made for the student who is blind in the right eye. He has been placed close to the white board and Smartboard, an optical enhancer or magnifier is used when instruction is given as well. For the students who have Imps for reading, copies are made of the text that will be used in class and the important details or themes of the reading are highlighted. For the students who have Imps for math, manipulatives are incorporated into the lessons and/or they are pulled out during individual work time. With word problems, the key points and elements of the problem are highlighted for them to focus on. For the three boys who struggle with staying on task and slight behavioral problems, they are given timers to monitor how much longer they have to work. They are also given positive reinforcement for good behavior and staying on task.

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Assessment #1
Assessment: Study Group: Date: Place: Nutrition/Writing Assessment Student A and Student B October 9, 2012 Washington Elementary School

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Introduction to Assessment #1 The first assessment given took place in Mrs. Hansens third grade classroom. The assessment was given to the entire class, 22 students. I decided to focus on Student B and Student A. Student B is a quiet student who tends to withdraw from others within the classroom. He sits quietly at his desk and hardly speaks during class discussions. His reading level is 18, and struggles to comprehend text after he has read it. He is also below grade level in math. Student B has three brothers and one sister at home. When he is out at recess he is more playful and talkative, and seems to only struggle within the classroom setting. Student Ae is very intelligent and is usually on task during instruction time. She listens intently and enjoys reading, and math. She is above grade level for both math and reading. She enjoys being creative and using her hands. She is also very social inside and outside of the classroom. I was not the one who administered the comprehension assessment to Mrs. Hansens third grade class. The information written in this paper is drawn from copies of the test given to me by Mrs. Walker. However, I was present during the instruction time for the lesson and the assessment. This comprehension assessment was given to the class after a lesson on the book Janey Junkfood. The students were given three questions to answer in reference to the story (Appendix A-Grading Criteria). These are those questions: What is the main idea of the book Janey Junkfood? Give two examples from the story that support your main idea. Tell me three ways that you could improve your diet to make it more balanced.

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The purpose of the test was to gather information in order to decide if students understand information within a text.

They were to write down the main idea from the story, use complete sentences, and have neat handwriting. The students were instructed about nutritional facts from the story. The story gave details about how much sugar was in a soda, apple pie and other sugary foods. They also learned about healthy food options, and the difference these options make on our bodies. Then, they learned about the side effects junk food has on our bodies. The procedure for taking the test was given by Mrs. Walker. The instructions she provided to the students were to use complete sentences, neat handwriting, and well thought out response about nutrition and what they learned from Janey Junkfood. She then read each of the corresponding questions the students were to write about, and asked if there were any questions about the assessment before they began. She also informed them to complete the self-assessment (included in Appendix A) on the back of the paper once they have completed the written portion of the assessment. The self-assessment was also used as a rubric for the students to follow; it contained the requirements of the test. The self-assessment was only mentioned, not taught. The assessment was given in the classroom. The class can be distracting periodically for some students. However, during the assessment students were quiet and focused. The mood within the classroom was relaxed and stress free. Mrs. Walker did not give them a set amount of time to finish the assessment. However, she mentioned to the students that once they completed their work they could draw pictures on paper plates about healthy food choices. I think this created a motivation for them to finish the assessment.

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Assessment #1 Student B Analysis The assessment included three questions with a weight of three points for each response. In analyzing Student Bs comprehension assessment he answered all three questions with the minimum requirement necessary. According to the rubric, the first question required the student to write down the main idea, use complete sentences, and write neatly. Student B, did not meet those requirements. He used incomplete sentences, which included just a few words, and improper use of punctuation and capitalization. He was given 1 point out of three on this question (Chart 8).

Assessment Analysis Question #1

1 3 0 1 2 3 Total Correct Points Possible

Chart 8

For the second question the requirement was to give two examples from the story that support the main idea, use complete sentences, and write neatly. Again, Student B was unable to meet those requirements listed on the rubric. He actually restated what he had written on question #1. He was given 1 point out of three on this question (Chart 9).

Assessment Analysis Question #2

1 3 0 1 2 3 Total Correct Points Possible

Chart 9

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Finally, on the third question they were required to write down three ways they could improve their diet, use complete sentences, and write neatly. Student Bs response to this question had nothing to do with the text. His actual response was, write it on your calindar. He wrote one sentence, the requirement was to write three ways to improve your diet. Student B received 1 point out of three for his response on the final question (Chart 10). From the information gathered on the comprehension assessment Student B received 3 points out of a possible 9.

Assessment Analysis Question #3

1 3

Total Correct Points Possible

Chart 10

Part of the assessment for this comprehension lesson included a self-evaluation. Student B completed the self-assessment on the back of the test. The self-assessment required him to answer honestly about how well he thought he did on the test. According to his opinion on the self-assessment he scored 4 out 9 points (Chart 11). Evidence of his assessment is contained within Appendix B.

Analysis Student Self-Evaluation

Category 1 4 9 Total Correct Points Possible 10

Chart 11

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Assessment #1 Student B Synthesis Based on the scores of Student Bs comprehension assessment it is evident that he does not understand and comprehend text clearly. Nor, does he understand how to write a complete sentence. I believe part of the discrepancy might be the lack of confidence that I have seen in him over the past few weeks. As mentioned prior, Student B is a quiet student who tends to withdraw from others within the classroom setting. I think he is too shy to ask for help, or clarification on a question or text. Furthermore, I think Student B could use additional instruction time within a small group. Within the small group we could review what we have learned within a text by using graphic organizers or summarizations after a few paragraphs of a story has been read. I believe Student B could improve his test scores by utilizing more tools, tools in which need to be modeled for him. That way he will know what he needs to do during a comprehension lesson to remember what he was reading. I would also model how to write a complete sentence, using correct punctuation and capitalization. I could also give him handouts to practice during free time, or for homework. These handouts would include incorrect sentences, and he would then have to correct the sentences and rewrite them neatly. For Student B, I believe he puts forth the effort to do well, but he struggles along the way. I think it would also help if he were given more attention and more opportunities to share within the class to feel more comfortable and apart of the classroom community.

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Assessment #1 Student A Analysis The assessment included three questions with a weight of three points for each response. In analyzing Student A comprehension assessment she was able to answer all three of the questions adequately, receiving the maximum points possible for each question. According to the rubric, the first question required the student to write down the main idea, use complete sentences, and write neatly. Student A answered the question with a response about the main idea of Janey Junkfood. She used more than one complete sentence, while using correct punctuation and capitalization. The response was nicely written and readable. Student A received 3 points out of a total of 3 points (Chart 12).

Assessment Analysis Question #1

3 Total Correct 3 Points Possible

Chart 12

For the second question the requirement was to give two examples from the story that support the main idea, use complete sentences, and write neatly. Again, Student A followed the requirements listed on the rubric. She listed two examples within one complete sentence. Additionally, the sentence was correctly punctuated and neatly written. Student A received 3 out of 3 points on this question (Chart 13).

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Assessment Analysis Question #2

3 3

Total Correct Possble Points

Chart 13

Finally, on the third question they were required to write down three ways they could improve their diet, use complete sentences, and write neatly. Student A response to this question included three ways to improve her diet. They included examples that were listed within the story. She wrote one complete sentence that included commas and periods. All three of her responses were expressed within in her writing. Student A received a total of 3 points out of 3 on this response (Chart 14).

Assessment Analysis Question 3

3 3 Total Correct Points Possible

Chart 14

From the information gathered on the comprehension assessment Student A received 9 out of 9 possible points. The self-assessment she filled out after the test also indicated that she too believed she did well, and gave herself 9 out of 9 points (Chart 15). Evidence of her assessment is contained within Appendix C.

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Analysis Student Self-Evaluation

9 9

Total Correct Points Possible

Chart 15
0 2 4 6 8 10

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Assessment #1 Student As Synthesis Based on the scores of Student A comprehension lesson it is evident that she has a clear understanding and comprehension of text. Student A is able to meet the requirements and standards within the third grade core according to her assessment. I believe Student A needs to be challenged more often in order to enrich her reading, writing, and comprehension skills. Student A could be given a more difficult text to read. Once she has completed the reading, she could be required to write a book report. Instead of writing a few sentences about the main idea of the book, she would be given the opportunity to elaborate on the entire book. The assessment could be differentiated in that she would be pushed a little bit further in order for her to hone in on the already established skills for her grade level. Because Student A also feels confident within her schoolwork, and her peers, I would ask her to assist with helping others within the classroom that might need help. This situation is not one that would happen on a regular basis, just within some circumstance where here help could give her peer a different insight on how to remember and retain information given.

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Assessment #2
Assessment: Study Group: Date: Place: Health-Germs/Writing Assessment Student C and Student D October 23, 2012 Washington Elementary School

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Introduction to Assessment #2 The first assessment given took place in Mrs. Hansens third grade classroom on October 23, 2012. The assessment was given to the entire class, 22 students. I decided to focus on Student C and Student D. Student C is a female student who is quiet and wellbehaved child who enjoys learning. She has one brother and one sister, and lives with both parents. She is one of Mrs. Hansens ELL students, her WIDA level is 4. Her reading level is 20, and she is below grade level in math. Student C is a bright student, but tends to struggle in certain areas. She is a student who typically takes her time when she is doing an assignment, and may fall behind because of it. Student D is a male student, who may not be as emotionally developed as his peer. He is has one brother and one sister, and lives with both his parents. His reading level is a 28, and is on grade level for math. However, getting him to do his assignments becomes challenging. On a typical day he struggles through completing what is required of him. This comprehension lesson was administered to Mrs. Hansens third grade class. The information written in this paper is drawn from original copies of the test given on October 23. This integrated health and comprehension assessment was given to the class after a lesson on the book Germs Make Me Sick. The students were asked to complete the following: Describe what you learned about germs. Uses at least 2 of the new vocabulary words. 5 or more solid sentences that include proper capitalization and punctuation.

The class was asked to write down what they learned from the book Germs Make Me Sick. Part of the requirement of the assignment was for the students to use complete

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sentences that include capitalization and punctuation. Also, to use two out of the three vocabulary words which included: germ, bacteria, and virus. These words were reviewed within the lesson. The students were instructed about germ facts from the story. They were also given the opportunity to do an experiment with glitter, to see how quickly germs spread just by touching. They also learned about ways to prevent the spread of germs, viruses, and bacteria through examples and group discussion. The procedure for taking the assessment was posted on the board, along with the grading rubric for the students to see, followed by a step-by-step verbal instruction. I also provided the students with an example of what I was looking for to use as a guide. We also reviewed sentence structure prior to the assessment. I provided the students with three examples of incomplete sentences that we were able to correct prior to the assessment. The instructions were to write five complete sentences, which included: punctuation, capitalization, and spelling, about what they learned about germs. They were asked to produce a well thought out response to what they understand. After the instructions were given about how to take the assessment, I quickly reviewed the rubric on how they would be graded (Appendix D). The assessment is five-sentence summary of what the students learned within the lesson on the book Germs Make Me Sick. The weight of the summary was a total of seven possible points. One point was given for a each complete sentence, and one point was given for using a new vocabulary word within that sentence. The assessment was given in Mrs. Hansens classroom. The class can be distracting periodically for some students. However, during the assessment students were quiet and focused. The mood within the classroom was relaxed and stress free. I did not give them a set amount of time to finish the assessment. However, I mentioned to the students that

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once they completed their work they could draw a picture of germs, or anything else related to the lesson in the box provided on the handout.

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Assessment #2 Student C Analysis The assessment required five complete sentences, and the use of two new vocabulary words, which included: germ, bacteria, and virus. In analyzing Student Cs comprehension assessment (Appendix E), she wrote five complete sentences and used one of the three vocabulary words. All five of the sentences included the word germ within the sentence. Another part of the assessment was, Describe what you learned about germs. Student C used the information within the text to describe her understanding of germs. She also completed the assignment in enough time to draw detailed pictures of what appears to be germs. Because Student C was able to write five complete sentences she received five points for this portion of the assessment. However, due to the use of only one of the three new vocabulary words she was allotted one point for the use of one of the three words. Student C received a total of six points out of seven for the assessment (Chart 16).

Student C Assessment Analysis

Total Correct

Possible points Total Correct Possible points 7

Chart 16
1 2 3 4 5 6 7

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Assessment #2 Student C Synthesis Based on the scores of Student Cs comprehension assessment it is evident that she has a clear understanding and comprehension of the information provided within the lesson. She was able to successfully create sentences that aligned with what was being taught. She is able to meet the requirements and standards within the third grade core according to her assessment. Student C is one of Mrs. Hansens ELL students; this might be the reason why she did not include more than one of the vocabulary words within her writing. Therefore, I will plan on making a few index cards to go with the lessons that contain new words, and place them on her desk. In doing so it can help her to remember the new words, and hopefully be able to apply them later on, during another assessment. As an educator, I feel it is important for me to be able to provide tools for Student C in order to help her have a greater chance at success. Furthermore, I think Student C was able to connect to the lesson because the drawings show a direct reflection of her understanding, visually. The images she drew of germs were detailed and took thought. I appreciate her detail and effort she places into her assignments. I feel that Student C shows a general appreciation for her education, hence the reasoning why she may take her time to complete tasks. I think Student C could use some motivation to engage her strengths. In order for me to do that I can incorporate more integrated lessons, that include hands on learning and creativity.

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Assessment #2 Student D Analysis The assessment required five complete sentences, and the use of two new vocabulary words, which included: germ, bacteria, and virus. In analyzing Student Ds comprehension assessment (Appendix F), he wrote incomplete sentences. There was no evidence to analyze in reference to a complete sentence. The information Student D has written is a series of words that explain what not to do if a person was to sneeze or cough. However, there is not one period, which concludes that he was not able to meet the requirement of writing at least five complete sentences. Furthermore, Student D failed to use any of the new vocabulary words within the writing as well. He was able to take some time to draw a picture of someone coughing. Because he produced a paper with information that pertained to the spread of germs, he was able to obtain a score of two points out of seven (Chart 17).

Student D Assessment Analysis

Total Correct

Points Possible Total Correct Points Possible 7

Chart 17
0 1 2 3 4 5 6 7

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Assessment #2 Student D Synthesis Based on the scores of Student Ds comprehension assessment it is evident that he does not understand and comprehend the information provided within the lesson. Nor, does he understand how to write a complete sentence. I believe part of the discrepancy is his need for attention on a continuous basis. He trudged through the assessment, and gave the bare minimum of what he thought was acceptable. There are times through out the day that Student D is just sitting at his desk, distracted by other things. As mentioned earlier, Student D does not seem to be as emotionally developed as his peers, he has even gone to the lengths of crying throughout an entire lesson because he is the youngest student in the class. However, his reading scores reflect a 28. Which means he is on or above grade level for reading. Having this information provides me with evidence that I need to pull Student D into small groups and focus on comprehension skills. Furthermore, I believe it would also benefit Student D if we worked on sentence structure and principles. It would also be beneficial for Student D to be held accountable for his learning. I think in order for him to be accountable, he must redo the assignments he is given in class, until they are done according to the directions and expectations that are laid before him. In order to be a successful student, the student must be able to follow the rules and expectations of those who teach. In this case, Student D needs a little extra push to keep him accountable and focused on the tasks at hand.

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Assessment #3
Assessment: Study Group: Date: Place: Possessive Noun Assessment Whole Class and Student E November 6, 2012 Washington Elementary School

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Introduction to Assessment #3 The third assessment given took place in Mrs. Hansens third grade classroom on November 6, 2012. The assessment was given to the entire class; at the time there were 17 students in attendance. I have decided to focus on the whole class, and Student E. Student E is a male student. He is a quiet and well-behaved child that stays on task and accountable. At times he struggles with completing assignments in the allotted time. Because of his quiet demeanor and his good behavior Student E could get lost in the crowd. He is has five brothers and one sister, and lives at home with both of his parents. His reading level is 24 and is on grade level in math. I was not the one who administered the possessive noun assessment to Mrs. Hansens third grade class. The information written in this paper is drawn from copies of the test given to me by Mrs. Walker. However, I was present during the instruction time for the lesson and the assessment. This possessive noun assessment (Appendix G) was given to the class directly after the lesson was given on possessive nouns. The students were given five multiple-choice questions to answer in reference to possessive nouns. These are the following questions: Which is the possessive noun in this sentence? The eagles eyes are small and yellow. o Eagles o Eyes o Are o Yellow

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How can you write this sentence with a possessive noun? The voice of the singer is loud. o The singers voice is loud. o The singers voice is loud. o The singers voice is loud o The singer voices is loud.

Which word has the same meaning as POSSESS? o Own o Steal o Word o Noun

Which is a possessive noun? o Bus o Buses o Buss o Bussed

Which word finishes the sentence correctly? Grandpa took Mia to ________ office when she got sick. o Dr. Smith o Dr. Smiths o Dr. Smithes o Dr. Smiths

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They were to circle the best answer to the question. The students were given a brief review of what a noun was. The class participated in a group discussion and each student was asked to give an example of a noun. Then Mrs. Walker introduced the meaning of a possessive noun. She gave the definition of a possessive noun followed by examples. Then she played a short video about possessive nouns, which grabbed the students attention. It was a well-informed animated video, which provided good examples of the use of possessive nouns. After the video Mrs. Walker provided time for class discussion and verbalization. Then, she proceeded to hand out the assessment. The procedure for taking the test was given by Mrs. Walker. The instruction she provided for the students were to read each question thoroughly, and to circle the best response for each of the questions. She then stated to the class that there were a total of five questions to be answered. Mrs. Walker also reminded the students to think about what they just learned from their discussions, and the video to help them answer the questions to the best of their ability. The assessment was given in the classroom. The class can be distracting at times for some students. However, during the test the students were quite and focused. The mood within the classroom at the time was relaxed and stress free. Mrs. Walker gave the students ten minutes to finish the assessment. She mentioned to the students that they needed to finish by 9:20 so they could get to Success Maker on time. I dont think this added pressure to the students due to the fact that the assessment only contained five multiple-choice questions.

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Assessment #3 Whole Class Analysis Individual scores of the possessive noun assessment were compiled into a spreadsheet (Appendix H). The students were given an overall percentage for the assessment. Then each question was analyzed to visually see which questions were missed and which ones were correct. There were 17 students who took the exam, 7 students received 100%, 6 students received 80% (4 correct responses out of 5), and 4 students received 60% (3 correct responses out of 5). (Chart 18)

Whole Class Assessment Analysis

8 7 6 5 4 3 2 1 0 100% 80% 60% 4 100% 80% 60% 7 6

Chart 18

Further analysis indicates the following information: one student missed question 1, six students missed question 2, four students missed question 3, two students missed question 4, and one student missed question 5.

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Whole Class Question Analysis

16 14 12 10 8 6 4 2 0 Question 1 Question 2 Question 3 Question 4 Question 5 1 2 4 2 1 Incorrectly Answered Correctly Answered 16 14 13 15 16

Chart 19

Continuing to analyze the class as a whole, question number 3 was missed by the most students and question number 1 and 5 was missed the least. Question number 2 and 4 were missed by the same amount of students. Furthermore, it is also evident that question number 1 and 5 were the questions most of the students were able to answer correctly.

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Assessment #3 Whole Class Synthesis Based on the scores of the whole class on the possessive noun assessment it is evident that more than half of the class has a clear understanding of the grammatical principles of possessive nouns. It is also evident that the few students who received 60% on the assessment should get small group instruction on the information that was provided in the lesson. During centers I would take these students and provide them with more examples of possessive nouns, and give them more time to internalize and verbalize the concepts of possessive nouns. I would also provide them with hands on examples to help them connect and remember. Additionally, I would look at the answers these students missed and give a brief review. Then, we would discuss why they thought the answer they provided was correct to see if we could change his or her thinking process or confusion. I would then allow the students to see the correct answers. I believe this would provide the students more time to internalize the information and later have the ability to process it through their work and further assessments. I would also offer these students the opportunity to retake the assessment. I would provide the students with a similar assessment, with the same grammatical concepts within the first assessment given.

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Assessment #3 Student E Analysis The assessment included five questions with a weight of one point for each response. In analyzing Student Es possessive noun assessment he answered all five questions (Appendix I). However, he missed question number 3. Overall, he scored a total of 4 out of 5 points on the exam, giving him a score of 80% (Chart 20).

Tristan's Assessment Analysis

4 Total Correct 5 Points Possible

Chart 20

The question that he incorrectly answered was question number three. The question asked, Which word has the same meaning as POSSESS? A. B. C. D. Own Steal Word Noun

Student E circled letter D, Noun. Student E was apart of the class average, in that question number three was the most missed question out of the 17 students who took the assessment.

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Assessment #3 Student E Synthesis Based on the scores of Student Es possessive noun assessment it is evident that he has a clear understanding of the basic principles of possessive nouns. He received a score of 4 out of 5, which was 80%. He did however, miss question number three (this question was missed by three other students in the class). I personally feel he may have miss understood the question being asked, and confused the answer with what was being taught. He circled the word noun, which is what the lesson was in reference to. Therefore, when I approached Student E after the assessments were graded, I showed him his score. I asked him if he knew why he missed question number 3. He looked at me a little confused. So I asked him to read the question out loud to me. After he read the question he stated, I think I got it wrong because I circled noun. I dont get it. So, then I proceeded to tell him that the question is asking for another word for possess. He said, Oh, I get it. The answer would be A. own. I looked and him and smiled, I told him that was correct. I then reminded Student E that if he felt confused about a question on an assessment or any other assignment in class that it is important to ask questions, that way he has a better chance at getting a 100% on his assessments, he agreed. I think Student E has a good understanding of the concepts he is taught. He works hard, and does well in all subject areas. If I were able to work with Student E on a daily basis I would try to involve him more often in the whole group discussions. I think this would give him the confidence he needs to ask those questions that could save him a wrong answer later on. I also think this would save him from getting lost in the crowd. He is a good student who could use a little more confidence around his peers.

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Reflection

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This Assessment Application and Analysis Report have given me a better understanding of formative and summative assessment, and the importance of the demographics of the school in which I will be teaching. I have learned that not only is it crucial to the success of the students to know the content, and how the content will be assessed, but how students may be affected by what goes on outside of the walls of classroom. When I began doing the research for Washington Elementary School, I was frustrated by the amount of time and effort I had to put forth to gather this information, and then proceed to provide graphs and written understanding. As I continued to move forward into Mrs. Hansens classroom demographics it seemed to make more sense, and I was not as frustrated with the amount of information I needed to obtain. I began to make sense, and I started to internalize the research. The more I found out about my practicum classroom, the more confident I felt about how my lesson delivery. As began to analyze and synthesize the data obtain from each of the assessments the frustration was gone. I finally understood the purpose and the meaning behind all of the research. I felt relieved by my progress, and excited about the knowledge I now have about the school, classroom and myself. Additionally, I realized that knowing my students helps me plan appropriately, and accommodate when needed. Overall, the assessments administered to Mrs. Hansens class went well. There are times when I think the class may not understand what they are learning, and then look over their assessments and see evidence that most of them do. The few students that are not doing well on the assessments could be pulled into small groups. This might take place during the time when I am not present. Furthermore, I feel that I gained a great amount of experience from assessing my own lesson. I realize that I could make my expectation more clear, and provide more examples. I realize I feel short with the part of my lesson that required students to write complete sentences. I soon realized after the analysis process of my lesson that I must have assumed they had more of an understanding of using proper capitalization and punctuation. Looking at this information I would take time to teach the importance of sentence structure, and hold student accountable on all of their assignments for proper sentence use. In conclusion, the information gather in this assignment opened a whole new outlook on my education. I strongly feel this information should be gathered each semester in practicum to enable me to know my surroundings, the school culture, my students and classroom culture. I feel like I have been able to accomplish something I have never done before, and feel success from that. I also feel good about the school I get to participate in for my practicum experience. I enjoy the class and the students. I know my relationship with these students is much greater than the ones I had obtain in the previous semester due to the amount of work, and research gather to analyze. I know once I have moved on to another school I will feel sad to leave these amazing students. I have gain a huge amount of love for these students, and respect for my mentor teacher.

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Appendix A
Nutrition Comprehension Assessment

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Appendix B
Nutrition Comprehension Assessment

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Appendix C
Nutrition Comprehension Assessment

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Appendix D
Comprehension Assessment Grading Rubric

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Appendix E
Germ Comprehension Assessment

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Appendix F
Germ Comprehension Assessment

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Scoring Guide for Germs Make Me Sick

7 points 4 points 1-2 points

No assignment

Describe what you learned about germs. Uses at least 2 of the new vocabulary words. 5 or more solid sentences that include proper capitalization and punctuation. 0-1 errors Describe what you learned about germs. Uses 1 of the new vocabulary words. 3 solid sentences that include proper capitalization and punctuation. 2-3 errors Describe what you learned about germs. Uses 0 of the new vocabulary words. 1-2 solid sentences that include proper capitalization and punctuation. 4 or more errors Didnt do project

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Appendix G
Possessive Noun Assessment

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Appendix H
Possessive Noun Assessment Spreadsheet

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Possessive Noun Spreadsheet Analysis

Name Student C Afton Student Ae Student B Carlos Destiny Eric Ethan Gabby Talora Jade Jaden Jaymond Kayden Lillie Student D Nya Rachelle Roper Student E Score 80% 100% 100% 80% 60% 100% 60% Absent 60% 60% Absent Absent 100% 100% 100% 80% 80% 80% 100% 80% Question 1 Correct Correct Correct Correct Correct Correct Correct Correct Correct Question 2 Wrong Correct Correct Wrong Correct Correct Wrong Wrong Wrong Question 3 Correct Correct Correct Correct Wrong Correct Correct Correct Wrong Question 4 Correct Correct Correct Correct Wrong Correct Correct Wrong Correct Question 5 Correct Correct Correct Correct Correct Correct Wrong Correct Correct

Correct Correct Correct Correct Correct Wrong Correct Correct

Correct Correct Correct Correct Wrong Correct Correct Correct

Correct Correct Correct Wrong Correct Correct Correct Wrong

Correct Correct Correct Correct Correct Correct Correct Correct

Correct Correct Correct Correct Correct Correct Correct Correct

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Appendix I
Possessive Noun Assessment

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Reference Page
Washington Elementary School. (2012). Washington Elementary School. Retrieved 2012 14-October from Washington Elementary School: www.wes.washk12.org

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Table of Contents
School Contextual Factors Classroom Contextual Factors Assessment #1 Assessment #2 Assessment #3 Reflection Appendixes Reference Page 2 7 11 21 28 37 39 50