Table of Contents

1. School contextual factors p. 3

2. Classroom contextual factors p. 4

3. Type of assessment p. 5

4. Purpose of assessment p.6

5. How assessment was administered p.7

6. Analysis pp. 8-9

7. Synthesis p. 10

8. Appendix #1 p.11



















Contextual Factors of East Elementary




0
50
100
150
200
250
300
350
Caucasion Hispanic American Indian Asian/Pacific Black
Demographics
46% 44%
6% 3% 1%
Number of Special Education Students
Mild Severe Speech
Mild
35

Severe
16
Speech
95
0
100
200
300
400
500
600
700
Total number of students Free lunch Reduced Lunch
Socio-Economic Level

Classroom Contextual Factors: 5
th
Grade

My practicum classroom that I observed is made up of students that are in the fifth grade who are
between the ages of eleven and twelve. There are a total of 22 students in the classroom. 14 of
the students are boys and 8 of the students are girls. Two of the students have a behavioral
challenge. I dont know of any behavior contracts with the teacher if there are any. There are
seven English language learners who are at a WIDA level 5 but no extra services are being
provided for these students. My practicum teacher said that seven students are struggling at this
time, and five students are advanced learners. This means that the remaining 10 students are
either at or near grade level.





22
14
8
0 5 10 15 20 25
Total Students
Boys
Girls
GENDER BREAKDOWN
22
7
5
10
0
5
10
15
20
25
Total Students Struggling Learners Advanced Learners On Grade Level
Class Levels

Type of Assessment
The assessment that was administered was a summative math assessment on division.
This assessment was given to all of the students in the class. It was given to the students by the
teacher. Before the test began she briefly reviewed with the students the different types of
division problems that would be on the test. Once the test was administered she didnt help the
students in any way. They were encouraged to show their work on the test paper. The students
were responsible to read each question and answering the division problem on their own.
Over the course of the semester I was able to teach some of division math concepts that
they were being assessed on during this test. On the days that I wasnt able to teach the division
to the whole group I was allowed to walk around and help out the students on various problems.
If the students werent happy with their score they were allowed to review the questions they
missed and make a second attempt on a similar test.








Purpose of the Assessment
The purpose of the math assessment was to see how well the students in the classroom
understood division. Some of the division problems were already structured for them, while
others required the students to read the problem and structure the problem on their own. The test
covered two and three digit division. Out of the 18 questions on the test 11 were 2 and 3 digit
division, and 7 were story problems.
This assessment was useful for the teacher because she was able to see the students level
of understanding of division. Moving forward the teacher will be able can intervene where it is
needed depending on the student. For example, some students understood the division but they
struggled with the story problems that made them think deeper. This will tell the teacher that she
needs to help these students learn how to set the problem up. If this is done correctly these
students will be prepared to do better on the retake test. The students are provided with
additional tutoring before and after school from our practicum teacher if they need additional
support.









How was the assessment administered?

This math assessment was given by my practicum teacher to the class whole group. It
was administered on November 22
nd
2013. My teacher briefly explained what was going to be on
the test. She reviewed division problems before the assessment was given. It was given with a
regular classroom with no accommodations given to any certain student. All students sat in their
regular seat. Each student was given a divider so reinforce academic integrity.













Analysis
On the test there were 18 problems total. Two students got a perfect score. Two students
missed one problem. Two students missed two problems. Two students missed three problems.
Four students missed four problems. Four students missed five problems. Two students missed
six problems. One student missed seven problems. One student missed eleven problems.
The question that students struggled with the most was question 16. This question had
multiple steps and required two answers. On the test students struggled with the division
problems that had story problems included in them also. There were seven problems on the test
that were story problems and the students averaged 62% on them. The remaining eleven
problems on the test were two and three digit division. On these problems that class did much
better averaging 84% on them. The graph on the next page reflects this data.
The three students I observed did very different from each other on the test. I thought this
would be the case considering I tried to pick three students that are on different levels. The first
student got 100% percent. He was done before the other students and ended up reading a book
while the other students continued. The second student missed four including question 16 which
seemed to present the most trouble for most students. This student tried really hard on the test.
You could tell by home much work he showed on each question. The third student lacks a lot of
motivation at times, however I was impressed with her effort too though. She missed 6 problems
she really seemed to try during the test. When it came to the story problems she couldnt seem to
grasp onto the concept of how to organize the information. The graphs below show the three
students in more detail.


The following chart shows in detail each question the student completed correctly.
Assessment Data Grid:
xs are the questions they answered incorrectly
"c"s are questions answered correctly.
1-18 are the questions.
1-21 are the students
Student 1, 2 and 3 are the students I observed.

Column1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
1 C C C C C C C C C C C C C C C C C C
2 C C C C C C C C C C c X X C X x C C
3 C C C C C C C C C X X C C C X X X X
4 C C C C C X C X C C C C C X X X C C
5 X X C C C X X C C C C C C C X C X C
6 C C C C C C C C X X C C C C X X C C
7 C C C C C C X C C C C C C C X X X C
8 C C C C C C C X C C C C C C C X X X
9 C C C C C C C C C C C C C C X X X X
10 C C C C C C C C C C X X C C C C X C
11 C C C C C C C X C C C C C X C X C C
12 C C C C C C C X C C C C C C X X C C
13 C C C C C X C C C C C C C C X C X C
14 C C C C C C C C X C C C C C X X C C
15 C C C C C C C C C C C C C C C X C C
16 C C C C C C C X C C C C C X C C C C
17 C C C C C C C C C C C C C C C X C C
18 C C C C C C C C C C C C C C C X C C
19 C C C C C C C C C C C C C C C X C C
20 C C C C C C C C C C C C C C C C C C
21 C C C C X C C C C C C X X C C X C c



















0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Story Problems 2 and 3 digit division
Percentage of Questions Answered Correctly




Synthesize
According the analysis the students in the class did a really good job on the majority of the
questions that were on the test. The main problem was question 16 and the other 6 story
problems. On question 16 students for a variety of reasons. Not only was it a story problem but it
also required two different answers in order to get it correct. Students seemed to struggle
organizing the information on the question. Looking at the question it definitely is a question that
requires higher level thinking.
If I was the teacher I would explained have explained to the class beforehand that this
question would require two answers. I would have demonstrated a similar problem before the
test and gone through the necessary steps in order to get the two answers.
If I was the teacher looking back on the lesson I would really work with the students on
story problems. In some way I think some students give up the second that they see a story
problem on the test. Many students dont seem to put forth the effort because they think they are
too hard. As the teacher I would go over each story problem with the class and walk through
necessary steps in order to properly answer them. I would explain that the story problem is the
same thing as the regular division problems besides the fact that the information isnt already put
in order for you. I think that practice makes perfect and if more time was spent on this that the
students would be able understand the story problems better in the future.
I think that student number one is very gifted. He understand math concepts far beyond his
classmates. He didnt miss any questions so this tells me he is good at deep thinking and knows
his division. If I was the teacher I would be sure to have something for him to do as soon as he
finishes the test.
I the case of student number 2 I am really impressed with the effort that he puts into his
work. I think it could be a good idea to have a scratch paper ready for him when he takes a test
so he doesnt run out of room from trying to figure out the equations. I would try to help him
with organizing the story problems in the future.
I think student number 3 needs to have positive reinforcement leading into the next test.
Looking at her assessment she has a lot to be proud of. She only missed 6 which is a major
improvement from her last math test. She still is making some simple division mistakes so it
would be good to remind her to look at all of her division steps carefully.