Individual Lesson Assessment Reflection

1. What were the formative assessment results each day in each of the content lessons? DESIGN
electronic TABLE GRAPHS to identify the results for each content. How would you use the
results the next day in your planning and why: Be very specific and correlate your reasoning with
sound research/readings from what you know about young children and learning. Did you
expect these results? Why or Why not?

Science:

Correctly
Identified Correctly
Push Identified
Student Objects Pull Objects

Checklist
Jazzy √ √
Bently X X
Ava X X
Savannah √ √
Abby √ √
Colton √ √
David X X
Lily X X
Daniel √ √
Owen √ √
Etienne √ √
Zoey √ √
Callie √ √
Zoie X X
Deacon X X
Mason √ √
Kaegan √ √
Wyatt X X
Adalee X X
Sydnee √ √
 Laney √ √
Ezri X X
Kaylee √ √
A checklist was used to record how the students did on their T-charts. The students received a check
mark if they correctly identified where the object went and they received an X if the student was unable
to identify where the objects went on their T-chart. There were 14 students who received check marks
because they corrected placed the objects in push or pull. Only 9 students were unable to identify the
objects in the correct place on their T-chart. Once these students were guided they were able to identify
were the objects should be placed. “Effective teachers see things. They file those things away. They
accumulate evidence of proficiency. They know their students. No other assessor of student
achievement has the opportunity to see students like this over time. But beware...You must constantly
ask yourself: What did I really see? Am I drawing the right conclusion based on what I saw?” (Stiggins,
2001: 212) I did not expect these results because I felt that more students would be able to identify the
difference between push and pull considering this was not their first exposure to this topic.

Stiggins, Richard. Student-involved Classroom Assessment. 3rd ed. Upper Saddle River, New
Jersey: Merrill, Prentice Hall, 2001.

LA/SS:

Jazzy X
Bently X
Ava X
Savannah X
Abby X
Colton X
David X
Lily X
Daniel X
Owen X
Etienne X
Zoey X
Callie X
Zoie X
Deacon X
Mason X
Kaegan X
Wyatt X
Adalee X
Sydnee X
Laney X
Ezri X
Kaylee X
For this lesson the students were to identify on a post-it note what the word retell means. There were
19 students who received smiley faces for correctly identifying what the word retell means after the
lesson. There were 4 students who reused the word retell to explain what the word retell meant. After
conferencing with the students they were able to identify what the word retell meant. The students
were in need of some guidance of what to write. Monitoring Student Progress: a systematic use of data
employs learning trackers (observation logs, observation forms, conferring logs, etc.) to gather data on
student performance. To effectively monitor student progress, a formative assessment system which
consists of establishing learning goals, checking for understanding, providing feedback, and aligning
future instruction with the students’ performance must be put into place (Frey & Fisher, 2011). I was
surprised by these results; I did not expect this many students to be able to freely write a definition for
the word retell. I thought that they would need more guidance or something to guide their responses.

Frey, Nancy & Fisher, Doug. The Formative Assessment Action Plan: Practical Steps to More Successful
Teaching and Learning. Alexandria, Virginia: ASCD, 2011.
Math:

Jazzy X
Bently X
Ava X
Savannah X
Abby X
Colton X
David X
Lily X
Daniel X
Owen X
Etienne X
Zoey X
Callie X
Zoie X
Deacon X
Mason X
Kaegan X
Wyatt X
Adalee X
Sydnee X
Laney X
Ezri X
Kaylee X
 In this lesson the students were to match an analog clock to its digital time using puzzle pieces.
The students got checked by the teacher and either received a star or a come see me. The
students who received a star moved onto the next activity while the come and see me students
were called over to work in a small group setting over the content that was confusing them. I
was surprised by these results because I thought students would be more confused by the half
hour than they were. There was a small group that needed a deeper explanation but other than
that students grasped this topic easily. A few students that I did not expect to grasp this shocked
me and grasped it right away.

Safer, N., & Fleishman, S. (2005, February 1). Research Matters / How Student Progress Monitoring
Improves Instruction. Educational Leadership, 81-83.

2. When reflecting on the feedback you provided for the 2 students and the whole class, do you
feel this effectively provided them with insight into their learning about the content? Why?
I felt that this did give them insight into their learning about the content. I would have liked a
more written approach such as a rubric or checklist in the future so the students are able to see
exactly what I expected from them. This would also be something the students could have to
look back on in their future assignments. I find written feedback sometimes difficult with
younger students because it has less meaning to them when they do not receive grades.

3. How did you or will you help students use this feedback? You will want to discuss the
concrete ways you will use to remind them of the feedback and the teaching strategies you
will incorporate to then have them use the feedback.
The students used this feedback to see if they had mastered the learning target, who
needed re-taught, who needed additional challenges, what the next learning target would
be, how students would be grouped for small-group instruction, and who needed to be
observed more closely for a possible learning intervention. The information from these
lessons are focused on student placement and instructional pacing in future lessons.

4. Describe what you learned about teaching and learning related to assessment and feedback?
Please be specific and use some concrete professional citations in your answer.
I learned that when you use assessments and feedback in an appropriate way these things can
become a teacher’s best friend. These will help the teacher plan future lessons and guide the
decisions made. This will help a teacher group the students in a manner that best fits their
learning. This allows a teacher to know when a student has mastered a topic or when they need
to be retaught. If a whole class is lost this tells the teacher that maybe she needs to reflect on
herself and change the way she’s teaching. The students can use peer feedback to help them
better understand their learning. Sometimes students can explain things better to each other
than a teacher can explain to a student.

Cross, K. P. (1988). Feedback in the Classroom: Making Assessment Matter. AAHE Assessment
Forum, American Association for Higher Education, One Dupont Circle, Suite 600, Washington,
DC 20036..
 5. What would you have done differently during this lesson week? Why? Be specific!
During this lesson week, I would have given the students more rubrics for their work. These
rubrics would be student friendly and simple. I feel that when students were writing on their
post-it notes if they had a rubric to follow they would have a visual of what to write and what
not to write. I might have gotten more detailed responses if this was included. I would have
included more student to student feedback rather than just me giving the students feedback. I
feel that the students could have better explained half hour to each other rather than me
explaining it to the students. For science I would use a Venn diagram rather than a T-chart
because there were some objects that could fit in both push and pull. I would have put a
number at the top so students could see they show have this many objects in a certain part. This
would help guide the students thinking a little more and get rid of any confusion with the topic.

SECTION 2: Student Perception Survey

Create a table of some sort to visually identify the results on the student perceptions survey. What did
you learn about yourself? What will you do differently for the unit and for student teaching based on
this data? Use the information about each area provided with the student survey to guide your
reflection.

I learned that I need to take my time to ask my students about their feelings on a daily basis and make
sure I am asking every student. I never want my students to feel like I do not care about their feelings. I
learned that I need to challenge my students more and hold them to a higher standard by setting them
up for success. In future lessons I would like to spend more time making all of my students really think
deeper. I will be using Bloom’s words to help set this up in my future lessons. I really do not feel all of
these results are accurate due to the fact that I feel the students were too young to completely
understand some of these questions.

My YSU teacher asks 16 3 3

me about my feelings.

My YSU teacher really 20 2 1

cares about me.

My YSU teacher is nice 23 0 0

to me.

We stay busy most of 20 2 1

the time.
My YSU teacher helps 20 2 1
each of us to know
what we should be
doing.

When my YSU teacher 19 3 1

is teaching we all listen
and do what she/he
asks.

My YSU teacher 16 3 4
explains things in class

My class understands 18 2 3
each topic in class

My YSU teacher 19 2 2
explains things till we
understand

In class my YSU teacher 20 2 1

makes sure we all do
our best

17 3 3
My YSU teacher makes
us all think.

My YSU teacher makes 18 3 2

learning just right, not
too hard and not too
easy.

My YSU teacher makes 17 2 4

class interesting

My YSU teacher makes 19 3 1

me want to learn more

What we learn is 19 2 2
related to my real life.

My class is allowed to 22 0 1
talk about ideas with
my YSU teacher.
My YSU teacher likes it 23 0 0
when we ask questions

My YSU teacher asks 23 0 0

the class questions to
make sure we
understand.

My YSU teacher reviews 23 0 0

what we learned after
each lesson.

My YSU teacher tells us 22 0 1

how we will use our
learning in one subject
to help us in another
subject.

My YSU teacher lets me 22 0 1

know how I am doing in
my learning so I can
understand better.