Educator Group Portfolio

EDUC27370 Assessment in Education

Professor: Keri Cameron

Ali Palmer, Laura Kalyn, Michelle Gross,

Nicole Rocha Ferreira, Patrick Puccini
April 7th, 2016

I understand Sheridan policies on academic offences, and have reviewed statements pertaining
to plagiarism for this course.

This is to certify that I have reviewed the work I am submitting here (and/or uploading to the
Assignment Dropbox) and have taken care to ensure that it is my own work / words.

I have not used 5 or more consecutive words from another source, without quotes and un-cited;
I understand mosaic plagiarism and have not re-worded sentences from other sources. I have
not represented the ideas of others as my own. Where relevant, I have included a bibliography
of all sources used in preparing this work.

Signed: Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

Table of Contents
Group Activity 1 Week 3 & 4

Page

2-3
Student Profile

Group Activity 2- Week 6

Page

4
Running Record

Group Activity 3- Week 8 & 9

Page 5
Time Sampling

Group Activity 5- Week 10

Page

6
Devise Your Own Checklist

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

STUDENT PROFILE
Name: Angelica Scott

Age: 11

Grade: Grade 6
School: Bonadventure, P.S.

Date: Nov. 5, 2013

# of Credits Accumulated: N/A

Sources of Information:
(Identify sources of information and assessments conducted.
Check box and note completion date.)
Review of OSR + Report Cards: June

Interests: Likes to read anime comics,

2011, June 2012, June 2013

making bracelets and riding horses. Good

Consultation with Parents: ________

at working and solving jigsaw puzzles.

Consultation with Previous & Current

Learning Style Inventory: Jan 14, 2012

Teachers: ________

Work Samples: October 23, 2013, October

Consultation with SERT or Team:

30, 2013

September 24, 2013, October 21,

Self-Assessment: Jan. 14, 2014

2013

Other (please specific): Teacher Summary

Educational Assessments: November

Report November 1, 2013

1, 2013
Findings from Information Sources and Assessments
Strengths and Areas of Need
Current achievement
levels, learning
skills/work habits, and
readiness to learn
Reading at
a grade 3 level
Writing at a
grade 2.5 level
Math skills
at a grade 4.5 level
French is
not meeting with
success

Learning
style/preferences,
interests, socioemotional strengths
and needs
Auditory/Tact
ile Preference
Learning Style
Strengths
Rememberin
g from listening to
lectures with
explanations and
discussions

Other relevant
information

Shows
interest in learning
about her strong Native
background
Older brother
had a sudden passing in
June of 2013
Has a
younger brother in

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

Enjoys
problem solving
tasks
Works well
independently
Takes
initiative in her
learning

Working with
her hands or making
things
Developing
and making graphs
Can follow
oral directions
Needs
Assistance in
writing and
comprehension
Assistance
with group interaction
Interests
Likes to draw
(chooses assignments
that involve creating
her own reality)
making and
selling her own
bracelets

grade 3 with FASD

Had an
extensive number of
absences (19 absences
recorded on June 2013
report card)
Has had
multiple incident
reports in 2013 with
uttering threats to
inflict serious bodily
harm on another person
as well as physically
pushing another
student
Individual
Safety Plan Angel has
incidents with same
peers who make
comment on her
deceased brother. She
makes very threats or
shows aggression

Assessment and Instruction

Considerations for
Instructional
Strategies
(accommodations in
class)
Use of
Google Read&Write to
assist and gain
confidence in writing,
reading and
memorization of new
words
Use of
classroom computer
to type her work
Sitting close
to the teacher in class
to help moderate

Considerations for
assessments
(accommodations for
tests, assignments)
More oral
evaluations as
opposed to written
assessments
More time for
evaluations that
require her to
read/write
Breaking
down
tasks/assignments
and setting goals/due
dates together (Angel

Resources and Supports

Using a
system of codes/short
words to indicate what
homework she has in
her agenda and having
EA sign it at the end of
the day to keep her
organized
Guided
reading instruction with
her teacher 3 times a
week
Acquiring a

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

social interactions
Encourage
group
participation/collabor
ation during activities
where she excels at
(i.e., art, math and
oral discussions)

& teacher)
Graphic
organizers

French tutor
Recommendin
g an after school
reading program (i.e.,
Reading Rocks)
Peer Assisted
Learning Strategy
(PALS), partner reading
3 times a week for 20
minutes.
Peer
partnering to assist with
improving social
behaviors in groups

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

Running Record Activity

Observers Name: Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira,
and Patrick Puccini
Childs Name: P.P.
Age: 49 years old
Date: Thursday, February 18th 2016
Setting: Sheridan College hallways
Time: 8:45am 8:55am
Context: Walking to locker to put loaf away
P.P. raised his left hand and asked the teacher to go put his loaf away in his locker.
P.P. exited the classroom and walked to the stairs on the right. He walked down the
two flights of stairs with his right hand on the railing and his left hand was holding a
loaf in a bag. He then turned left and walked past the Second Cup. He looked right
then left and then turned to the right and went left down another hallway. As he
continued walking straight, he paused and looked into an open classroom on the
right. He said hello to a student in the classroom. P.P. continued walking down the
hallway at a quick pace and at the end of the hallway he paused and looked right
and left. He cut right down a new hallway and then went left up a ramp while
passing the loaf between his right and left hand five times until he held onto it with
his left hand. P.P. walked straight until he reached his locker. He bent down to reach
the second locker from the left on the bottom. He attempted to unlock the lock with
his right hand. When it did not open the first three times, he punched the locker
next to his. He attempted to unlock the lock two more times with his right hand
before he was successful. P.P. placed the loaf inside his locker on the top shelf. He
then put the lock back on his locker and closed it. He turned the lock eight times
before standing up again. P.P. walked towards the water fountain that was directly
across from his locker. He bent down and took three sips of water. Another student
walked up and waited behind P.P. to use the water fountain. P.P. stepped away from
the water fountain and said hello to the student. P.P. then turned away from the
student and wiped his face with his right shirt sleeve three times. P.P. then reached
into his left back pocket with his left hand and pulled out a ten-dollar bill and a Tim
Hortons Roll Up the Rim free donut and said, Im going to get a coffee!

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

Time Sampling Activity

Name: N.B.
Context: Grade 2-4 math classroom
Observers: Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, and
Patrick Puccini
Sampling intervals: Randomly chosen times
Sampling Length: 1.5 minutes
Specific Focus: Difficulty maintaining focus in class by fidgeting and moving in
seat
Time
9:10:10 am

Observation
N.B. reached over table and legs
onto his chair and puts hand on
Student As head and pushed his
head down to the table

9:10:20 am

Moved around in his chair and put

his head down on the back of chair

9:10:30 am

N.B. lifted himself off the chair and

then sat back down on his one foot.

9:10:40 am

Interpretation

N.B. reached across the table and

grabbed Student As hand and
pulled Student As finger towards
him

9:10:50 am

N.B. leaned forward in his chair and

turned head and looked around the
classroom at the other students.

9:11:00 am

N.B. put his hand up to a question

from the teacher and waved his
hand.

9:11:10 am

N.B. leaned around the table and

talked to Student A.

9:11:20 am

N.B. put both feet up on the chair

and sat on his feet.

N.B. appears to be unengaged

and not interested in the lesson.

N.B. appears to want Student

As attention.

It appears that N.B. put his hand

up because the students around
him did.

N.B. appears not to be able to

sit still for long periods of time.

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini

Checklist
Date of Birth: February 18th,

Student: Jerry B.
2011

Educators: Ali Palmer, Laura Kalyn, Nicole Rocha Ferreira, Patrick Puccini, and
Michelle Gross
Todays Date: March 31st, 2016

Play Skills
Descriptor

Yes

1. Offers toys to peers.

2. Plays imaginatively (role-playing).

ND
SD

X
X

5. Follows peers play.

6. Uses language to communicate intentions, feelings, and
instructions.

Code

3. Feels/exhibits shame when caught doing the wrong

thing.
4. Takes turns with peers sharing same space.

No

NP
SD

X
X

ND
SD

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Ali Palmer, Laura Kalyn, Michelle Gross, Nicole Rocha Ferreira, Patrick Puccini