Assessment Analysis and

Synthesis
Assessments 1-3
Ellyse Harris

Classroom Contextual Factors

Mrs. Tureks fifth grade class is at Washington Elementary. Washington Elementary is a
Title One school. Information about the students CRT scores and the amount of students
on free and reduced lunch in the class was unavailable.
In Mrs. Tureks fifth grade classroom there are twenty-two students. Twelve of the students
are boys and ten of the students are girls. See table 1.1
Table 1.1

Gender
Girls

Male

9.5

10

10.5

11

11.5

12

12.5

Harrison, Remignton, Adam, Etahn, and Gibson all have an individualized education
programs (IEP). Preston, Emma, and Kya are gifted and talented students. Valerie is the
only ELL student in the classroom. Valerie has a WIDA level of five, which means she is near
proficient in reading, writing, and content area skills. Valerie requires the occasional
support from her teacher. There are thirteen students who do not fall into any of these
categories. See table 1.2
2

Table 1.2

Contextual Factors
5
IEP
ELL

GATE

13

Other

Harrison, Remignton, and Adam have an IEP for reading, writing, and math. Ethan and
Gibsons IEP consists of reading and writing. There are five students with an IEP in reading
and writing and three students with an IEP in math. See table 1.3
Table 1.3

Students with an IEP

3
5

Reading
Writing
Math

Adam, Noah, and Remington are three boys in class who are extremely unmotivated in
school. Mrs. Turek is constantly having to remind them to get to work. All three of these
students received a one on their homework score meaning, they rarely turned any of their
homework in. Noah is a student who is often absent he has been gone twenty-six times this
school year.
Classroom Environment
The classroom is very neat and tidy. The room is set up in tables where students are seated in
groups of two to four. There are two small tables in the back of the room for small groups to be
taught. The classroom contains a smart board, whiteboard, and elmo. There are chrome books
available for students to use during half of the day.
Assessment 1
The students are taking a multiple choice science test containing 15 questions. This test is
a summative assessment because it is being given at the end of the science unit to test the
students understanding. Students were given strategies for taking multiple choice tests from
their teacher. They learned how to use the process of elimination to help them find the right
answer.
The purpose of this assessment is to test the students knowledge of electricity.
Throughout the last month they have been learning about electricity in their science unit. In this
unit students learned about conducting electricity, static electricity, and electric circuits. Each of
these subjects about electricity contains five multiple-choice questions to test their knowledge.

Their teacher Mrs. Turek gave this assessment to the students. I was able to observe the
students taking their test. They took the test in their classroom right after their morning recess.
Twenty-two students were able to take this assessment. Before the assessment was given, Mrs.
Turek reviewed some test taking strategies. Since the test was a multiple-choice test she
reviewed the process of elimination to help them find the correct answers. Before taking the test
the majority of the students did not seem nervous. Mrs. Turek had to settle the class down from
coming into recess before the test was given. The students had 35 minutes to take the test. After
they finished testing they could pull out a book and quietly read.
The students I am analyzing and synthesizing are named Adam, Valerie, and Preston.
Adam is a struggling student who has an IEP in reading, writing, and math. He has a hard time
focusing and is extremely unmotivated when it comes to doing his schoolwork. Adam has
ADHD but does not take any medication for it. Adam had a very hard time focusing enough to
finish the test. Adam goes to resource every day for thirty minutes. Adam will have nervous ticks
when he is feeling overwhelmed. I do not know the name of the medical condition that causes
Adam to have his nervous ticks. I noticed that before and during the test Adam was doing his
nervous ticks. Valerie is an ELL student with a WIDA level of five. Valerie is able to
communicate fluently in English but, she occasionally needs help in writing and math. She is
very shy and often keeps to herself. When they were taking the test Valerie quietly did her work.
Valerie does not receive any services. Preston is a gifted and talented student. He is very smart
and will sometimes rush through assignments without reading the directions. He has a hard time
listening to directions and focusing during class. Preston rushed through the test and was the first
person in class to finish. All three of these students took the science test in the classroom.

Their teacher recommended analyzing Preston because he is a GATE student. He is

extremely smart but often his scores on tests do not reflect how much he really understands.
Valerie was recommended because she is the only ELL student in the classroom. Adam was
recommended because he is a struggling student with an IEP. In the classroom he struggles to
have any motivation to get his homework done and often falls behind the rest of the class.

Table 2.1 on the following page illustrates the students scores on the test and the questions they
missed.
The tests had to be returned to the teacher and are unavailable.

Student

Q1 Q2 Q3 Q4

Q5

Q6

Q7

Q8

Q9

Q10 Q11 Q12 Q13 Q14 Q15 Results

Pyper

15/15 100%

Emma

15/15 100%

Kason

15/15 100%

Brionne

15/15 100%

Taylor

15/15 100%

Kaylie

15/15 100%

Paxton

Andrew

14/15 93%
14/15 93%

Kya

14/15 93%

Keslie

14/15 93%

Christian

14/15 93%

Hunter

Jordan

14/15 93%

Ethan

Preston

x
x

Valerie

Noah

x
x

x
x
x

13/15 86%

x
x

Adam

13/15 86%

Cecily

Remignton

13/15 86%

Harrison

Gibson

x
x

x
x

x
x

x
x

12/15 80%

12/15 80%

12/15 80%

11/15 73%

8/15 53%

6/15 40%
6/15 40%

X= Incorrect

Question Breakdown
The following section illustrates the number and percentage of students who answered
each question correctly.

Question 1: 12/15 or 80% of students who took the test answered correctly
Question 2: 12/15 or 80% of students who took the test answered correctly
Question 3: 11/15 or 73% of students who took the test answered correctly
Question 4: 14/15 or 93% of students who took the test answered correctly
Question 5: 12/15 or 80% of students who took the test answered correctly
Question 6: 12/15 or 80% of students who took the test answered correctly
Question 7: 9/15 or 60% of students who took the test answered correctly
Question 8: 15/15 or 100% of students who took the test answered correctly
Question 9: 15/15 or 100% of students who took the test answered correctly
Question 10: 14/15 or 93% of students who took the test answered correctly
Question 11: 10/15 or 66% of students who took the test answered correctly
Question 12: 12/15 or 80% of students who took the test answered correctly
Question 13: 10/15 or 66% of students who took the test answered correctly
Question 14: 11/15 or 73% of students who took the test answered correctly
Question 15: 6/15 or 40% of students who took the test answered correctly
After taking the test fifteen students scored above 85%, four students scored in the 84%-70%
range, three students scored below 69%. See table 2.2

Table 2.2

Test Results
16

15

14
12
10
8

Test Results

6
4

2
0
100%-85%

84%-70%

69%-40%

There were seven students in the classroom that scored less than 84%. Out of these students four
had an IEP, one is an ELL student, and two students who did not have an IEP or are ELL. See
table 2.3
Table 2.3

Scores Less than 84%

2
IEP
ELL
4

Other

Seven boys in the class scored in the 100%-85% range, two boys scored in the 84%-70% range,
three boys scored in the 69%-40% range.
Eight girls in the class scored in the 100%-85% range, two girls scored in the 84%-70% range,
no girls scored in the 69%-40% range. Table 2.4 compares the scores of the boys and the girls.

Table 2.4

69%-40%
Girls
Boys

84%-70%

100%-85%

10

10

Table 2.5 is a comparison of the selected students test scores and the class average of 85%.
Table 2.5

100%
90%

85% 86%

80%

85%

85%
73%

70%
60%
50%
40%

40%

Class Average

30%
20%
10%
0%
Preston

Valerie

Adam

11

Synthesize
Overall, Mrs. Tureks class did well with the average score of 85%. On this test the question
that was missed most was question fifteen, only 40% of students were able to answer it
correctly. Question fifteen asks, According to the diagram the circles are cheerios that will
take a static charge. Why would a comb that had been run through hair touch one Cheerio
and cause the two Cheerios to come together? The comb had The answers the students
could choose from were: A- the same charge as the Cheerios already had, B- a positive
charge, C-a negative charge, and D- a different charge than the Cheerios already had. Most
of the students answered incorrectly by saying it had the same charge that the Cheerios
already had. The correct answer was that the comb had a different charge than the cheerios
already had. I think that a good way to have reviewed that question before the test would
be by conduction an experiment similar to the scenario given in the problem. After the
experiment their teacher could make sure to explain what had taken place in the
experiment and why.

After looking at the class scores I noticed that four of the students with an IEP scored below
80%. I think that the test and the lessons could have been modified to help them have a clearer
understanding of the topic. Reading the questions out loud to the students who have a reading
IEP could modify the test. I noticed that the students with the IEP were the last to finish their
tests. The students who had finished earlier were supposed to be quietly reading, but many of the
students were off task and distracting. I think these disruptions made it harder for students
working on the test to focus. Students with an IEP who have a hard time focusing could have
gone to take the test in the resource room or somewhere else where they could work quietly.

12

When the lessons were being taught the students would just read articles about electricity and
watch short clips teaching them about electricity. The lesson contained a lot of time when the
teacher was just lecturing to the class. I think that having hands on activities and experiments
would really help the students connect to what they were learning. I also think that more student
interaction would help the students relate to what is being taught. I feel like the teacher treats the
boys and the girls in the classroom the same way. None of the girls scored below 69% while
three boys scored below 69%. I feel like more hands on activities and involvement would have
helped the boys to understand the concept better.
Valeries score was 73%. She did not receive any modifications or accommodations on
this test. If I were the teacher before Valerie took the test I would tell her that if there are any
words she is unsure of that I can explain the meaning of the words. I think more interaction and
engagement with what is being taught in prior lessons would have helped Valerie.
Prestons score was 86%. He did not receive any modifications or accommodations on
this test. Leading up to the test I think more meaningful interaction would help Preston to
become more excited and interested in what is being taught. Preston is so smart but if it isnt
something he is interested in, he doesnt care about learning it. I think making more of an effort
to create connections to what is being taught and Prestons interests would really help him to
succeed. Preston rushed through this test. Instruction explaining the importance of taking the
time to read the questions would have helped his score.
Adams score was 40%. I feel Adam needed to become excited and interested in the topic
to help him become more motivated. This could be done by creating science experiments related
to what is being taught. I feel like Adam was rushing through the test because he didnt want to
be the last one to finish. When the other students around him were finished Adam became

13

distracted by what they were doing. I feel Adam would have done better if he could have
finished his test in another classroom where there wouldnt be so much noise and distraction.
Taking the test in another room would help him not to feel self-conscious about finishing last.

14

Assessment 2
This is a multiple-choice quiz that is used as a formative assessment to check the
students understanding. The classroom teacher administered this assessment; I was able
to observe this assessment being administered. Students were given test-taking strategies
before the test was given. They were taught to use the process of elimination to help them
determine the best answer.
This multiple-choice quiz is given every week after the students have finished
reading the story from their treasures book. The purpose of this quiz is to check the
students reading comprehension and to see if they were paying attention and following
along. This quiz also checks students understanding of cause and effect, and tests their
knowledge of their weekly vocabulary words that are found in the story.
This quiz was given at the end of the day after recess right before the students were
to go home. There werent any students that seemed nervous about taking the quiz. The
students were familiar with this quiz because they take it every week on Wednesday or
Thursday after they have read the story in their treasures book twice as a class. Their
teacher briefly went over test taking strategies before the test was administered. Mrs.
Turek had to take some time to get the students to settle down after coming in from recess.
The students were given 30 minutes to take the quiz, 22 students took the test that day.
After the students were done testing they could get a chrome book and log into IXL.
The students I chose to analyze and synthesize are Remington, Harrison, and Tyson.
All three of these students took the quiz in the classroom with no accommodations or
modifications provided for them. Harrison is a student with an IEP in reading, writing, and
math. He has a hard time focusing and is easily distracted. Sometimes his behavior causes

15

problems. When he becomes disinterested in what is being taught in class, he will distract
the students around him. His teacher recommended Harrison because he is a struggling
student with an IEP who also struggles with some behavior issues. Harrison had to be
reminded by his teacher to focus and finish his quiz.
Tyson is a student who is new to Washington Elementary this year. He excels in
math and science but struggles with reading and writing. Tyson is very self- conscious and
embarrassed by his low reading abilities. Tysons teacher recommended him because she is
trying to find ways to help him to become a better reader. Tyson was one of the first
students to finish the quiz.
Remington is a student with an IEP in reading, writing, and math. He is extremely
unmotivated and will sit at his desk until his teacher reminds him to get working. His
teacher recommended Remington because she has been trying to find ways to motivate
him and help him get excited about his schoolwork. Remington had to be constantly
reminded during the quiz to keep working. Remington was one of the last students to finish
taking the quiz.

16

The following table shows the questions and answers of the quiz, it also states the purpose
of the question being asked.

A.
B.
C.
D.

Question 1.
What was the effect of
Rosalia having no place to
hide the diary.
Rosalia keeps the diary
under her bed in the
servants quarters.
Rosalia writes during siesta
while everyone else is
asleep.
Rosalia keeps the diary
tied to her waist and
hidden under her skirt.
Rosalia uses beet juice and a
feather to write in the diary.

Question 2
How does Rosalia first
come to own the diary?

Question 3
Most of the new people
arriving in Alta California
A. Miguela gives it to her. were-
B. She takes it out of
the fountain.
C. Senor Johnston gives
it to her.
D. She finds it hidden in
the bushes.

A.
B.
C.
D.

farmers from Missouri

trappers from Oregon
sailors from Mexico
padres from Spain

Understanding of cause and

effect.

Checks students reading

comprehension.

Checks students reading

comprehension.

Question 4.
Why does Rosalia keep it a
secret that she knows how to
read and write?

Question 5.
Rosalia never writes
while in her room at night
because-

Question 6.
How does Senor Johnston
help Rosalia at the end of the
story?

Checks students reading

comprehension.

Checks students reading

comprehension.

A. She does not want to show

off her cleverness.
B. She is a servant and should
be working.
C. She does not want her
brother to be jealous.
D. She wants to surprise the
Medina family.

A. there is not enough

light to see
B. she doesnt want
Miguela to catch her
C. Ramona may wake
up and see her
D. She is too tired from
working all day

A. He gives her another

diary.
B. He helps her learn how
to write better.
C. He gives her real ink
and quills.
D. He hides the diary in a
safe place for her.

Checks students reading

comprehension.

17

Question 7.
It was obvious that our father had
been a white man.
The word obvious meansA.
B.
C.
D.

very clear
unfortunate
good luck
well developed

Checks students knowledge of

their vocabulary word obvious.

Question 8.
One finely embroidered
hanging depicts the Holy
Virgin.
Which word from the
thesaurus means the same
as depicts?

Question 9.
Ramona saves scrapes of
cloth from the sewing
projects.
Which word means the same
as projects?

Checks students
knowledge of their
vocabulary word depicts.

Checks students knowledge

of their vocabulary word
projects.

A.
B.
C.
D.

Honors
Treasures
Understands
Shows

A.
B.
C.
D.

Plans
Bulges
Activities
Curves

18

Table 1.1 illustrates the students score on the test and the questions they missed.
The quizzes had to be returned to the teacher and are unavailable.
1.1
Student
Keslie
Christian
Pyper
Preston
Brionne
Kayli
Jordan
Cecily
Kason
Kya
Taylor
Gibson
Emma
Hunter
Ethan
Remington
Harrison
Tyson
Andrew
Valerie
Adam
Paxton

Q1

Q2

Q3

Q4

x
x

x
x
x

Q5

Q6

Q7

x
x
x
x

x
x

Q8

x
x
x

Q9

x
x

Results
9/9 100 %
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
9/9 100%
6/9 66%
5/9 55%
6/9 66%
7/9 77%
7/9 77%
8/9 88%
5/9 55%
9/9 100%

X= Incorrect

19

Question Breakdown
The following section illustrates the number and percentage of students who answered
each question correctly.

Question 1: 18/22 or 82% of students who took the test answered correctly
Question 2: 22/22 or 100% of students who took the test answered correctly
Question 3: 18/22 or 82% of students who took the test answered correctly
Question 4: 20/22 or 90% of students who took the test answered correctly
Question 5: 19/22 or 86% of students who took the test answered correctly
Question 6: 22/22 or 100% of students who took the test answered correctly
Question 7: 21/22 or 95% of students who took the test answered correctly
Question 8: 19/22 or 86% of students who took the test answered correctly
Question 9: 20/22 or 90% of students who took the test answered correctly

20

After taking the test fifteen students scored 100%, three students scored in the 77%-88%
range, and four students scored in the 55%-66% range.
44. See table 1.2
1.2

Test Results
16
14
12
10
8
6
4
2
0
100%

77%-88%

55%-66%

There were six students in the classroom that scored less than 80%. Out of these students
four had an IEP, and two students who did not have an IEP. See table 1.3
1.3

Scores Less than 80%

2
IEP
Other
4

21

Six boys received 100% on their test, two boys scored in the 77%-88% range, and four
boys scored in the 55%-66% range.
Nine girls received 100% on their test, one girl scored in the 77%-88% range, no girls
scored in the 55%-66% range. See table 1.4
1.4

55%-66%

Boys

77%-88%

Girls

100%

10

22

The three students being analyzed are: Remington, Harrison, and Tyson. Table 1.5 is a
comparison of the selected students test scores and the class average of 90%
1.5
100
90
80

90

90

90

77
66

70
60

55
class average

50

studen's score

40
30
20
10
0
Tyson

Remington

Harrison

23

Synthesize
Overall, Mrs. Tureks class did very well with the average score of 90%. On this test
the questions missed the most were questions one and three. 82% of the class was able to
answer questions one and three. Question one was dealing with cause and effect. The
students had to determine what the effect was of Rosalia having no place to hide her diary.
I think that students would have done better on this question if there was a review of how
to find the cause and effect of events before the test was given. The students could share
some of the cause and effect events that they see in their lives to help activate their
background knowledge. Question three tested the students comprehension and how well
they are able to remember details from the story. If I was the teacher I would have the
students skim and scan through the story before taking the quiz to help remind them of the
key details and events that take place.

After looking at the class scores I noticed that four of the students with an IEP in
reading scored below 80% on the quiz. I think that the quiz could have been modified to
help them perform better. Reading the questions out loud to the students who have a
reading IEP could help modify the test. Students with an IEP could also be allowed to use
their treasures book and refer to the story while taking the quiz. I felt like the students
were exited and anxious to get on the chrome books to play IXL, this caused them to rush
through their quiz. If I was the teacher I would emphasize the importance of taking your
time on a quiz or a test. Before students hand their quizzes into me I would ask them if they
had double-checked their answers. To prepare for this quiz students just listened to the
story and did a worksheet going over their vocabulary words. If I were the teacher, I would

24

try and teach the students in a way that got them more involved. For example, when
teaching the vocabulary lesson I would go over the words and then have students get into
small groups and act the vocabulary words out. I would also make sure that leading up to
the quiz I always had the vocabulary words displayed with a picture and the definition to
help ELL students. Four boys scored in the 55%-66% range, no girls fell in the 55%-66%
range. I feel like more interaction and student involvement in previous lessons would have
helped the boys to better understand the concepts being taught.
Harrisons score was 66%. He did not receive any modifications or accommodations
on this quiz. Because he has a reading IEP I feel like having the quiz read to him would have
helped him immensely. During the quiz Harrison was having a very hard time paying
attention and distracting the students around him. If I were the teacher, I would have him
sit at a table by himself while he was taking the quiz so that he could focus better. I feel like
more student engagement and interaction in prior lessons would have helped Harrison.
Tysons score was 77%. He did not receive any modifications or accommodations on
this quiz. If I were the teacher, I would go over the vocabulary words with him before the
quiz and ask him if there were any words on the test that he was having trouble
understanding. I would then help him with any of the words that he was unable to read.
Tyson was one of the first students to hand in the quiz. I feel like instruction about the
importance of taking your time on a quiz and the study skill of double-checking your
answers would have helped Tysons test score.
Remingtons score was 55%. He did not receive any modifications or
accommodations on this quiz. If I was Remington's teacher, I would read the test out loud
to him. I would also let him use his treasures book to help him take the quiz. During the

25

lesson I would try and find ways to get Remington exited and engaged about what he was
learning. Remington seemed very unmotivated during the quiz. His teacher had to keep on
reminding him to do his work. I think Remington would perform much better if there were
positive incentives that he could receive when he did well.

26

Assessment 3
The students took a multiple choice math test containing 11 questions. This test is a
summative assessment because it was given at the end of the math chapter to test the
students understanding. Students were given strategies for taking multiple-choice tests
from their teacher. They learned how to use the process of elimination to help them find
the correct answer.
The purpose of this assessment is to test the students knowledge of fractions and
decimals. In this chapter the students learned how to find the greatest common factor and
least common multiple of two numbers. This chapter also focused on prime factorization,
converting fractions into the simplest form, and determining if two fractions are
equivalent.
Mrs. Turek gave this assessment to the students while my Dyad partner and I were
there to observe. This was the second time that the students took this math assessment.
Students who had received 100% the first time the assessment was given did not have to
take it again; instead they could play on the computers. Students took the test after they
had returned from their lunch recess.
Before the test was given, Mrs. Turek reviewed some test taking strategies. Because
the test was a multiple-choice test, she reviewed how the process of elimination could help
them find the correct answers. Before the test was given she did a brief review of the
chapter and went over the vocabulary words. Mrs. Turek had to take some time to settle
the class down after they had come in from their lunch break and recess. The students did
not seem nervous to take this test for the second time. Many students were excited that
they were given the chance to retake the test and improve their scores. Ethan and Noah

27

were absent when this test was administered for the second time. The students were given
35 minutes to take the test. After they had finished testing they could quietly read or play
computer games.
The students I am analyzing and synthesizing are named Adam, Andrew, and
Harrison. Adam is a struggling student who has an IEP in reading writing, and math. He has
a hard time focusing and is extremely unmotivated when it comes to doing his schoolwork.
Adam has ADHD but does not take and medication for it. Adam had a very hard time
focusing enough to finish the test. Adam goes to resource every day for thirty minutes. His
teacher suggested Adam because she is trying to find out ways to motivate him in his
schoolwork. Adam will not do any work on his own; he always has to be reminded to get
working and focus. Adam was one of the last students to finish the math test.
Andrew is a motivated and hard working student. He is very athletic and has a large
group of friends in school. Andrew excels in reading and writing but he really struggles
with math. During lessons leading up to the test, Andrew was always asking questions
about the new concepts being learned. It seemed like the teacher would move on before he
was able to grasp the math concept being taught. Andrew took his time on the math test
and was one of the last students to finish. His teacher suggested Andrew because she is
trying to find out why he has such a hard time learning new math concepts.
Harrison is a student with an IEP in reading, writing, and math. He has a hard time
focusing and is easily distracted. His behavior is sometimes a problem. When he becomes
disinterested in what is being taught in class, he will distract the students around him. The
teacher recommended Harrison because he is a struggling student with an IEP and he also
struggles with some behavior issues. Harrison had to be reminded by his teacher to focus

28

on his test and to leave the students around him alone. Harrison rushed through the test
and was one of the first students to finish.

The table on the following page illustrates the questions on the test and the correct
answers.
The tests are unavailable.

29

Question one

Question two

Question three

Which number is a prime

number?

Which number is a
composite number?

What is the simplest form of 3/24?

Asks students to determine which

number is prime.

Asks students to
determine which number
is composite.
Question five

A.
B.
C.
D.

10
9
8
7

Question four
What is the GCF of 6 and 8?
A.
B.
C.
D.

2
3
4
6

Asks students to find the greatest

common factor of 6 and 8.
Question seven
What is the LCM of 12 and 36?
A.
B.
C.
D.

6
12
24
36

Asks students to find the least

common multiple of 36.

A.
B.
C.
D.

3
5
7
9

Question six

Asks students to find the

prime factorization of 35.
Question eight

Asks students to find the prime

factorization of 46.
Question nine

What symbol can be used

to make a true statement?
2/8 1/4

What symbol can be used to make a

true statement?
3/10 1/8

Asks students to
determine if the fractions
are equal, or if one I
greater than the other.

Asks students to determine if the

fractions are equal, or if one I greater
than the other.

A.
B.
C.
D.

2x2x7
2x2x5
2x17
5x7

A. <
B. >
C. =

What decimal is equivalent to

4/25?

David is pouring an entire

gallon of milk into 12
glasses. What part of a
gallon will be in each
glass?

Asks students to determine what

decimal is equivalent to the
fraction.

Asks students to convert the fraction

into simplest form.

What is the prime factorization of

46?

Question eleven

0.25
0.16
0.40
0.04

1/24
1/8
1/3
1/2

What is the prime

factorization of 35?

Question ten

A.
B.
C.
D.

A.
B.
C.
D.

A.
B.
C.
D.

A.
B.
C.
D.

2x23
3x23
2x20
2x13

A. <
B. >
C. =

1/24 of a gallon
1/12 of a gallon
1/6 of a gallon
1/2 of a gallon

30

Student
Emma
Christian
Taylor
Harrison
Kya
Brionne
Paxton
Valerie
Jordan
Adam
Kayli
Pyper
Keslie
Cecily
Andrew
Preston
Kason
Hunter
Remington
Gibson

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Total

x
x
x

x
x

x
x

x
x

x
x

x
x

11/11:100%
8/11: 72%
10/11: 90%
5/11: 45%
11/11: 100%
8/11: 72%
11/11: 100%
7/11: 72%
11/11: 100%
7/11: 63%
9/11: 81%
11/11: 100%
9/11: 81%
11/11: 100%
7/11: 63%
11/11: 100%
11/11: 100%
11/11: 100%
10/11: 90%
8/11: 72%

X=
inc
orr
ect

31

Question Breakdown
The following section illustrates the number and percentage of students who answered
each question correctly.
Question 1: 20/20 or 100% of students who took the test answered correctly
Question 2: 18/20 or 90% of students who took the test answered correctly
Question 3: 16/20 or 80% of students who took the test answered correctly
Question 4: 18/20 or 90% of students who took the test answered correctly
Question 5: 20/20 or 100% of students who took the test answered correctly
Question 6: 18/20 or 90% of students who took the test answered correctly
Question 7: 13/20 or 65% of students who took the test answered correctly
Question 8: 19/20 or 95% of students who took the test answered correctly
Question 9: 18/20 or 90% of students who took the test answered correctly
Question 10: 15/20 or 75% of students who took the test answered correctly
Question 11: 14/20 or 70% of students who took the test answered correctly

32

After taking the test eleven students scored above 85%, six students scored in the 69%40% range, three students scored below 69%. See table 1.1

1.1

Test Results
12

11

10
8
6

Test Results

2
0
100%-85%

84%-70%

69%-40%

33

There were seven students in the class that scored less than 80%. Out of these students,
three had an IEP, one is an ELL student, and three students who did not have an IEP or are
ELL. See table 1.2

1.2

Scores less than 80%

IEP
ELL
Other

34

Five boys in the class scored in the 100%-85% range, two boys scored in the 84%-70%
range, three boys scored in the 69%-40% range.
Six girls in the class scored in the 100%-85% range, four girls scored in the 84%-70%
range, no girls scored in the 69%-40% range. See table 1.3

1.3
7
6

100%-85%

84%-70%

69%-40%
2

1
0

0
Boys

Girls

35

The three students being analyzed are Adam, Harrison, and Andrew. Table 1.4 is a
comparison of the selected students scores and the class average of 86%.

1.4
100%
90%

86%

86%

86%

80%
70%

63%

63%

60%
50%

Class Average

45%

Student's Score

40%
30%
20%
10%
0%
Adam

Harrison

Andrew

36

Synthesize
Overall, Mrs. Tureks class did well with the average score of 86%. On this test. The
question that was missed most was question seven. Only 65% of the students in the class
were able to answer it correctly. Question seven asks, What is the LCM of 12 and 36? The
answers the students could choose from were: six, twelve, twenty-four, and thirty-six. The
correct answer for this multiple-choice problem would be thirty-six. Leading up to the test
the students would often confuse the least common multiple of two numbers with the least
common factor of two numbers. I feel like this is what caused so many students to miss this
problem. If I was the teacher I would make sure that I provided a detailed review of how to
find the least common multiple of two numbers before the students were to take the test. I
would model how to find the least common multiple on the board and then call on students
to show me how they find it. Instead of having LCM on the test I would out least common
multiple. This could help students if they have forgotten what LCM stands for.
After looking at the test scores I noticed that three students with an IEP scored
under 80%. I think that the test and the lessons could have been modified to help these
students to perform better. The students who have a reading IEP could have the test read
out-loud to them. The students who have an IEP in math could have been allowed to use
fraction manipulative to help them solve the problems. The students playing on the
computers while they were testing distracted many of the students in the class. If I was the
teacher I would have the students work on something to expand their knowledge on the
math subject that was being taught. I feel like having sidebar studies when students finished
would be much more effective than students playing on the computers. Eliminating the
computers would also help students not to become as distracted. When the math lessons
were being taught the teacher would just stand in front of the class, give a lecture and then

37

hand out math worksheets for the students to do. If I was the teacher I would try and
provide more manipulatives and hands on learning to help the students better understand
and remember the concepts. It seems like the teacher treats the boys and the girls in the
classroom the same way. None of the girls scored below 69% while three boys scored below
69%. I think more hands on activities and involvement would have helped the boys to
understand the concept better.
Adams score was 63%. Because of Adams IEP in reading, writing, and math, I feel
that he needed some modifications and accommodations on his test. If he had someone to
help read the questions out loud to him and then explain what the questions are asking then
he would likely have done much better. Adam also suffers from low self-esteem and,
because of this, needs someone who is quick to praise him to help him fill more confident in
himself and his abilities. If I were the teacher, I would make sure that I was constantly
giving Adam praise for the things in school he is able to do correctly.
Andrews score was 63%. I feel like Andrew could have done better on this test if he
had more time to master the concepts and skills being taught. Andrew is a very good
students but it takes him longer than most students to understand math. If I were the
teacher I would have used many formative assessments to gauge where he was at in math. I
would then see what areas he was struggling in and then I would make sure to go over those
weak areas with him again.
Harrisons score was 45%. Harrison appeared to rush through his test and not really
care about his score. If I were Harrisons teacher, I would set up rewards for him to
incentivize him to do well on a test. I think that Harrison would try harder on his tests and
schoolwork if he had something that he was working for. I also feel like Harrison was
distracted by the students on the computers and rushed through his test so that he could

38

get on a computer. If I was his teacher and noticed him becoming distracted, I would
provide a quieter place where he could finish his tests and assignments.

39