MONROE, LEXUS

DIXIE STATE UNIVERSITY

ment Application Analysis and R

Overall Contextual Factors:

The assessment that is being given is in Mrs. Shepherds third grade class at East Elementary.
The classroom is surrounded by other grade level classrooms, close to the library. The
arrangement of the classroom includes a whiteboard and SMART board in the front of the
classroom, desks grouped together in groups of 4, Mrs. Shepherds desk is in the back of the
room, there is one horseshoe table located on the right side of the room, and a small round table
located in the back.
Within her classroom there are: 10 English Language Learners (ELL), 2 students with Individual
Education Plans (IEP), no gifted and talented students, and 1 high level learner.

Exceptionalities
ELL students

Students with IEPs

High level learners

Other
0

2
Other

4
IEPs

High level learners

10

12

Other 2

Her classroom consists of 23 students. There are 10 girls in the classroom and 13 boys.

Gender
Girls

Boys
0

Boys

10

12

14

Girls

These are the WIDA levels of all of the English Language Learners in the classroom. Alberto is a
new student in the class. His WIDA levels are not yet available, and he did not take this
assessment.

WIDA Levels
Juan Carlos
Victor
Jocoby
Luis
Francisco
Joselin
Staci
Edni
Jordy
Cristal
0

0.5

1.5

2.5

3.5

4.5

Series 1

Other factors to consider:

Jordy struggles in just about every subject in the classroom due to the language barrier,

but he puts forth a lot of effort.

Caleb likes to chat with Francisco.
Jocoby does not like to do writing assignments. He will throw a fit, cry, or tear up his

papers if you pressure him to do a writing assignment.

Kayelee is a frequent hand raiser and answers many of the questions in class.
Jasper and Bergen is a fast worker and a frequent hand raiser.
Victor may be behind in certain areas due to missing the entire first week of school.

Assessment #1
Math Chapter 2 Test
Assessment Type:
The assessment being given is a math assessment produced by the math program by McGraw
Hill. This assessment is a multiple choice test that has fourteen questions for the students to
answer. The students prepared for the test by the teacher giving them a practice test, similar to
that of the actual test, which the students took home for homework the night before. The next day
before the students took the test, between the times of 12:35- 1:05 PM, the teacher reviewed the
entire assessment and explained some of the wording on the test. For example, she described
what key words to look for when the students needed to add, subtract, estimate, or answer
exactly.
Some observations that were made during the review included: Juan Carlos did not have a
review test in front of him while the rest of the class did and Jordy was not engaged during the
review (he did not raise his hand or participate with the rest of the class).
Purpose of the Assessment:
The assessment is given to test the knowledge of the content from chapter 2. The content
includes: properties, estimation, problem solving, adding three and four digit numbers.
Administration of the Assessment:
The test was taken in the afternoon between the times of 1:06- 2:35 PM. Twenty- three out of the
twenty- three students in the class, took the test.

Every student was given a copy of the test and the teacher also displayed it on the board for
everyone to see. The students took the test at their desks and were given privacy screens so that
the person next to them could not copy off of their paper.
Before the assessment began, Mrs. Shepherd let everyone know that they had plenty of time to
complete it, and that there should be no stress. The directions for the test were read aloud by the
teacher and the students. She read the entire test aloud and told the students not to work ahead
and to raise their hands if they needed more time.
Analysis of the Results:
This chart shows how each student scored in the class, along with the percentage that they
received:

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Student Name
Margarito
Kaleesha
Bergen
Kayelee
Bella
Gary
Cristal
Skylie
Jasper
Richard
Mylene
Jordy
Edni
Staci
Joselin
Francisco
Caleb
Luis
Jocoby
Nikolas
Lyssa
Victor

Score
5/14
13/14
14/14
14/14
12/14
13/14
12/14
12/14
13/14
7/14
12/14
4/14
14/14
10/14
10/14
10/14
10/14
12/14
11/14
13/14
13/14
12/14

Percentage
36%
93%
100%
100%
86%
93%
86%
86%
93%
50%
86%
29%
100%
71%
71%
71%
71%
86%
79%
93%
93%
86%
5

23

Juan Carlos
Average

12/14

86%
80%

Student Test Score Percentages:

Test Scores
Average
Juan Carlos
Victor
Lyssa
Nikolas
Jocoby
Luis
Caleb
Francisco
Joselin
Staci
Edni
Jordy
Mylene
Richard
Jasper
Skylie
Cristal
Gary
Bella
Kayelee
Bergen
Kaleesha
Margarito
0

20

40
Percentages

60

80

100

120

Average

This Test Scores table will show us how the students scored on this assessment. It also
gives the average score which was an 80%. Jordy scored the lowest out of the twenty- three
students, with a score of 29%. The next lowest score was Margaritos score of 36%. Edni,
Kayelee, and Bergen all scored 100% on this assessment.

Questions answered Correct and Incorrect:

Correct and Incorrect Answered Questions

Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
0

20

40

60

80

100

120

Percent of Students Who Answered Incorrectly

Percent of Students Who Answered Correctly 2

This is a breakdown to show the percentage of students that missed each question. The
orange bar is showing the percentage of students who answered that question correct and the
blue bar is showing the percentage of the student who answered that question incorrect. The blue
section of this Correct and Incorrect Answered Questions graph will show which problems on
this assessment were the most commonly missed by this group of students.
By interpreting both the Test Scores and the Correct and Incorrect Answered
Questions, a teacher would be able to tell which students seem to be struggling with the concepts
8

from this chapter and which concepts to reteach to the whole class. By looking these graphs,
Estimating is a concept that needs to be retaught to the whole class. Sixty- one percent of the
students missed number 3, which asked the students to Estimate and round each added to its
greatest place value. Fifty- two percent of the students missed number 4, which was asking them
to perform the same equation as number 3. Finding the sum of two numbers is a strong point for
the class as a whole. 100% of the class answered number 7 correctly. This problem asked the
students to just find the sum.
Student Analysis and Synthesis:
The three students being analyzed and synthesized are Margarito, Richard, and Jordy.
Jordy had the lowest score on the assessment, and both Margarito and Richard had the next
lowest scores on the assessment.
Margarito:
Analysis:

Margarito
100
80
60
40
20
0

Margarito

Average

Margarito's Score

Highest Score Possible

Average Class Score

Highest Score Possible

Margarito received a 36% on this assessment, and the class average was 80%.
Margarito missed numbers: 2, 3, 4, 8, 9, 10, 11, 12, and 13.(e.g. Margaritos assessment. See
Appendix A) These questions were testing his knowledge about the properties, estimation, and
problem solving, and adding mentally.
Synthesis:
Margarito missed problems that were asking him to identify the different properties,
estimation, problem solving, and adding mentally. Margarito needs to be pulled into a small
group to review what it means to round and estimate. After going over these two concepts, he
would need to be taught how that links with adding mentally. Margarito also needs to be review
the different properties.
Through observation, I noticed that Margarito was the last student to finish and raised
his hand often for more time. Margarito needs to be able to take the test at his own pace. He is
consistently raising his hand when the teacher asks who needs more time after each question.
Richard:
Analysis:

Richard
100
80
60
40
20
0

Richard

Average

Richard's Score

Highest Score Possible

Average Class Score

Highest Score Possible

10

Richard scored lower than the class average. He received a 50% and the class average
was 80%. Richard missed numbers: 1, 2, 3, 6, 11, 12, and 14. (e.g. Richards assessment. See
Appendix A). These questions were testing his knowledge about different properties, estimation,
finding the sum, and adding mentally
Synthesis:
Richard missed the questions that were testing him on the different properties,
estimation, finding the sum, and adding mentally. He needs to be retaught these concepts. He
needs to be assessed on estimation and rounding to make sure that he understands that portion of
the problem. Richard should be pulled into a small group to review place value, rounding and
estimation. After that he should be retaught how to find the sum mentally.

Jordy:
Analysis:

11

Jordy
100
80
60
40
20
0

Jordy

Average

Jordy's Score

Highest Score Possible

Average Class Score

Highest Score Possible

Jordy received the lowest score on this assessment than any other student in the class.
He received a 29%, and the class average was 80%. The numbers that he got wrong on the
assessment were: 1, 2, 3, 4, 5, 6, 9, 11, 12, and 14. (e.g. Jordys assessment. See Appendix A).
These questions were testing the knowledge about different properties, estimation, finding the
sum, problem solving and adding mentally.
Synthesis:
Jordy is an ELL student with a WIDA level of one. He needs to be retaught most of
the content on this assessment. He missed questions that were testing the different properties,
estimation, finding the sum, problem solving and adding mentally. One restriction that could
have affected his score is the vocabulary. He needs to learn the terms such as addition, sum,
estimation, rounding, and what to look for when trying to do a story problem. Teaching him in a
12

small group before giving him a lesson would help him to understand what you mean when using
some of these terms would help him know what the test is asking of him.
Also it is important to keep the assessment as authentic as possible. For example, the
test should have the same wording as the way it was taught in whole group instruction. This
student would be confused if terms used in whole group instruction was different than what was
on the test.

Synthesis of the Overall Assessment:

The test was read aloud to the students. Mrs. Shepherd told the students to not work
ahead and to raise their hand if they needed more time. To some students, this did not allow them
enough time. To other students, it was too much time. Some students were also distracted by the
privacy screens that were placed on their desks.
It is important to realize that all of the students work at different levels. As the
classroom teacher, I would consider giving the students different assessments. Some of the high
level learners finish the test very quickly and are not engaged in anything while they are waiting
for the test to be read to the rest of the class. Students such as Jasper, Bergen, and Kayelee would
benefit from an alternative assessment more on their level. They would be challenged and
assessed on their level.
Also I would consider giving the test to a few of the students in small groups, so that
it could be read aloud to them and worked out at a slower pace. The two students that were
analyzed, Margarito and Jordy, would benefit from the slower pace and the test being read aloud.

13

14

Assessment #2
Math Chapter 3 Test
Assessment Type:
The assessment being given is a math assessment produced by the math program by McGraw
Hill. This is a fourteen question multiple choice test. To prepare for this assessment, the students
were given a practice take home test. The practice test was similar to the actual test, which the
students took home the night before the test was given. Right before the test was actually given,
the teacher reviewed the entire take home test with the students. When she reviewing the test, she
reminded them how to answer each question. She also pointed out some of the wording in the
test and showed them how to narrow down their choices on the multiple choice sections.
Purpose of the Assessment:
This assessment was given to the students to test their knowledge in the content areas of:
Subtraction in the place values of 10s, 100s, 1000s; Rounding; and Estimation. Below is a
chart that has a breakdown of the questions that were given on the test. Below is a chart that
shows that the question is asking and what the students should know to be able to answer the
question.
Question Number
1

Actual Question:
Make a 10 or 100 to subtract
mentally:

What the question wants the

students to know:
Estimation
Subtraction

67-29=
Make a 10 or 100 to subtract
mentally:

Estimation
Subtraction

356-298=
Estimate. Round each number

Estimation
15

to the nearest ten.

Subtraction

52-16=
Estimate. Round each number
to the nearest ten.

Estimation
Subtraction

Place Value
Subtraction

Place Value
Subtraction

Place Value
Subtraction

Place Value
Estimation
Subtraction

Place Value
Estimation
Subtraction

10

338-176=
Subtract to find the unknown.

Subtraction

11

795-775=
Subtract to find the unknown.

Subtraction

12

3012-1225=
Solve.

Subtraction
Problem solving

13

Samuel played in the park for

35 minutes on Saturday and 43
minutes on Sunday. How many
more minutes did he play on
Sunday than on Saturday?
Solve.

Subtraction
Problem solving

59-38=
Subtract to find the unknown.

649-202=
Subtract to find the unknown.

906-384=
Subtract to find the unknown.

1012-362=
Estimate. Round each number
to the greatest place value.

$82- $69=
Estimate. Round each number
to the greatest place value.

There are 56 peanuts in a bag.

There are 32 cashews in the
same bag. To the nearest ten,
about how many more peanuts
than cashews are in the bag?

16

14

Determine whether an estimate

or exact answer is required.
Then solve.

Estimation
Place value
Subtraction

In the third grade, there are 132

girls and 149 boys. How many
more boys than girls are in the
third grade?

Contextual factors:
Twenty out of the twenty- three students took the test at the time that it was given. Lyssa
and Kaylee were absent on the day that the review test was given and they chose to take the test
on an alternative day so that they could have the opportunity to receive extra time and practice.
Lyssa and Juan Carlos were pulled out to go to their reading groups during the test. Jacoby got
pulled out during the test due to behavior issues. He continued the test in the special education
room.
Administration of the Assessment:
This test was administered in the morning before lunch time at 11:15. It took the students
until 11:55 to complete the test. Every student was given a copy of the test and the teacher also
displayed it on the board for everyone to see. The students took the test at their desks and were
given privacy screens so that the person next to them could not copy off of their paper. The
teacher read every question out loud for the students to follow along. She did not want them to
work ahead asked the students if they needed more time after every question. During the test,
Analysis of the Results:

17

The chart below gives the results of every student. The two columns of the chart are the
number and the names that the students are identified as. The third column give the score that
they student received (the number of questions answered correctly over the possible score). The
fourth column is the percentage that is calculated from the score that the students received.
The students that are highlighted are students that did not take the test at the time that it was
administered. Kayelee and Lyssa both decided to wait to take the assessment because they were
absent the day that the test was administered. Their results are included on this chart. Every
student got a 70% or higher on this assessment except for Mylene, Jordy, Luis. Mylene got five
out of the fourteen questions correct which gave her a percentage of 36%. Jordy and Luis both
got seven out of the fourteen questions correct which gave him a percentage of 50%. Kayelee
and Lyssas test results are not included in the analysis average.

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

Student Name
Margarito
Kaleesha
Bergen
Kayelee
Bella
Gary
Cristal
Skylie
Jasper
Richard
Mylene
Jordy
Edni
Staci
Joselin
Francisco
Caleb
Luis
Jocoby
Nikolas
Lyssa

Score
10/14
10/14
14/14
14/14
13/14
14/14
14/14
14/14
14/14
12/14
5/14
7/14
14/14
13/14
13/14
13/14
13/14
7/14
13/14
14/14
14/14

Percentage
71%
71%
100%
100%
93%
100%
100%
100%
100%
86%
36%
50%
100%
93%
93%
93%
93%
50%
93%
100%
100%
18

22
23

Victor
Juan Carlos
Average

11/14
13/14

79%
93%
85%

Student Test Score Percentages:

19

Test Scores
Average
Juan Carlos
Victor
Lyssa
Nikolas
Jocoby
Luis
Caleb
Francisco
Joselin
Staci
Edni
Jordy
Mylene
Richard
Jasper
Skylie
Cristal
Gary
Bella
Kayelee
Bergen
Kaleesha
Margarito
0

20

40
Percentages

60

80

100

120

Average

This Test Scores table will show us how the students scored on this assessment. It also
gives the average score which was an 85%. From this table you can see that there were seven
students who received a 100% on this assessment (not including Kayelee and Lyssa, who took
the test at a different time). The students that scored the lowest were Mylene, Jordy, and Luis.
Mylene received a score of 36%. Jordy and Luis both got seven out of the fourteen questions
correct which gave him a percentage of 50%.

20

Questions answered Correct and Incorrect:

Correct and Incorrect Answered Questions

Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
0

20

40

60

80

100

120

Percent of Students Who Answered Incorrectly

Percent of Students Who Answered Correctly 2

This is a breakdown to show the percentage of students that missed each question. The
orange bar is showing the percentage of students who answered that question correct and the
blue bar is showing the percentage of the student who answered that question incorrect.
The blue section of this Correct and Incorrect Answered Questions graph will show
which problems on this assessment were the most commonly missed by this group of students.

21

By interpreting both the Test Scores and the Correct and Incorrect Answered Questions, a teacher
would be able to tell which students seem to be struggling with the concepts from this chapter
and which concepts to reteach to the whole class.
The most missed question was number 13. This question asked the students to solve and it gave
them a story problem.
Student Analysis and Synthesis:
Mylene:
Analysis:

Mylene
100
80
60
40
20
0

Mylene

Average

Mylene's Score

Highest Score Possible

Average Class Score

Highest Score Possible

Mylene scored the lowest on this assessment in the whole class. She received a 36%,
and the class average was 85%. She missed numbers: 3, 4, 6, 7, 8, 9, 11, 13, and 14. (e.g.
22

Mylenes assessment. See Appendix B). All of these questions tested her on estimation,
rounding, subtracting the unknown, and solving word problems.
Synthesis:
This student needs a review of rounding to the nearest place values and subtracting. She
needs this review so that she is able to make the connections between rounding, estimation, and
rounding mentally. It would also benefit this student if she were given the clear terms for the
words: rounding, subtracting mentally, estimation, and unknown. She also needs help figuring
out which parts to pull out of a word problem when working it out. Through observations, this
student never raises her hand to receive more help and she finishes about the same time as some
of the other students. It also might help this student to take this test in a small group where she
can have a little bit more time to work through the problem.
Jordy:

Jordy
100
80
60
40
20
0

Jordy

Average

Jordy's Score

Highest Score Possible

Average Class Score

Highest Score Possible

Analysis:

23

Jordy received a 50% on this assessment, and the class average was 85%. He missed
numbers: 1, 3, 5, 7, 11, 13, and 14. (e.g. Jordys assessment. See Appendix B). These questions
assessed what the student knows about subtracting mentally, rounding, subtracting to find the
unknown, and solving word problems.
Synthesis:
Jordy is an ELL student with a WIDA level of one. He needs to be retaught most of the
content on this assessment. He needs to be taught the vocabulary. He missed questions that are
asking him to subtract mentally, round, subtract to find the unknown, and subtract after finding
the information within a word problem. In the classroom, he struggles with sentence structure
and vocabulary. He needs to be taught these terms before the concepts so he knows what is being
asked of him. It would benefit this student to pre-teach the math terms before the lesson, as well
as review different subtraction problems. By doing this, the student would be able to make the
connections between the terms/ vocabulary and the concepts.
Terms to teach from this assessment would include: subtraction, rounding, mentally,
estimate, and unknown.
Luis:
Analysis:

24

Luis
100
80
60
40
20
0

Luis

Average

Luis' Score

Highest Score Possible

Average Class Score

Highest Score Possible

Luis received a score of 50% on this assessment, and the class average was 85%. He
missed numbers: 3, 4, 8, 9, 11, 13, and 14. (e.g. Luis assessment. See Appendix B).These
questions assessed what the student knows about estimation, rounding, subtracting to find the
unknown, and solving word problems.
Synthesis:
During this assessment, the student was observed raising his hand consistently for more
time as the teacher read the test out loud. This student did not score this low on the assessment
before this. I think that the wording for this assessment was different than the previous
assessment. I feel that if this student had a review of the terms: rounding, subtracting mentally,
estimation, and unknown, it would have helped him to make the connections that he needed to
perform well on this assessment.
25

Synthesis of Assessment:
Each of the students that did not do well on this assessment, I feel were not make
connections with the things that they have learned previously to what they are currently learning.
This assessment (Assessment #2) is similar to the Assessment #1. The concepts that were similar
were: subtracting, estimation, mental math, and story problems.
Some of the students were not able to work at their own pace, which did not allow them
enough time to work through the problems or correct their work. It would also help some of the
students if they were able to do a review or take the test in a small group. This would allow the
students more time, the test to be read aloud and better practice.
Also some of the students need clear definitions of the terms that are on their homework
and tests. Terms such as: rounding, subtracting mentally, estimation, and unknown. Just by being
clear on these terms would allow the students to better understand what is being asked of them
on the assessment.

Assessment #3
Math Chapter 5 Test
Assessment Type:
The assessment being given is a math assessment produced by the math program by
McGraw Hill. This is a fourteen question multiple choice test. To prepare for this assessment, the
students were given a practice take home test. The practice test was similar to the actual test,
which the students took home the night before the test was given. Right before the test was
26

actually given, the teacher did a short 15 minute review. This assessment contained a lot of
similar questions that she only needed to do a few of.
Purpose of the Assessment:
This assessment was given to the students to assess their knowledge of the different
strategies to use when dividing. Those strategies include: using counters, using a number line,
using a table, and using figures. Another item that the students were assessed on was making the
connection between multiplication and division by identifying fact families. Below is a chart that
shows that the question is asking and what the students should know to be able to answer the
question.
Question Number

Actual Question:

What the question wants the

students to know:

Use counters to find how many

are in each group.

Division using counters

32 counters, 4 equal groups

Use counters to find how many
are in each group.

Division using counters

48 counters, 8 equal groups

Use counters to find how many
are in each group.

Division using counters

49 counters, 7 equal groups

Use counters to find how many
are in each group.

Division using counters

40 counters, 5 equal groups

Use counters to find how many
are in each group.

Division using counters

Division using counters

45 counters, 5 equal groups

Use counters to find how many

27

are in each group.

Solving story problems

Each clown is holding 6

balloons. There are a total of 24
balloons. How many clowns are
holding balloons?
Use counters to find how many
are in each group.

Division using counters

Solving story problems

Reading a number line

Dividing using a
number line

Reading a table
Dividing using a table

Identifying the

There are a total of 14 clowns.

If there are 2 clowns in each
little car, how many little cars
are there?
Use the number line to solve.

Kristen has $24 to share with

her three sisters and herself.
How much money will they
each receive?
Use the table to solve.

10

11

Martina has $12 for lunch.

Every item on the menu costs
$4. How many items can she
buy?
Write a division sentence to
match the equal groups of
counters.
The figure below is a model for
3 x 7= 21. Write a number
sentence that is in the same fact
family.

counters that would be

used when dividing

Identify fact families
Read the given figure
Make connections
between multiplication
and division

Administration of the Assessment:

The test was administered to the students in the afternoon at 1:00. This is after the students
lunch break. They proceeded to take the test after a short review that that the teacher conducted.
28

All Twenty- three out of twenty- three students took the test on this day. No students were pulled
out during this time.
The assessment was displayed on the SMART board and read aloud by the teacher. The
students were not able to work ahead of the group and they could raise their hand at the end of
each question if they needed more time to work out the problem .Each of the students took the
test in the classroom, at their desks with privacy screens up so that they could not look off of the
student next to them.

Analysis of the Results:

This chart shows how each student scored in the class, along with the percentage that they
received:

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

Student Name
Margarito
Kaleesha
Bergen
Kayelee
Bella
Gary
Cristal
Skylie
Jasper
Richard
Mylene
Jordy
Edni
Staci
Joselin
Francisco
Caleb
Luis
Jocoby
Nikolas

Score
8/11
11/11
11/11
11/11
8/11
11/11
9/11
11/11
10/11
5/11
9/11
8/11
11/11
10/11
11/11
11/11
10/11
10/11
11/11
10/11

Percentage
73%
100%
100%
100%
73%
100%
82%
100%
91%
46%
82%
73%
100%
91%
100%
100%
91%
91%
100%
91%
29

21
22
23

Lyssa
Victor
Juan Carlos
Average

8/11
9/11
11/11

73%
82%
100%
89%

Student Test Score Percentages:

Test Scores
Average
Juan Carlos
Victor
Lyssa
Nikolas
Jocoby
Luis
Caleb
Francisco
Joselin
Staci
Edni
Jordy
Mylene
Richard
Jasper
Skylie
Cristal
Gary
Bella
Kayelee
Bergen
Kaleesha
Margarito
0

20

40
Percentages

60

80

100

120

Average

This Test Scores table will show us how the students scored on this assessment. It also gives the
average score which was an 89%. Richard scored the lowest out of the twenty- three students,

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with a score of 46%. The next lowest scores were a four-way tie between Margarito, Bella, Jordy,
and Lyssa with scores that were 73%.
Questions answered Correct and Incorrect:

Correct and Incorrect Answered Questions

Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
0

20

40

60

80

100

120

Percent of Students Who Answered Incorrectly

Percent of Students Who Answered Correctly 2

This is a breakdown to show the percentage of students that missed each question. The
orange bar is showing the percentage of students who answered that question correct and the
blue bar is showing the percentage of the student who answered that question incorrect. The blue

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section of this Correct and Incorrect Answered Questions graph will show which problems on
this assessment were the most commonly missed by this group of students.
By interpreting both the Test Scores and the Correct and Incorrect Answered Questions,
a teacher would be able to tell which students seem to be struggling with the concepts from this
chapter and which concepts to reteach to the whole class.
Through analyzing this table, it is clear to see that the most commonly missed questions
were questions 4 and question 8. Question 4 was asking the students to use the counters to
determine how many were in each group or divide using counters. Question 8 was asking the
students to use a number line to solve a division problem.
Student Analysis and Synthesis:
Margarito:
Analysis:

Margarito
100
80
60
40
20
0

Margarito

Average

Margarito's Score

Highest Score Possible

Average Class Score

Highest Score Possible

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This table shows that Margarito received a 73% on this assessment, and the class average
was 89%. The numbers that were missed on Margaritos assessment were: 3, 4, and 10. (e.g.
Margaritos assessment. See Appendix C). Those problems assessed using counters to divided.
Synthesis:
From what has been observed about Margarito, he needs more time to think through his work.
He is consistently raising his hand for more time, when the teacher is reading the test to the
entire class. To help this student, I would review the content with him quickly and allow him to
work on the test independently with more time than some of the other students. This could be
done by either giving him the assessment before the rest of the class or allowing him more time
after the rest of the class has finished.
Richard:
Analysis:

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Richard
100
80
60
40
20
0

Richard

Average

Richard's Score

Highest Score Possible

Average Class Score

Highest Score Possible

Richard received a score of 46%, and the class average was 89%. The numbers that Richard
missed on his test were: 2, 3, 4, 6, 8, and 10. (e.g. Richards assessment. See Appendix C). These
problems assessed the students on the knowledge of divining using counters, dividing using a
number line, and divining using a table.
Synthesis:
This student is struggling to understand the concept of division. On the test, the stduents were
expected to draw out the counters and solve the division problem. When going back to reteach
this concept, I would give this student some actual counters to practice with. By doing this, he
will have realia to make this concrete. It will allow him to physically divide the counters and see
how it works.

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Jordy:
Analysis:

Jordy
100
80
60
40
20
0

Jordy

Average

Jordy's Score

Highest Score Possible

Average Class Score

Highest Score Possible

Jordy scored a 73%, and the class average was 89%. The numbers that Jordy missed were 8
and 9. (e.g. Jordys assessment. See Appendix C). Both of these were division strategies. The
first one is diving using a number line. The second is dividing using a table.
Synthesis:
The results of this assessment have been the best that Jordy has done. He is just below
average from his classmates. Jordy is a very visual person and needs pictures and actions to
understand something, especially being and ELL student in our class.
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To continue to help this student grow, I would pull him into small groups to pre- teach the
academic vocabulary, and provided pictures and realia when it is possible. By doing this, he will
be able to make connections and retain that knowledge that is given.
Synthesis of Assessment:
When I am able to see the most commonly missed questions, I would take those questions
and review them with the entire class. I would also give a small formative assessment such as an
exit ticket or white boards to see if they are grasping the concept. If the students are not
understanding still, then I will pull smaller groups of the students who are still not understanding,
to reteach them the concept.
Some of the students just need a different testing environment. Students need to be given
the time that they need to take the test. In the situations that were observed, the teacher read the
test to the entire class and told the students not to work ahead. The students are all different. For
some, the teacher will give them more than enough time and for other its not enough.

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