Assessment Application

And
Analysis Report































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 ten and eleven. There are a total of 22 students in the classroom. 14 of the
students are boys and 8 of the students are girls. Two out of the 22 students have behavioral
challenges. I am not aware of any behavior contracts with the teacher at this time. There are
seven English language learners students who are at a World-Class Instructional Design and
Assessment level 5 and no extra services are being provided for these students. My practicum
teacher stated 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. There are no
other contextual factors that exist.
2012-2013 5
th
Grade Classroom

0 5 10 15 20 25
Total Students
Boys
Girls
TOTAL STUDENTS
0
5
10
15
20
25
Total Students Struggling Learners Advanced Learners On Grade Level
Class Levels



Type of Assessment

This assessment was a formal, summative chapter math assessment administered to all 22 students in the
class. No children were absent the day of this assessment. This assessment was given by the mentor
teacher and each student was responsible for reading the questions, performing the calculations, and
selecting the correct answer independently. The mentor teacher briefly went over the different types of
questions on the test.
I as a practicum student taught some of the math concepts that the children were being assessed
on. In addition to teaching the concepts, I also helped with group work and homework on the math
concepts being tested. The mentor teacher informed us that she provided a chapter test review for the
students to work together on with her guidance. The mentor teacher provided examples for her students
to work through before they took the assessment independently.














Purpose of the Assessment

The purpose of this chapter 2 math assessment was to see how well the students in the
classroom understand 2, 3 digit whole number multiplication. Out of the total 20 questions 3
were story problems involving multiplication, 6 were basic multiplication problems involving 2,
3 digit numbers, 2 assessment questions involved estimating, and finally 3 involved prime
factorization and exponents. This was a culminating test of information that the students had
been learning over several weeks.
Chapter 2 instructs students on how to multiply whole numbers. The types of
multiplication problems found on the assessment included multiplication that students have
encountered during whole group instruction, group work, small group work with the mentor
teacher and independent homework.
The assessment will provide the information that the mentor teacher needs to check her
students understanding of multiplying whole numbers. The mentor teacher can also determine
any interventions that may be needed for individual students. This assessment can also provide
the mentor teacher with insight into how she can provide differentiation that will meet the needs
of her students that do not understand these math concepts. Some of the interventions the mentor
teacher provides are math tutoring before and after school, along with math groups with pre-
assessment leveling twice a week. Another tool that the mentor teacher uses is students that
performed poorly on this assessment were given a chance to review the test with the teacher and
help assess why they missed certain problems. They were also given the chance to re-work the
math test problems and gain insight into what they did not understand.



Administering the Assessment

This math assessment was delivered by the mentor teacher on September 25
th
2013 at 1:00 P.M.
The mentor teacher did not wear the microphone during the assessment. The mentor teacher
reviewed certain problems on the test for clarification. It was given in the normal classroom
setting at each of the students normal seating arrangements within the classroom.
Each student was provided a cheating protection cover that surrounds the top of their
desk. According to the mentor teacher, one student suffered test anxiety but no accommodations
were made. The classroom environment was very quiet which was conducive to the taking of a
test.
















Analysis
There were 22 math tests that were administered. Of the 22 students that took the test
nobody received a perfect score. 3 students got 19 out of 20 correct or 95 %. 3 more came in
right behind getting 18 out of 20 correct or 90%. After that the next high scores were 3 students
that got 16 out of 20 correct or 80%. 1 student who got 15 out of 20 or 75%. 1 got 14 out of 20
or 70%. 3 more students got 13 out of 20 or 65%. 2 got 12 out of 20 or 60%. 1 got 11 out of 20
for 55%. 2 students got 9 out of 20 or 45%. 2 students got 8 out of 20 or 40%. 1 student got 6
out of 20 or 30%. The data is reflected in the chart below. According to the analysis question
number fourteen was the most misunderstood question on the assessment. This question required
three steps for the proper solving of it. Most of the students did not understand the three steps to
solve this problem. The question follows-Antoine is saving money for vacation. His goal is to
get $250. He has made 11 deposits of $18 each so far. How much more money does he need to
reach his goal? The students were required to take the information from the story problem and
form it into correct equations, the first equation was to multiply 18 and 11 and get the proper
product. They would then take that number and subtract it from $250 to get the amount that
Antoine needs to reach his goal. The other troublesome question for the students was number 11
on the assessment. The question follows- What is the value of 7 to the 3
rd
power. The students
seemed to be confused about the use of the exponent when written in this format. Only 10 out of
the 22 students answered the exponent question in this form correctly which was less than half.
In a different version of the use of exponents the students seemed to understand it more clearly
such as 9x9x9x9 this question still contained exponent concepts but it was asked in a way that
the students could understand more clearly. 16 of the 22 students answered the exponent
question in this form correctly. I choose to analyze student one because she represents a
struggling learner. This student is hard-working and has a positive attitude but struggles in most
academic areas. This student scored the lowest overall score on this assessment.
While choosing and observing student number 2 I noticed that this student understood and
answered most of the assessment questions correctly. This student is an ELL at a WIDA level 5.
This student scored an average overall score on this assessment. This student represents an
average learner.
Student number 3 according to the assessment is proficient in these math concepts. This student
scored among the top 3 highest scores. This student represents an advanced learner.
Analysis of Three Children
Student number one Girl- This student scored 6 questions correct out of the 20 questions on
this assessment or 30%. This students assessment had a lot of written work that showed she
was trying to solve problems on the assessment, which is encouraging because this shows
effort on this students part. The low test score seems to be because of gaps in understanding
on some of the concepts needed to answer these math problems correctly, and not lack of
effort. According to the mentor teacher, this student struggles academically, and is being
watched for further intervention services. This score was the lowest of all the students for this
test.
Student number two Boy-This student scored 15 questions correct out of the 20 questions on
this assessment or 75%. This student is an ELL student at a WIDA level 5. This student does not
receive any extra services at this time. The mentor teacher has asked me and my practicum
partner to help monitor if this student is paying attention and to help him stay on task. This
could indicate ADD or ADHD. This score is average for this test.
Student number three-Girl This student scored 19 questions correct out of the 20 questions on
this assessment or 95%. This students assessment was filled with a lot of problem solving work
that shows she understands how to solve these types of math problems. According to the
mentor teacher, this student is advanced and is going to be tested for gifted and talented
attributes.
This students score was one of the top 3 highest scores.







0
1
2
3
4
100% 95% 90% 85% 80% 75% 70% 65% 60% 55% 50% 45% 40% 35% 30% Below
30%
N
u
m
b
e
r

o
f

S
t
u
d
e
n
t
s


Percentage students scored
Analysis of Assessment #1 Data





Synthesis
The data was clear that the students did not understand the multiple step story problem question
number 14. I believe this was a challenge because of the multiple steps that were required to
solve this problem. One solution could be that the mentor teacher could introduce more story
problems like these and work through the multiple steps required for the solution. It is important
for our students to understand that some story problems require multiple steps and multiple math
equations to get to the right answer. Question 11 was also a frequent missed question, due to the
different exponent format of asking what is 7 to the 3
rd
power. If the question would have been
presented 7x7x7 the students would have understood better because they are more familiar with
that format. In my opinion, the students need more practice and instruction with exponents and
the traditional format that they will find as they progress in grade levels.
Synthesis of Three Children
Student number one Girl- -I will re-teach the concepts of two digit multiplication. I will provide
many examples for this child to practice on. I will try to analyze where this students gaps are in
these math concepts. We will also focus on how multiple step story problems are solved.
Together we will set goals to try to close the math concept gaps and make a timeline to reach
these goals.
Student number two Boy-I will make sure that this student is continues to be clear on these
specific math concepts. I will provide continued practice and clarification on these 2, 3 digit
multiplication math concepts. I will re-teach the concepts of multiple step story problems. I will
continue to watch for attention deficits and provide interventions if needed.
Student number three-Girl I will continue to monitor for understanding. I will offer additional
practice on these types of 2, 3 digit multiplication math concepts. I will offer additional
instruction of multiple step story problems for concrete understanding as well as problems for
practice. I will also offer expanded and deeper instruction and practice on these multiplication
math concepts to meet this students advanced needs.































Assessment #2
Math Topic Chapter 3
Divide by a One-Digit Divisor













Type of Assessment # 2

This assessment was a formal math assessment that covered the material that was learned in
chapter 3 that consisted of dividing by a one digit divisor. The assessment was administered to
21 students; one student was absent that day and did not take the assessment. This assessment
was given by the mentor teacher and each student was responsible for reading the questions,
performing the calculations, and selecting the correct answer independently. The mentor teacher
briefly went over the different types of questions on the test.
I as a practicum student taught some of the math concepts that the children were being
assessed on. In addition to teaching the concepts, I also helped with group work and homework
on the math concepts being tested. The mentor teacher informed us that she provided a chapter
test review for the students to work together on with her guidance. The mentor teacher provided
examples for students to work through before they took the assessment independently.










Purpose of Assessment #2

The purpose of this math assessment was to check for the understanding of math concepts
taught in chapter 3 dividing by one-digit divisors. Chapter 3 instructs students on how to divide
by one digit divisors. The types of division problems found on the assessment included division
that students have encountered during math whole group instruction, group work, and small
group work with the mentor teacher and independent homework.
The assessment will provide the information that the mentor teacher needs to
check her students understanding of dividing by one-digit divisors. The mentor teacher can also
determine any interventions that may be needed for individual students. This assessment can also
provide the mentor teacher with insight into how she can provide differentiation that will meet
the needs of her students that do not understand these math concepts. Some of the interventions
The mentor teacher provides are math tutoring before and after school, along with math groups
with pre-assessment leveling twice a week. Another tool that the mentor teacher uses is students
that performed poorly on this assessment were given a chance to review the test with the teacher
and help assess why they missed certain problems. They were also given the chance to re-work
the math test problems and gain insight into what they did not understand.






Administering the Assessment #2

This math assessment was delivered by the mentor teacher on October 22, 2013 at 12:40 P.M.
The mentor teacher did not wear the microphone during the assessment. The mentor asked for
each student to put their name and the date at the top of the assessment before beginning. She
admonished her students to not go ahead, and to follow her instructions. The mentor teacher read
each question and defined word and terms especially in the story problems and had her students
follow along. The mentor teacher stated that if they did not see their answer in the multiple
choice problems they should re-work the problem. The mentor teacher stated during the
assessment, Make sure that I can read your numbers and make sure you do a good job. The
mentor teacher read a particular story problem and one student accidently shouted out the right
answer, as a result most students got question number six right. One student that may have
ADHD got up and out of his seat to get a drink during the assessment they are not allowed to get
up during assessments this student was told to move his clip which is a negative behavior
management technique. This assessment was given in the normal classroom setting at each of the
students normal seating arrangements within the classroom.
Each student was provided a privacy protection cover that surrounds the top of their desk.
No accommodations were made for any students during this assessment. The classroom
environment was very quiet which was conducive to the taking of a test.





Analysis of Assessment #2/ Chapter Test Form 2B/Questions
1. A group of 48 parents
arrive at the school band
concert. There are rows of
chairs set up, and each row
seats 4 people. How many
rows of chairs will the
parents need?
A. 21 rows
B. 12 rows
C. 11 rows
D. 9 rows

What is the value of each
expression?

2. 64 divided by 4


F.8
G. 10
H. 16
I.20
3. 72 divided by 8
A. 6
B. 7
C. 8
D. 9
4. 210 divided by 3
F. 50
G. 60
H. 70
I. 80
5. 400 divided 2
A. 200
B. 100
C. 50
D. 5

6. Which is the best estimate
of 157 divided by 2?
F. 70
G. 80
H. 90
I. 100
7. Which is the best estimate
of 108 divided by 5?
A. 28
B. 26
C. 25
D. 20



8. A company sold 356
products. Each client bought
6 products. About how many
clients did the company
have?
F. 10
G. 50
H. 60
I. 70
What is the value of each
expression?

9. 638 divided by 4
10. 752 divided by 7 11. 286 divided by 3 12. 273 divided by 3
13. 804 divided by 4 14. Luis has a 408-page
book. If he reads 4 pages
every day, how many days
will it take him to finish the
book?

15. On a class trip to the
aquarium, there is 1 adult
for every 7 students. If 44
students go on the class trip,
how many adults are going
on the class trip.
16. Three families went to
the fair together. An adult
ticket cost $7, and a child
ticket cost $5. If they spent a
total of $58, how many
adults and how many
children were there?
17. Erin wants to equally
divide oatmeal bars among 5
friends. If she has 12 bars,
how many bars will each
friend receive?
18. Jerome has $38 to buy
tickets to the museum. How
many tickets can he buy if
each ticket cost $8?
Test
Questions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Student 1
C C I C C I C I I I I I I I I I C C
2 C C C C C I I C I I I I I C I I C I
3 C C C C C C C C C I I C C C I I I I
4 C C C C C I C I C C C C C I I I C C
5 I I C C C I I C C C C C C C I I I I
6 C C C C C C C C I I C C C C I I C C
7 C C C C C C I C C C C C C C I I I C
8 C C C C C C C I C C C C C C C I I I
9 C C C C C C C C C C C C C C I I I I
10 C C C C C C C C C C I I C C C C I C
11 C C C C C C C I C C C C C I C I C C
12 C C C C C C C I C C C C C C I I C C
13 C C C C C I C C C C C C C C I C I C
14 C C C C C C C C I C C C C C I I C C
15 C C C C C C C C C C C C C C C I C C
16 C C C C C C C I C C C C C I C C C C
17 C C C C C C C C C C C C C C C I C C
18 C C C C C C C C C C C C C C C I C C
19 C C C C C C C C C C C C C C C I 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 C C C C C C C C C C C C C C

Key to graph- C=correct answer I=incorrect answer
There were 21 math assessments administered. One student was absent. There were 18
questions which included 7 story problems. Of the 21 students who took the math assessment
there were 1 student who got 7 out of 19 correct, 1 student who got 8 out 19 correct, 1 student
who got 12 out of 19 correct, 2 students that got 13 out of 19 correct, 4 students who got 14 out
of 19 correct, 4 students who got 15 out of 19 correct, 2 students who got 16 out of 19 correct, 2
students who got 17 out of 19 correct, 2 students that got 18 out of 19 correct, 2 students who got
19 out 19 correct. Number 16 was the most missed question on the math assessment only 5
students got it correct; it was a two part answer question, 16. Three families went to the fair
together. An adult ticket cost $7, and a child ticket cost $5. If they spent a total of $58, how
many adults and how many children were there? The students were required to find both
answers.
Interpretation of graph below

The class overall scored 76% on this assessment for an average understanding of the
material that this math assessment covered. The ELLs scored 77% all ELLs are at a
WIDA level 5. The females in the class scored 76%, and the males scored an overall of
79%.
I choose to analyze student 12 because they represent an ELL and advanced learner. This
student is hard-working and has a positive attitude about learning and is proficient in most
academic areas. This student scored 15 out of 19 questions correct on this assessment.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male Female ELL's Overall
p
e
r
c
e
n
t
a
g
e

Scoring Breakdown
While choosing and observing student number 11 I noticed that this student understood and
answered most of the assessment questions correctly. This student is a twin with another student
in the classroom. This student does not excel in math as much as their twin. This student scored
an average overall score of 15 out of 19 correct on this assessment. This student represents an
average learner.
Student number 1 This student scored the overall lowest in the class on this assessment. This
student struggled with the understanding of most of these math subjects. This student scored 7
out of 19 correct.

Synthesis

The data was clear that the students did not understand the multiple step story problem question
number 16. I believe this was a challenge because of the multiple steps that were required to
solve this problem. One solution could be that Ms. Woolsey could introduce more story
problems like these and work through the multiple steps required for the solution. It is important
for our students to understand that some story problems require multiple steps and multiple math
equations to get to the right answer. Question 15 was also a frequent missed question; again this
is a story problem that requires interpretation of the story data within the question to set up a
math equation to solve it. One technique that could improve the students proficiency in story
problems is possibly working through the information backwards. Starting at the end and moving
to the beginning.
Synthesis of Three Children
Student number 11 Girl- -I will re-teach the concepts of dividing by one-digit divisors that this
child missed on this math assessment. I will provide many examples for this child to practice on.
I will try to analyze where this students gaps are in these math concepts. We will also focus on
how multiple step story problems are solved. Together we will set goals to try to close the math
concept gaps and make a timeline to reach these goals.
Student number 12 Boy-I will make sure that this student is continues to be clear on these
specific math concepts. I will provide continued practice and clarification on the concepts of
dividing by one-digit divisors math concepts. I will re-teach the concepts of multiple step story
problems. I will continue to watch for any gaps in understanding and provide re-teaching if
needed.
Student number 1-Boy I will re-teach the concepts of dividing by one-digit divisors. This
student and I will work through the problems that this child missed on this math assessment. I
will continue to monitor for understanding. I will offer additional practice on concepts of
dividing by one-digit divisors math concepts. I will offer additional instruction of multiple step
story problems for concrete understanding as well as problems for practice. I will suggest that
this student attend math interventions.
Test
Questions
1 2 3 4 5 6 7 9 10 12 14 15 16 17

Student 1
C C I C C I C I I I I I I C









11 C C C C C C C C C C I C I C
12 C C C C C C C C C C C I I C

















Assessment #3
Spelling Chapter 3
Spelling Words with Open Syllables












Type of Assessment # 3

This assessment was a formal spelling assessment that covered the material that was
learned in unit 3 that consisted of spelling words with open syllables. The assessment was
administered to 21 students; one student was absent that day and did not take the assessment.
This assessment was given by mentor teacher and each student was responsible for selecting the
proper spelling of the spelling word independently. These spelling assessments were a fill in the
bubble and select the correct spelling of the assigned spelling words. The mentor teacher stated
that she uses this format because this is the kind of spelling test format they will find on CRT
testing. The students went up to the teacher when they were ready to take the spelling test and
started individually and finished independently.

















Purpose of Assessment #3

The assessment will provide the information that the mentor teacher needs to
check her students understanding of spelling words with open syllables that were taught in unit 3.
The mentor teacher can also determine any interventions that may be needed for individual
students. This assessment can also provide the mentor teacher with insight into how she can
provide differentiation that will meet the needs of her students that do not understand these
spelling patterns.



















Administering the Assessment #2

This spelling assessment was delivered by the mentor teacher on November 8, 2013 at
11:00 A.M. the mentor teacher did not wear the microphone during the assessment. The mentor
teacher asked for each student to put their name at the top of the assessment before beginning.
The students worked at their own pace, and received the test and handed it in when they were
ready to take it.
Each student was provided a privacy protection cover that surrounds the top of their desk.
No accommodations were made for any students during this assessment. The classroom
environment was very quiet which was conducive to the taking of a test.



















Analysis of Assessment of Spelling Words with Open Syllables Test/ Multiple Choice


1. Tyrant
a. tyrunt
b. tyrent
c. tirant

2. Profile
a. profyle
b. proffile
c. profille
3. Smoky
a. smmoky
b. smokky
c. smokkey
4. Minus
a. mihnus
b. minis
c. mineus

5. Local
a. lockal
b. locul
c. locel
6. Equal
a. equel
b. equul
c. equall
7. Linen
a. linnen
b. lynen
c. lynnen
8. Legal
a. legul
b. legall
c. leegal

9. Loser
a. lozer
b. loozer
c. looser

10. Decent
a. deesent
b. desent
c. descint
11. Humor
a. houmor
b. huemor
c. humer
12. Closet
a. closset
b. clozet
c. closett
13. Comet
a. commet
b. comit
c. comett
14. Punish
a. punissh
b. punish
c. puhnish

15. Vacant
a. vacant
b. vaceant
c. vaccant
16. Recent
a. rescent
b. ricent
c. resint
17. Student 18. Shiver 19. Cavern 20. Panic
a. stoodent
b. studint
c. studdent
a. shivver
b. schiver
c. shivur


a. cavirn
b. cavurn
c. cavvern
a. pannick
b. pannic
c. panick









Test
Questions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Students1 C C 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 C C C C C C C C C
3 I C C C C C C I C C C C I C I C C C I C
4 C C C C C C C C C C C C C C I C C C C C
5 C C C C C C C C C C C C C C C C C C C C
6 C C C C C C C C C C C C C C C C C C C C
7 C C C C C C C C C C C I C C I C C C C I
8 C C C C C C C C C C C C C C C C C C C C
9 C C C C C C C C C C C C C C I C C C C C
10 C C C C C C C C C C C C C C I C C C C C
11 C C C C C C C C C C C C C C C C C C C C
12 C C C C C C I C C C C C I I I C C C C I
13 C C C C C C C C C C I C I C C C C C C C
14 C C C C C C C C C C C I C C C C C C C C
15 C C C C C C C C C C C C C C C C C C C C
16 C C C C C C C C C C C C C C C C C C C C
17 I c c C C C I C C C I C C I C C C C C I
18 C C C C C C C C C C C C C C I C C C C C
19 I C C C I I C I I C C C I C I C C C I I
20 C C C C C I C C C C C C C C C C C C C C
21 I C C C C C C C C I C C I I I C C C C C


Key to graph- C=correct answer I=incorrect answer
There were 21 spelling assessments administered. One student was absent. There were 20
questions all were fill in the bubble multiple choice problems. Of the 21 students who took the
spelling assessment there was 1 student who got 11 out of 20 correct, 4 students who got 15 out
20 correct, 1 student who got 17 out of 20 correct, 2 students that got 18 out of 20 correct, 5
students who got 19 out of 20 correct, 8 students who got 20 out of 20 correct.
The spelling word # 15 vacant was the most missed word on this spelling assessment





The class overall scored 90% on this assessment which represents an excellent
understanding of these spelling words that this spelling assessment covered. The ELLs
scored 82% all ELLs are at a WIDA level 5. This lower score overall for the ELLs could
be due to the language difference. The females in the class scored 87%, and the males
scored an overall of 92%.
I choose to analyze student 1 because they represent an ELL and a struggling learner.
This student is hard-working and has a positive attitude about learning. This student scored 11
out of 20 questions correct on this assessment
Student Number 21 was chosen because of being an ELL and a struggling learner, this student
scored an average score on this assessment 15 out of 20 correct.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male Female ELL's Overall
p
e
r
c
e
n
t
a
g
e

Scoring Breakdown
Student number 13 was also chosen because of being an ELL and struggling learner, this
student scored 18 out of 20 correct the highest of the three students.


Synthesis

The data was clear that the most of the students did understand spelling words with open
syllables that were taught in unit 3. One concerning data would ELLs overall lower score on the
spelling assessment. I would need to do a further investigation to decide if the language is a
barrier to success in spelling. I would make sure that I re-teach and pre-teach my ELLs spelling
words for the week, as well as provide lots of opportunities for practice.
Synthesis of Three Children
Student number 1 Girl- -I will re-teach the concepts of spelling words with open syllables that
were taught in unit 3. I will examine ways to determine if language is a barrier. I will also
provide lots of opportunities to practice spelling these words in context sentences. Together we
will set goals to try to close the spelling understanding gaps and make a timeline to reach these
goals.
Student number 21 Boy- I will re-teach the concepts of spelling words with open syllables that
were taught in unit 3. I will examine ways to determine if language is a barrier. I will also
provide lots of opportunities to practice spelling these words in context sentences. Together we
will set goals to try to close the spelling understanding gaps and make a timeline to reach these
goals.
Student number 13-Boy This student scored quite high on this spelling assessment. I will
continue to monitor this students understanding of the words with open syllables that were taught
in unit 3. . I will examine ways to determine if language is a barrier. . I will also provide lots of
opportunities to practice spelling these words in context sentences.

Test
Questions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Students1. C C C C C C C C C C C C C C C C C C C C

















13. C C C C C C C C C C I C I C C C C C C C











21. I C C C C C C C C I C C I I I C C C C C











Reflection on Assessments

Assessments are an important part of providing the information we need to help our
students succeed. This assignment has helped enlighten me concerning the process of assessment
and how the data obtained can be used to provide effective differentiation in the instruction that
we provide for our students. By breaking down the assessment experience I found that there are
many factors that occur during an assessment. These factors can help us reflect on all the facts of
the assessment and not just the test results. I also found it interesting that the atmosphere that is
occurring in the classroom during the assessment is part of the information we need to analyze
when determining if an assessment is effective and fair.

Learning to synthesize data was interesting. This part of the assessment analysis was the
most useful for us as educators. This was great practice for me as a pre-service teacher, to start to
see how interpreting data can help me support and promote success in all my students by
knowing exactly what they need in instruction.

I learned that assessments are not only an important part of a students education, but a
vital one. How else could I determine what types of curricular or instructional areas a student
needs to work on or needs to be challenged on but through conducting assessments? How can I
determine if my instruction is effective during the lesson except for good formative assessments
along the way? Assessment has to occur continuously in the classroom for an educator to be
successful in helping meet their students individual academic needs.