Assessment Application and Analysis Report

Running
Head: ASSESSMENT APPLICATION AND ANALYSIS REPORT

Assessment Application
and Analysis Report
Contextual Factors
Revised
Rylee Slesk
ELED 3420

Running Head: ASSESSMENT APPLICATION AND ANALYSIS REPORT
Classroom Contextual Factors

Mrs. Pays third grade classroom consists of 24 students. As you can see from
Figure 1 there are 13 boys and 11 girls in the classroom. Their ages range from 8-10.
Mrs. Pay has a variety of diverse backgrounds in her classroom. The students
demographics seem to be alike, although, their family backgrounds are very diverse. As
you can see from Figure 2 the majority of her students, 19, are Caucasian. There is one
student who is a Pacific Islander. In the classroom, there are 4 students who are
Hispanic. Every individual in Mrs. Pays classroom is very considerate of the diversity
each student brings into the classroom. Each culture brings its own special contribution.
Gender of
Students
Ethnicity of
Students
46%
Boys 13
54%
Caucasian 19
17% 4%
Hispanic 4
Girls 11
79%
Figure 1
PaciMic
Islander 1
Figure 2
As you can see from Figure 3, inside the classroom there is only one English
Language Learner (ELL) student. Wyatts mother is from Hungary. They speak
Hungarian at home; she speaks little English. Due to her lack of English she cannot
provide much scaffolding and support considering Wyatts development of English.
Wyatt is at a WIDA level of four, which represents expanding. A student with a WIDA
level of four usually writes sentences with a variety of length. Since he is at a level four,
his oral language has few phonological and syntactic errors. Mrs. Pay expresses that
Wyatt is able to work independently about 25% of the time. He leaves class for about 30
minutes for imagine learning. Usually once during the day an aide will come into the
classroom and work one-on-one with Wyatt and assist him with his classroom work.
Wyatt needs this one-on-one attention as much as possible. His language barrier causes
him to get off task easily because he doesnt follow along as easily as everyone else.
Wyatt is at an instructional level of 20; which is a second grade level. From Figure 3,
one can see, within Mrs. Pays class there are five additional students who have exited
the ELL program. They do not seem to have a language barrier. They seem to
understand the material and content language without a barrier.
ELL Students
Non-Ell Students
Exited ELL Students
ELL Student (WIDA 4)
0
10
15
20

Figure 3
Within Mrs. Pays third grade classroom there are five students with an
Individualized Education Plan (IEP), refer to Figure 4 (this information is given from
Mrs. Pay). All students have an IEP for speech issues. Liberty is developmentally
delayed and has a barrier with communication. Cailey stutters or hitches as she reads.
She also struggles with the concept of retelling. Jalon struggles with reading and saying
his Ws and Rs. Emma was in third grade the previous year, but her parents decided to
retain her this year. She struggles with fluency. Austin lisps when he talks and he also
talks very quickly which can make it very difficult to understand him. Curtis has
dyslexia, but he has not qualified for an IEP, refer to Figure 4. As shown on Figure 4,
there are five advanced students. None of these students are considered GATE, but they
are advanced in all third grade subjects.
IEP Students
6
4
2
0
Speech IEP Students

Advanced Students
Disabled/No IEP
Figure 4
I received the following information from Mrs. Pay, my mentor teacher.

Washington Elementary is labeled a Title I school. For a school to be considered Title I,
at least 40% of their students must be from low-income families. A Title I school
provides students with extra educational assistance beyond the regular classroom. The
federal government provides funding for each state and that money is sent to the school
districts. The number of low-income students attending the schools determines how
much money each school receives. In Mrs. Pays classroom, 20 out of her 24 students
receive the Free & Reduced lunch program; refer to Figure 5.
Free & Reduced Lunch

19%
Free & Reduced

Lunch-20
81%
Other-4

Figure 5
Mrs. Pay did not have the CRT scores available for her class. The CRT is a
standards-based program that tests specific skills characterized for each grade by the state
of Utah. Mrs. Pay was also not willing to give me any of their Reading or Math scores.
Concerning behavioral issues, there are two students who seem to struggle. In
previous grades, Kyle could not do group work, or work cooperatively with anyone. In
third grade, he has learned social skills that help him work with other students. He can
now sit at a group of desks, rather than by himself. He does still struggle with speaking
out and personal boundaries. Mrs. Pay has to keep him at the front of the room and on
the outside of the desks. Austin is another behavioral student who struggles with being
motivated. He constantly needs direction and help seeing a successful outcome. These
students need to be engaged and directed to stay on task.
Classroom Environment
The classroom is very organized and filled with inspiring posters and artwork on
the walls. The classroom has a Hawaiian theme. It is a very small classroom, which
makes it even more important to keep organized to seclude chaos. The desks are
arranged in tables of 4-5. At each table there is a more advanced learner, struggling
learner, and then middle-level student. She switches the seating chart often to give
students an opportunity to cooperate with other students. There is a SMART Board at the
front of the classroom that she uses often for math lessons. There is also an ELMO,
which she projects most of the material on. She has a personal mic system that can be
used. There is a classroom library at the front of the room that she uses for silent reading
time. There is one horseshoe table at the back of the table; she doesnt really use it. Each
student in the classroom has his or her own personal job (ie. Paper passer, Mayor, Cop).
At the end of each day they have to complete their job; this helps keep the classroom
organized and a place of cooperation. On the back wall includes the objectives for each
subject being taught. The whiteboard, in the front, has the daily schedule, and a list of
students who have not finished their homework. She has important math facts and
suffixes/prefixes listed on the walls. Considering the classroom size, it is very opening
and engaging.

and Analysis Report
Assessment 1
Revised
Rylee Slesk
ELED 3420
Assessment 1
I administered a comprehension pre-assessment in Mrs. Pays class on February
12, 2014. It was a short five-question multiple-choice assessment. The students had
taken a test similar to this one on one of their Treasures assessment. Mrs. Pay asked me
to both administer the test and review the test with the students. She asked me to teach
them testing strategies before and after the test. They were familiar with multiple-choice
test, so I did not have to help teach them how to take this type of assessment. Before the
test, I reminded them to listen closely. They did not have the questions to the assessment
until after I read a story to them. They had to intently listen to be able to comprehend and
remember what occurred in the story. After the test, we read the questions carefully. I
taught them how to cross out any answers that did not make sense and they knew were
incorrect; and how this will help them narrow their options.
This was a pre-assessment. The students had taken a Treasures test a few months
ago and Mrs. Pays students averages were within 60-70%. These low scores were
widely shown within all of the third grade classes in Washington Elementary. Soon, they
found that this low average was district wide. They began to question the reliability and
validity of this assessment. After seeing what Mrs. Pays students struggled with from
this Treasures test, she began to focus her instruction on these weaknesses. One of the
weaknesses was reading comprehension. The purpose of the assessment I gave to her
students was to assess their growth in reading comprehension. The assessment was given
after students had listened to a story comparing similarities and differences in dolphins
and porpoises. The students had to listen to this story intently to remember both facts and
clues to help them throughout the assessment. This assessment also had another purpose;
it was a self-assessment for the students. After each question, they had to gauge their
confidence. They had to rate themselves according to the question; gauging 0%
confidence-100% confidence. Also, at the conclusion of the assessment, they were asked
to rate themselves on a rating of 1-10. They had to rate themselves on how they felt their
comprehension was regarding the story. Overall, this assessment was given to gauge
students growth and readiness in reading comprehension for an upcoming Treasures test.
This assessment was given to the entire class (24 students); three students were
absent the day that this assessment was taken, allowing for 21 students to take the test. It
was given in the regular classroom. The students had been reviewing for their upcoming
Treasures assessment the entire time before lunch. They also reviewed for a half hour
after lunch and then they were given their Treasures assessment. The students seemed
pretty worn out when they were given the reading comprehension pre-assessment before
lunch. They had been reviewing Treasures material the entire day and it was easy to
see that they were getting tiresome. Before, I gave them the test I reviewed with them
how important it was to listen intently and to listen for key words and clues throughout
the reading. They did not seem anxious or nervous for the test since they knew it was
part of their review. The names of the three students that I decided to analyze and
synthesize, with regards to Mrs. Pays suggestion, are: Hiromi, Emma, and Kyle.
Hiromi is an advanced student. She is also an exited ELL student. Throughout
the reading portion of the assessment, she was very engaged. She sat listening intently.
Once the assessment was passed out, she did not seem nervous. Emma has an IEP for
speech. She has also been retained, but she is still on a below level for third grade.
Throughout the reading portion of the assessment, she would get distracted easily. I
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caught her gazing at different students; her mind seemed to be somewhere else. Once the
assessment was passed out, it seemed as if she was a little lost and would forget what was
read. Kyle is above grade level and could be an advanced student, but his behavior is
always an impediment to his success. Throughout the reading portion of the assessment,
I seemed to keep his gaze; I did make sure to walk by him multiple times as I was
reading. He seemed to lose attention if I was far from him.
Analysis
As you can see from Figure 6, the scores for this assessment range from 40%-100%. Out
of 21 students assessed, five students scored 2/5 or 40%, eight students scored 3/5 or
60%, six students scored 4/5 or 80%, and two students scored 5/5 or 100%. The overall
average for this assessment was 72.4%.
Student Assessment Scores

10
8
6
4
2
0
2/5 or 40%
3/5 or 60%
4/5 or 80%
5/5 or 100%
Figure 6
Figure 7 shows how each student performed on the test. The left hand column has listed
the students name and gender. Across the top of the table shows the number of the
question concerning the assessment. The table shows which questions were right and
which questions each student missed. I do not have the physical assessments because
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Mrs. Pay needed to keep them for her record and to show to keep for her students. The
students I observed are highlighted.
Legend
Correct Response
Incorrect Response
Students absent/ didnt participate
Assessment Questions
Students
#1
#2
#3
#4
#5
Hadley (F)
Isaac (M)
Austin (M)
Michael
Lacey (F)
Avery (F)
Max (M)
Dayton (M)
Liberty (F)
(M/F)
(M)

Student
12
#1
#2
#3
#4
#5
Erik (M)
Daniel (M)
Brady (M)
Bailey (F)
Micaela (F)
Wyatt (M)
Cailey (F)
Miles (M)
Nikelle (F)
Emma (F)
Hiromi (F)
Kyle (M)
Curtis (M)
Jalon (M)
Fernanda
(M/F)
(F)
Figure 7
Out of twenty-one students, two students missed question one, eight students missed
question two, six students missed question three, five students missed question four, and
nine students missed question five.

The following list and Figure 8 shows the questions and the percentage of students that
answered each question correctly.
Question 1: 19/21 or 90% of students answered correctly
Percentage Students Answered

Each Question Correctly
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
#1
#2
#3
#4
#5
Figure 8
Figure 9 illustrates that the female students average score is vaguely higher than the
male students average. The female students had an average of 66% and the male
students had an average of 63%.
13
14
Average Test Scores by Gender

63%
66%
Female Students
Male Students

Figure 9
Figure 10 records the average scores regarding ethnicity. The average for Caucasian
students, was 65.8%, take into account that two Caucasian students were absent for this
assessment. The average for Hispanic students was 53.3%, take into account that one
Hispanic student was absent for this assessment. There is only one Pacific Islander
student whose score was 80%.
Average Scores Regarding Ethnicity

PaciMic Islander
Hispanic
Caucasian
0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%
Figure 10
There is only one ELL student named Wyatt. He is currently at a WIDA level of 4.
Regarding this assessment, Wyatt missed questions one and two. As you can see from
Figure 11, his overall score was a 60%. The average of the rest of the class was 72%.
15
ELL Student Scores

60%
72%
Other Students

Figure 12
There are five out of twenty-four students with IEPs in Mrs. Pays classroom. All five
students are on a Speech IEP. One of these students, Jalon, was not in attendance for the
assessment, so he will not be accounted for. The four students average on the assessment
was 55%; refer to Figure 13. Curtis, who has not qualified for an IEP, was not in
attendance for this assessment. The average for the rest of the class was 67.1%
IEP Students
80%
60%
40%
20%
0%
55%
67.1%
IEP Students
Other Students
Figure 13
There are five students in this class who are considered advanced in all subjects. Lacey is
considered advanced; she received an 80% on the assessment. The only question she
missed was question 5. Avery is considered advanced; she received a 60%. She missed
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questions two and five. Max is also considered advanced; he received a 40%. Along
with Avery, he missed questions two and five. Hiromi is also an advanced student who
received an 80%; she missed question five. Lastly, Mikaela is an advanced student who
received a perfect score of 100%. Refer to Figure 14; the average score for the advanced
students was 76%, while the average of the rest of the class was 62.5%. The whole class
average was 72.4%.
Advanced Students
Whole Class Average
Advanced Students Average-76%
Rest of the Class
Rest of the Class Average- 62.5%

Whole Class average-72.4%
Advanced Students
0% 10% 20% 30% 40% 50% 60% 70% 80%
Figure 14
Figure 15 indicates the averages for students on Free & Reduced Lunch. In Mrs. Pays
classroom there are four out of 24 students who are on Free & Reduced Lunch. The
average score for these students was 62.4%. There are 20 students who do not qualify for
Free & Reduced Lunch. Their average score

62.4%
80%
Free & Reduced

Lunch Students'
Average
Figure 15
17
Synthesis
Overall, the students did not do well on the reading comprehension pre-assessment. The
average score was 72.4%. The fact that four students received a 40% shows that reading
comprehension strategies really need to be taught in the classroom. Also, only two
students received 100% on the assessment. This was very eye opening since there are
five advanced students in the classroom. Two of the five advanced students received a
60% on the assessment. Only one advanced student received 100%. I spoke with Mrs.
Pay concerning the assessment scores and she was very distraught. She felt as if all of
her students were not performing to their potential. She especially felt this way regarding
her advanced students. Overall, this assessment was valid and reliable. The students can
expect to be assessed very similarly to this assessment on their upcoming Treasures test.
This assessment gave them a real example that they can expect to be seeing soon on a
summative test. The day this pre-assessment was given, the students had been reviewing
for their Treasures test all day. They had done multiple review tests and discussed
diverse concepts they needed to know for the test. They also reviewed many strategies
that they could use on the Treasures test. I believe that all of this material and reviewing
overwhelmed the students. It is obvious that the concept of reading comprehension is
something that this class really struggles with. I feel like it would have been more
effective to have spent a majority of the day discussing strategies and techniques that the
students should know to be able to excel in reading comprehension. A majority of the
time should have been used to review this assessment and discuss where the students fell
18
short. Overall, I think that it would have been very important and beneficial to not
overwhelm the students with Treasures information and concepts all day.
Three out of the twenty-four students missed the first question. Two students that missed
this question are on Speech IEPs. The other student who missed this question is an ELL
student. This question one could not use any strategies on. You could not simply cross
out the answers that did not make sense. It was a factual question where the students had
to be listening and pick up on the key details to answer this question correctly. I would
teach students, especially the ELL student, how to listen for key details; when you hear
the author stating a fact, that is a good clue that you may need to know this information.
Eleven out of the twenty-four students missed question two. Almost half of the students
missed this question. This question had to do with a vocabulary word. It asked students
what the word blunt means. Most students answered jagged rather than round. I
would use this word in their vocabulary lessons. I think it is important to teach the
students the words that they will see on their test, so they are familiar with them. This is
the teachers job to look over the tests far in advanced to when they are given. By doing
so, they will have the opportunity to teach new vocabulary words.
Six students missed question three. This question was missed by a variety of students.
The question involved asking the students what would be another good title for the
passage. I believe it would be very beneficial to teach all of the students how to listen to
key details to support a main idea. Once they receive this main idea they know what the
story consists of. They should be taught that a title summarizes what the story is about
and its main idea.
19
Five out of twenty-four students missed question four. This question was tricky. The
best strategy to use would be to cross-out answers that did not make sense. I feel like this
is a strategy that can be used on many multiple-choice tests. I would teach this strategy
to my students and give them different examples, so they can see how it works.
Lastly, almost half of the students missed question five. Eleven out of twenty-four
students missed this question. Once again, this question had to do with students
remembering a fact from the story. Along with question two, I feel like students need to
be taught how to listen to key details and facts. Also, students need to be taught how to
note take as they are reading or listening to someone read. I would give the students
many opportunities to practice this.
According to my synthesis regarding the assessment, I feel like the students need many
more opportunities to practice reading comprehension. I dont feel like this is a concept
that should be thrown in with many other reading and writing concepts in the same day.
Students were very overwhelmed and it honestly seemed as if they were just guessing or
giving up because they were sick of reviewing for their upcoming test. According to this,
I feel as if it would be very beneficial for students to practice listening to a reading and be
given the opportunity to answer questions based on the reading.
Also, many of these questions could have been answered correctly if students would have
been taught testing strategies. Such as, eliminating answers that just dont make sense.
Students would benefit from learning how to listen for key details and facts. They would
truly benefit by having the opportunity to practice using these testing strategies.
20
The classroom provided a quiet environment for the students to take this assessment, I
believe this aided in their ability to listen. Overall, this assessment was valid and reliable.
It will aid in students ability to grow in reading comprehension. I believe the students
could have succeeded if they were not overwhelmed by all of the reviewing they had
done that day and if they were taught key testing strategies.
Student Comparisons
According to Mrs. Pays suggestion I observed three particular students during this
assessment. There names are the following: Hiromi, Kyle, and Emma. Hiromi is an
exited ELL student who is very advanced and above grade level. Kyle is also an above
grade level student, but has behavioral issues that impede his success. Emma has been
retained in third grade and is just barely on grade level; which is surprising since this is
her second year in third grade. She does have a speech IEP.
Figure 16 indicates the three students and which questions they responded correctly and
incorrectly.
Legend
Correct Response
Incorrect Response
Student:
#1
#2
#3
#4
#5
Hiromi (F)
Kyle (M)
M/F

Student:
21
#1
#2
#3
#4
#5
M/F
Emma (F)
Figure 16
Refer to Figure 17; Hiromi received a 4/5 or 80% on the assessment. Kyle received a 3/5
or 60% and Emma received a 2/5 or 40%. By comparing these scores I can see that
Hiromi is in the topper echelon of students. Kyle could easily have improved on this
assessment; his ability does not reflect in this assessment. Emmas low level is exposed
in this assessment, as she got lower than 50% on this assessment. The following graph
compares the students scores.
Student Comparison
100%
80%
60%
40%
20%
0%
Hiromi
Kyle
Emma
Figure 17
Analysis of Hiromi
Hiromi received a four out of five or 80% on this assessment. She was in the topper
echelon of the assessment. Her assessment shows that she is an advanced student as she
is 7.6% above the class average of 72.4%. Hiromi missed question five, along with ten
other students.
22
Figure 18 compares Hiromis score with the class average.
Hiromi's Score
100.00%
80.00%
60.00%
Hiromi's Score-80%
40.00%
Whole Class
Average-72.4%
20.00%
0.00%
Whole Class
Average
Hiromi's Score
Figure 18
Synthesis of Hiromi
Hiromi received a score of 80% on this assessment; she only missed one question. The
question she missed involved facts about dolphins and porpoises. I would teach her how
to listen for key details in a story and also facts. Also, I would teach her if a story is
comparing two different things, it is important to listen for the comparisons (what is
different and what is similar). Hiromi is an exited ELL student. Mrs. Pay says
sometimes her success is impeded by her lack of background knowledge. She may not
have known much about porpoises and dolphins. I believe it would be very beneficial to
always assure that Hiromi has the background knowledge she, so her abilities can
succeed.
23
Analysis of Kyle
Kyle received a score of 3/5 of 60%. He missed questions two and three. Ten other
students missed question two and five other students missed question three. Kyle was
12.4% below the class average of 72.4%.
Figure 19 compares Kyles score with the class average.
Kyle's Score
80.00%
60.00%
Kyle's Score-60%
40.00%
20.00%
Whole Class
Average-72.4%
0.00%
Whole Class Average
Kyle's Score
Figure 19
Synthesis of Kyle
Kyle received a 60% on the assessment. His score was 12.4% below the class average.
This is very frustrating because Kyle is above grade level. Many times he is found not
performing to his potential. He struggles with the ability to pay attention and constantly
needs to be redirected. This can be a detriment to reading comprehension because he has
a weakness with following along and gets distracted easily. As I gave the assessment I
tried to walk by Kyle multiple times to keep his attention, but it did not seem to help.
Kyle needs to be taught strategies that will help him pay attention and follow along in
readings. He needs to be taught the importance of listening.
24
I also believe that Kyle needs to be shown his potential. He needs to be given tasks
where he succeeds, so he can see that it is possible. If he is seen his potential he may
strive to reach it or even better, pass it. If he continues to see below average scores he is
going to believe he is below average, when this is far from the truth. Kyle needs to see
his promise, so he knows he has something to strive for.
Analysis of Emma
Emma received a 2/5 or 40%. She missed questions 1 (along with two other students), 2
(along with ten other students) and four (along with four other students). Emma was
32.4% below the class average.
Figure 20 compares Emmas score with the whole class average of 72.4%.
Emma's Score
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Emma's Score-40%
Whole Class
Average-72.4%
Whole Class
Average
Emma's Score

Figure 20
Synthesis of Emma
Emma received a score of 2/5 or 40%. She was 32.4% below the class average of 72.4%.
By looking at this assessment Emma seems as if she is very below grade level. But
25
actually, she is on grade-level. Emma has been retained, meaning this is her second year
of third grade. She has a speech IEP. I believe Emma needs to learn confidence. The
fact that she has been retained could easily bring her confidence down. She sees that she
is still below a lot of her classmates and I feel as if this brings her down. Emma needs
opportunities to succeed and be on top. She needs to see that she can be at the same level
as her classmates and that she even has the tools to be above them.
According to this assessment I believe Emma still needs to be taught key vocabulary
words. She also needs to be taught how to listen to key details and facts. Another
strategy that would benefit Emma is to teach her how to cross out answers that do not
make sense and she knows is incorrect. She would benefit to be given opportunities to
practice this testing strategy.
Overall, I believe Emma needs opportunities to succeed and to see her value as a student.
She needs to know that she has the abilities and tools to be successful as long as she tries
and puts forth her best effort.
26

and Analysis Report
Assessment 2
Rylee Slesk
ELED 3420

27
Assessment 2
All information (contextual factors and statistics) comes from Mrs. Pay, the teacher of
the class.
I administered a Social Studies Benchmark Assessment in Mrs. Pays class on March 10,
2014. I do not have the actual assessments because Mrs. Pay needed to keep them for the
students portfolios. It was a short seven-question multiple-choice test. The students had
taken benchmark assessments before, so they knew that this was an assessment to see
where the students currently were at and what needed to be taught again. I was asked to
both administer and review the test with the students. The students were familiar with
multiple-choice tests, so I did not have to take the time to teach them how to take this
type of test. However, there were a few words on the test that I had to pre-teach; such as:
ecosystem, sod, plains, stucco, and natural resources. The students really struggled with
understanding these words, so my mentor teacher asked me to review over the words
before they took the assessment. Also, before the assessment, my mentor teacher asked
me to review test-taking strategies such as elimination. I reminded them to listen intently
as I read the question and the answers; I would read them at least twice. After the test,
we read the questions and we reviewed how to cross out any answers that did not make
sense.
This assessment was a benchmark assessment and was given to acknowledge what level
of understanding each student was at. The students had currently been learning about
ecosystems and their resources. They were learning about communities and the needs of
28
different communities. They also had learned about the physical environment and natural
resources. The assessment was given to assess the understanding of each student
regarding what they had currently been learning in Social Studies. She wanted to gauge
if she needed to re-teach anything or if they understood. Students also were able to see
where they stood and what they understood about ecosystems, communities, and the
physical environment.
This assessment was given to the entire class of 24 students; one student was absent the
day that this assessment was taken. An overall of 23 students participated in the
assessment. The assessment was given in the regular classroom. The students do not
have a social studies lesson everyday, so it had been about a week since they had a lesson
on ecosystems. The students seemed to be a little rusty on the information, especially
since the fact that I had to review many of the vocabulary words in the assessment. No
one necessarily seemed to be nervous when they found out it was a benchmark
assessment. Before I administered the test I reminded them of the elimination strategy
and a few of the vocabulary words. The names of the three students that I decided to
analyze and synthesize, with regards to Mrs. Pays suggestion, are: Hiromi, Emma, and
Kyle.
Hiromi is an overall advanced student in all subjects. She has also exited the ELL
program. She is always engaged throughout lessons and she acted the same throughout
this assessment. She listened intently, especially when I pre-taught vocabulary words.
She did not seem nervous throughout the assessment. Emma has an IEP for speech. She
has also been retained, but is still on a below level for third grade. Throughout the
assessment she would get distracted easily. She seemed as if she was thinking about
29
anything but the assessment. Kyle is an advanced student, but struggles with working up
to his potential because of his behavior impediment. Throughout the assessment I would
stay by him multiple times to keep his attention.
Analysis
As you can see from Figure 1b, the scores for this assessment range from 0%-100%. Out
of 23 students assessed, one student received 0/0 or 0%, two students received 3/7 or
42%, eight students scored received 5/7 or 71%, eight students received 6/7 or 85%, and
four students received 7/7 or 100%. The overall average for this assessment was 73%.

10
8
6
4
2
0
0/0 or 0%
3/7 or 42%
5/7 o4 71%
6/7 or 85%
7/7 or 100%
Figure 1b
Figure 2b represents the questions on the Social Studies Assessment. There were 7
multiple-choice questions. Regarding the figure, each section portrays the question
and what the question is asking in parentheses. Also, it has the multiple-choice
answers per question and the correct answer is bolded.

30
Question 1
Question 2
Question 3
Question 4
Question 5
Which word names

a major ecosystem?
(Word that
names a major
ecosystem.)

a. City
b. Park
c. Village
d. Desert

d. Desert is the
correct answer.

Which is a
natural resource
in an ecosystem?
(Asks about
natural
resources in an
ecosystem.)

a. Carpet
b. Air
conditioni
ng
c. Wood
d. Book

c. Wood is
the correct
answer.
Which describes
how
communities
have changed
the environment
to meet their
needs?
(Asks about
changing the
environment to
meet our needs.)

a. Watching
wildlife
b. Walking
the dog
c. Hiking
d. Storing
water

d. Storing
water is the
correct
answer.

What kind of house

would people in a
community build if
they lived in a forest?
(Asks which kind of
house is built in the
forest.)

a. A brick house
b. A wooden
house
c. A sod house
d. A stucco
house

b. A wooden
house is the
correct
answer.
What kind of house

would people in a
community build if
they lived on the
plains?
(Asks which kind
of house is built on
the plains.)

a. A brick
house
b. A wooden
house
c. A sod house
d. A stucco
house

c. A sod house
is the correct
answer.

Question 6
Question 7
Which activity
shows people using
up the physical
environment?
(Asks about using
the physical
environment.)

a. Logging
b. Reading
c. Watching T.V
d. Sleeping

a. Logging is the
Which activity
describes a way
to protect
natural
resources?
(Asks about
protecting
natural
resources.)

a. Play
video
games
b. Litter

correct answer.

31

c. Recycle
d. Four
wheeling
c. Recycle is
the correct
answer.
Figure 2b
Figure 3b represents the questions and how many students out of 23 got the answer
correct. It also shows how many students out of 23 got the answer incorrect.
Referring to Figure 3b, 17 out of 23 students answered question 1 correctly and 6
answered incorrectly. Out of 23 students, 15 students answered question 2
correctly and 8 answered incorrectly. Regarding question 3, out of 23 students, 19
students answered question 3 correctly and 4 answered incorrectly. Out of 23
students, 19 students answered question 4 correctly and 4 answered incorrectly.
Regarding questions 5 and 6, out of 23 students, 16 students answered correctly
and 7 students answered incorrectly. Lastly, out of 23 students, 21 students
answered question 7 correctly and 2 answered it incorrectly.
Questions:
How many students
How many students
answered correctly:
answered incorrectly.
Question 1
17
Question 2
15
Question 3
19
Question 4
19
Question 5
16

Questions:
How many students
How many students
answered correctly:
Question 6
16
Question 7
21
32
Figure 3b
The subsequent list and Figure 4b shows the questions and the percentage of
students that answered each question correctly. Question 2 was missed the most
with only 15 out of 23 students answering correctly. The most students answered
question 7 correctly, 21 out of 23 students answered correctly.
33
Percentage of Students That Answered

Each Question Correctly
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7
Figure 4b
Figure 5b represents how each student performed on the test. The left hand column
has listed the students name and gender. Across the top of the table shows the
number of questions on the assessment. The table shows which questions were
answered correctly and which questions were answered incorrectly. I do not have
they physical assessments because Mrs. Pay needed to keep them for her record and
to show her students their progress. The students I observed are highlighted.
Legend
Correct Response
Incorrect Response
Student absent/ didnt participate
34
Student
#1
#2
#3
#4
#5
#6
#7
Kyle (M)
Hiromi
Isaac (M) +
Nikelle
Bailey
Jalon
Liberty
Miles
(M/F)
Hadley
(F)
(F)
Emma
(F)
Austin
(M)
(F)
(M)
Wyatt M
35
Student
(M/F)
#1
Fernanda +
#2
#3
#4
#5
#6
#7
(F)
Erik (M)
Dayton
Avery (F) +
Cailey
Lacey (F) +
Max (M)
Micaela
(M)
Daniel
(M)
Michael
(M)
Brady
(M)
(F)
(F)
Curtis
(M)
Figure 5
36
Figure 6b represents the average score for both the females and males in the class. Out of
23 students there were 11 girls who took the assessment and 12 boys who took the
assessment. The male students average score was higher than the females by 11%. The
male students had an average of 81% and the females had an average of 70%.
Female Students
Female Students;
70%
Male Students
Female Students
Male Students
Male Students;
81%
64% 66% 68% 70% 72% 74% 76% 78% 80% 82%
Figure 6b
Figure 7b records the average score regarding ethnicity. Out of 23 students, there is one
Pacific Islander student; her score was 86%. Out of 23 students, there is 19 students who
are Caucasian, take into account that one Caucasian student was absent for this
assessment. The 19 Caucasian students average was 71%. There are 4 out of 23
students who are Hispanic; their average score was 79%.
37
Average Scores Regarding

Ethnicity
100%
80%
60%
40%
20%
0%
Caucasian
Hispanic
PaciMic Islander
Figure 7b
Figure 8b represents the class average score compared to the ELL students score.
Wyatt is an ELL student in Mrs. Pays class. He is currently at a WIDA level of 4.
Wyatt received a score of 71% on this assessment. He missed questions one and
three. The average of the other 22 students was 76%.
ELL Students Score
76%
71%
Other Students

Figure 8b
Refer to Figure 9b; out of 23 students there are 5 students on a Speech IEP. One of
these students, Jalon, was not in attendance for the assessment, so he will not be
accounted for. The four students who have an IEP averaged 46% on this
38
assessment. Curtis who has not qualified for an IEP was calculated into the average
of the rest of the class who is not on an IEP. The average of the rest of the class was
82%.
IEP Students
100%
80%
60%
40%
20%
0%
IEP Students
Other Students
Figure 9b
Out of 23 students, there are five students who are considered advanced in all
subjects. Hiromi is considered advanced; she received 86% on the assessment. She
only missed question 6. Avery is considered advanced; she received 100% on the
assessment. Max is another student who is considered advanced; he received 86%
on the assessment. Along with Hiromi, he missed question 6. Lacey is also an
advanced student who received 100% on the assessment. Lastly, Mikaela who is an
advanced student received 100% as well. The average score for the advanced
students is 94%. The rest of the classes average is 70%. The whole class average
39
(including advanced and non-advanced) is 73%. Figure 10b shows these results.
Advanced Students
Whole Class Average

Rest of the Classes' Average
Advanced Students' Average
0%
20%
40%
60%
80%
100%
Figure 10b
Figure 11b indicates the average for students on Free & Reduced Lunch. There are
four out of 24 students who are Free & Reduced Lunch. The average score for these
students is 46%. The average score for the rest of the students is 78%.

Student Average Score-
46%
46%
78%
UnqualiMied Free &

Reduced Lunch
Students-78%

Figure 11b
40
Synthesis
Overall, the students received an average score of 73%. They did not do very well
on the Social Studies Benchmark Assessment. Four students did receive 100% on
this assessment. Three out of the four students who received 100% are considered
advanced students. Kyle is the other student who received 100%; it is interesting
because he is considered to be a behavioral student in this class, who tends to be off-
task. The other two advanced students received 86% on this assessment. They only
missed one question. It seemed as if each student performed as expected. When I
spoke with Mrs. Pay concerning the assessment, she did not seemed surprised. She
told me that they do not have much time throughout the week to learn about Social
Studies or Science. This assessment tested her students knowledge regarding
ecosystems. She stated that they had really not covered much material on the topic
of ecosystems. She seemed very frustrated because she knows how important this
curriculum is, but it is not something that is tested at the end of the year, so they do
not spend much time discussing it. As I gave this assessment and from discussing
with Mrs. Pay, it was easy to see that the students really struggled with the
vocabulary used throughout the assessment. The students needed definitions and
examples of the following words/phrases: ecosystem, natural resources, sod house,
stucco house, plains, and logging. It is interesting because in every question they
needed a word or phrase explained to them. I believe that this is proof that the
students need to be taught these key vocabulary words prior to the assessment, so
they can be accustomed to them and use them in their own communication. They
need opportunities to see examples of these words or use them in different
41
situations. It is especially easy to see that the students are going to struggle with an
ecosystem assessment when they need the actual word ecosystem defined to
them. The day this assessment was given the students had received multiple ways
of instruction. They had different people such as my dyad teacher, my mentor
teacher, and I teaching them. I believe they were a little excited. They did receive
different breaks, so they did not seem cooped up or exhausted. They listened
intently as I gave the assessment. They honestly seemed to be trying their best and
asked for more time to think about the question if they needed it. It would have
been more effective to review about ecosystems and the material on the Social
Studies Benchmark. It would have been beneficial to review key vocabulary words
and to have diverse examples regarding them. Also, it would be an advantage if Mrs.
Pay or I could use this assessment to review what the students are struggling with,
but Mrs. Pay just used these assessments for her use and the students portfolios.
Overall, I think it would have been very beneficial to discuss and review about
ecosystems and key vocabulary words that the students needed to know.
Six out of twenty-three students missed the first question. Two students that
missed this question are on a Speech IEP. One other student who missed this
question is an ELL student. To understand and be able to answer this question the
students had to know what a major ecosystem was. One strategy to answer this
question could simply be elimination. Three out of the four answers related to each
other and the answer had nothing in similarity to the other three choices. I could
teach them a testing strategy to look for the answer that does not belong with the
other choices. Most importantly, I believe it would be very beneficial to have given
42
the students specific examples of ecosystems before the assessment. It would help
to see visuals and to understand that an ecosystem includes everything that exists in
a specific environment.
Eight out of twenty-three students missed question two. This was the most missed
question on the assessment. This question asked about natural resources in an
ecosystem. Students had to understand what natural resources are to answer this
question correctly. It was tricky enough that they could not use elimination. Most
students who missed this question answered air conditioning rather than wood as
a natural resource in an ecosystem. It is obvious that most students do not
understand what a natural resource is since air conditioning is far from a natural
resource. I would use natural resource as a vocabulary word in different lessons.
The students need to know examples of natural resources and have the opportunity
to use this word in their communication. It would be a great advantage for students
to research different natural resources.
Four out of twenty-one students missed question three. Students had to choose the
answer that described how communities have changed the environment to meet
their needs. I believe that the students would benefit by learning how communities
have changed overtime and what they had to change to be able to survive. These
students have not had the opportunity to learn about how communities have
evolved overtime and why they have had to.
Four out of twenty-one students missed question four. This question asked
students to answer which house would be built in a forest. I believe this question
43
was difficult for the students because they had not learned about the forest
environment. Plus, many students do not even know about different types of
material used to build houses. One answer was sod house and another was stucco
house. Many students did not even know what these words meant. I am not sure
this question was very valid. It would have been helpful to teach about these
diverse materials prior to this test because elimination is not a strategy that could
have been used.
Seven out of twenty-one students missed question five. It was similar to question
four, but asked what kind of house would be built on the plains. This question was
very difficult for the students because they did not know what the word plains
meant. They had not seen any pictures or examples of what plains are like. Mrs.
Pay had just told them it was similar to where we live. Once again, they did not
know what sod or stucco houses were. These words needed to be taught prior to
the assessment.
Also, seven out of twenty-one students missed question six. It questioned students
about their understanding regarding the physical environment. They really
struggled with what the physical environment is. They had to answer which activity
shows people using up the physical environment. It would be beneficial to teach the
students the elimination test strategy. They could easily have eliminated three out
of the four answers. I feel like this question was not very valid because I am not
sure the student who answered this question correctly really understood what the
44
physical environment is, or they just simply used elimination. I would teach these
students about the physical environment and different aspects of it.
Lastly, two out of twenty-one students missed question seven. This question was
missed the least by the students. It asked which activity describes a way to protect
natural resources. Students could use elimination once again to answer this
question. Three out of the four answers really had nothing to do with the question.
The students would really benefit to learn what natural resources are and how we
can protect them. They could have learned how to research about how to protect
these resources.
According to my synthesis concerning the assessment, I feel like the students need
to be involved with Social Studies vocabulary and concepts more frequently. They
need the opportunity to see examples of these terms and to be able to use them in
their own communication. It would benefit them to research these different
concepts and to learn more thoroughly about their uses.
Also, the students could have answered many of the questions very easily by using
elimination. If they knew this testing strategy they could use this to cross out the
answers that do not make sense. They would truly benefit by having opportunities
to use this testing strategy, but more importantly to see how to use it.
The classroom provided a safe and quiet environment. The students knew they
could take their time to think about the question and answer it to the best of their
ability. They felt comfortable answering questions about key words they did not
45
understand. Overall, this assessment is a great opportunity to assess what the

students need help understanding before moving onto a new concept.
Student Comparison
According to Mrs. Pays suggestion, I observed three particular students throughout
the assessment. These students include: Emma, Kyle, and Hiromi. Emma has been
retained in third grade and is just barely on grade level. She does have an IEP for
Speech. She struggles with keeping on task and following instructions. Kyle is an
above grade level student, but has behavioral issues that impede his success. He
tends to get distracted easily and is constantly being reminded of classroom
expectations. Hiromi is an advanced student and above grade level. She is an exited
student and truly loves school; it is obvious as she is very engaged.
Figure 13b represents the comparison of the three students. It compares which
answers the three students answered correctly and which ones they answered
incorrectly.
Legend
Correct Response
Incorrect Response
46

Student #1
#2
#3
#4
#5
#6
#7
(M/F)
Emma
(F)
Kyle
(M)
Hiromi
(F)
Figure 13b
Emma received a 5/7 or 71% on the assessment. Kyle received a 7/7 or 100% and
Hiromi received a 6/7 or 86% on the assessment. By comparing these scores it is
very interesting that Kyle received 100% on this assessment. Kyle is a top student
who is above grade level, but usually he does not perform to his potential. This
assessment really showcased his capability. Hiromi who is an advanced student
only missed one question, but her score was 86%; she did pretty well. Emma
received the lowest score out of the three students; she received 71%. Figure 14b
indicates these comparisons.
47
Student Comparison
120
100
80
Emma
60
Hiromi
40
Kyle
20
0
Emma
Hiromi
Kyle
Figure 14b
Analysis of Emma
Emma received a five out of seven or 71% on this assessment. She was had the
lowest score out of the three students on this assessment. She was below the class
average by 2%; the class average is 73%. Emma missed question two along with
seven other students and question six along with six other students. Figure 15b
compares Emmas score with the class average.
Emma's Score
73.5
73
72.5
72
Whole Class Average
71.5
Emma's Score
71
70.5
70
Whole Class Average
Figure 15b
Emma's Score
48
Synthesis of Emma
Emma received 71% on this assessment; she missed two questions. She was 2%
below the class average of 73%. The questions she missed involved understanding
natural resources and the physical environment. Both of these questions she could
have used elimination to answer. Emma is actually on grade-level, but she really
struggles. She has been retained, so this is her second year of being in third grade.
It is interesting that she is not above many of the other students; she is still below
the class average. Emma needs opportunities to succeed to bring her confidence up.
Her relationship with her teacher really struggles and I feel like this intimidates her.
She is always very nervous to ask questions, so I believe this impedes her success.
According to this assessment I believe Emma needs to be taught key Social Studies
vocabulary words. She not only needs to be taught them, but research examples of
them and use the words. She also would benefit from learning test strategies such
as elimination. She needs opportunities to practice these test strategies.
Analysis of Kyle
Kyle received 100% on this assessment. Only Kyle and three advanced students
received 100% on the assessment. Kyle was above the class average of 73% by
27%. Figure 16b compares Kyles score with the class average.
49
Kyle's Score
120
100
80
60
Whole Class Average
40
Kyle's Score
20
0
Whole Class Average
Kyle
Figure 16b
Synthesis of Kyle
Kyle received 100% on the assessment. Kyle is above grade level, but most times
his ability is not shown. He usually performs way below his potential. He struggles
with the ability to pay attention and he constantly needs to be redirected.
Throughout this assessment as I observed him, I could see that he was putting forth
effort. Many times as I walked by I saw that he was moving ahead of the class and
would be a couple of questions ahead of everyone else. I was nervous that he just
did not care about the assessment and was simply guessing. By looking at his
assessment it seems as if he really understood the material and new the answers. I
believe this assessment is a great opportunity for Kyle. If he keeps seeing that he
can succeed maybe he will continue to put forth effort and perform to his potential.
Analysis of Hiromi
Hiromi received six out of seven or 86% on this assessment. She received 13%
higher than the class average of 73%. She missed question six along with six other
students. Figure 17b compares her score with the class average.
50
Hiromi's Score
90
85
80
Whole Class Average
75
Hiromi's Score
70
65
Whole Class
Average
Hiromi's Score
Figure 17b
Synthesis of Hiromi
Hiromi received 86% on the Social Studies Benchmark Assessment. The question
she missed asked about activities that use the physical environment. I would teach
her about the physical environment and what it involves. Also I would have her
research different ways we use our physical environment and have her tell me, or
make a brochure explaining them. Also, this question could have been answered by
using elimination. I would teach her this testing strategy and give her opportunities
to use it. Hiromi is an exited ELL student. She could benefit by having background
knowledge regarding the assessment. For example she may not know what logging
is, so that is why she did not choose the answer. It is important that she has the
background knowledge she needs so she can perform to her abilities.

51
and Analysis Report
Assessment 3
Rylee Slesk
ELED 3420

52

Assessment 3

Mrs. Pay, the teacher of the classroom, administered a Math Benchmark Test
on April 2, 2014. I was present for the administration, but I was not able to collect
the assessment because Mrs. Pay needed it for her records. She decided to take five
questions from the assessment to assess her students knowledge. The five
questions were multiple-choice and assessed the students knowledge with
fractions, multiplication, solving equations/order of operations, and the distributive
property. These concepts had to be taught and practiced prior to the assessment.
This assessment would gauge their understanding before Mrs. Pay moves onto a
new concept. They were familiar with multiple-choice test, so she did not have to
help teach them how to take this type of assessment. Mrs. Pay did not review the
test with the students, but used it as a formative assessment.

This was a benchmark assessment. The students had been learning about
multiplication, fractions, solving equations by using order of operation, and the

distributive property. This assessment was given to gauge the students level of
understanding regarding these concepts. They had to solve an equation given to
them by following order of operation. This really tested the student to see if they
could look at an equation and know where they needed to begin to solve it. For
example, they had to begin with multiplying the numbers in parenthesis first. They
also had to read a story problem and be able to comprehend which type of math
symbol they should use to solve the problem. They also had to understand
53
equivalent fractions and the distributive property. This assessment would gauge
the students understanding of these concepts and their ability to solve the
problems. Overall, this assessment would gauge the students growth and
understanding of these math concepts and their readiness to move forward.

This assessment was given to 21 out of the 24 students in the class because
three students were absent. The students have been reviewing for an upcoming
Treasures assessment and their Student Assessment of Growth and Excellence
(SAGE) test. They had been reviewing throughout the day, so they were very antsy.
Mrs. Pay allowed them to get up and stretch before they took the assessment. She
reviewed with them that they needed to show their work on the math problems.
Also, she told the students to remember how smart they are and that they knew how
to solve these problems. The students seemed confident that they could do well on
the assessment. The names of the three students I decided to analyze and
synthesize, with regards to Mrs. Pays suggestion, are: Jalon, Kyle, and Lacey.
Jalon is below grade-level. He is low in both reading and math. He really
struggles with school. He is also on a Speech IEP. Last year, in second grade, he
missed over 40 days of school. Throughout the assessment he seemed like he was
having a hard time. It seemed as if he did not care. Kyle is an above-grade level
student, but has behavioral issues. His behavioral issues such as listening and
following directions really play into his success. Throughout the assessment he
seemed a little frustrated at times. He went through the assessment pretty quickly
though. Lacey is an above-grade level student and is considered advanced in all
54
subjects. She is a very well behaved student and puts forth her best effort at all
times. Throughout this assessment she seemed calm.
Analysis
The scores for the Math Benchmark Assessment range from 40-100%. There
were 21 out of 24 students who took this assessment; three students were absent.
Refer to figure 1c; out of these 21 students, one student received 2/5 or 40%, two
students received 3/5 or 60%, five students received 4/5 or 80%, and thirteen
students received 100%. The overall average for this assessment was 89%.

14
12
10
8
6
4
2
0
2/5 or 40%
3/5 or 60%
4/5 or 80%
5/5 or 100%
Figure 1c
Figure 2c represents the questions on the Math Benchmark Assessment. There

were 5 multiple-choice questions. Regarding the figure, each section portrays the
question and what the question is asking in parentheses. Also, it has the multiple-
choice answers per question and the correct answer is bolded.


1. Dore earned
$16 feeding
cats last
month. He
walked dogs 6
days for $8
each day.
How much did
Dore earn last
month feeding
cats and
walking dogs?
Use the
equation to
solve the
problem. The
letter x stands
for the
unknown.
16+(8x6)=x
(Asking to
solve the
problem using
order of
operations)
a. $64
b. $54
c. $48
d. $30
Figure 2c
2. Chandra
unwrapped 9
boxes of water
glasses. Each
box holds 6
glasses. How
many water
glasses are
there
altogether?
(Asking
students to
figure out how
many glasses
there is
altogether by
multiplying)
a. 15
water
glasses
b. 36
water
glasses
c. 45
water
glasses
d. 54
water
glasses
3. Which
fraction is
equivalent to
?
(Asking to find
an equivalent
fraction)
a. 4/8
b. 5/8
c. 6/8
d. 7/8
4. Which
fraction
describes the
figure?
(Asking to
choose a
fraction that
represents the
picture)

a. 1/8=1
b. 8/1=8
c. 8/8=1
d. 8/8=8
55
5. Which shows how to

use the Distributive
Property to find the
product of 8x7?
(Asking about the
Distributive Property)
a. 8x7=(8x5)+(8x2)
b. 8x7=(8x5)x(8x2)
c. 8x7=(8+5)x(8+2)
d. 8x7=(8+5)+(8x2)
Figure 3c represents the questions and how many students answered it correctly
and how many answered incorrectly. Refer to Figure 3c; 18 out of 21 students
answered question 1 correctly and three answered incorrectly. All 21 students
answered question 2 correctly. Out of 21 students, 17 students answered question
3 correctly and four answered incorrectly. Regarding question 4, out of 21 students,
19 students answered question 4 correctly and two students answered incorrectly.
56
Lastly, out of 21 students, 18 students answered question 5 correctly and 3 students

answered it incorrectly.
Questions:
Question 1:
How many students

answered correctly:
18
How many students

3
Question 2:
21
Question 3:
17
Question 4:
19
Question 5:
18
Figure 3c
The following list and Figure 4c shows the questions and the percentage of students
that answered each correctly. Each student answered question 2 correctly.
Question 3 was missed the most with 17 out of 21 students answering correctly.
57
Percentage of Students That

Answered Each Question Correctly
120
100
80
60
40
20
0
Question 1
Question 2
Question 3
Question 4
Question 5
Figure 4c
Figure 5c represents how each student performed on the test. The left hand column
has listed the students name and gender. Across the top of the table shows the
number of questions on the assessment. The table shows which questions were
answered correctly and which questions were answered incorrectly. I do not have
they physical assessments because Mrs. Pay needed to keep them for her record and
to show her students their progress. The students I observed are highlighted.
Legend
Correct Response
Incorrect Response
Students absent/didnt participate
58
Student
#1
#2
#3
#4
#5
Hadley (F)
Isaac (M)
Austin (M)
Michael
Lacey (F)
Avery (F)
Max (M)
Dayton (M) +
Liberty (F)
Erik (M)
Daniel (M)
Brady (M)
Bailey (F)
Micaela (F) +
Wyatt (M)
Cailey (F)
Miles (M)
Nikelle (F)
(M/F)
(M)
59
Emma (F)
Student:
#1
#2
#3
#4
#5
Hiromi (F)
Kyle (M)
Fernanda
Curtis (M)
Jalon (M)
(M/F)
(F)
Figure 5c
The female students average score was 7% higher than the male average test score.
The female students had an average of 92% and the male students had an average of
85%. Refer to Figure 6c for these results.
85%
92%
Female Students' Average

Male Students' Average

Figure 6c
60
Figure 7c records the average scores concerning ethnicity. The average for Hispanic
students was 95%, take into account that one Hispanic student was absent for this
assessment; so there were three out of four Hispanic students present. The average
for the 17 Caucasian students was 87%. There are usually 19 Caucasian students,
but two were absent that day. There is only one Pacific Islander student who
received 100% on the assessment.
Average Score Regarding

Ethnicity
Caucasian
Hispanic
PaciMic Islander
80
85
90
95
100
105
Figure 7c
There is only one ELL student in the class and he was absent for the assessment.

There are five students with IEPs in Mrs. Pays classroom. All five students are on a
Speech IEP. One of these students, Liberty, was not in attendance, so she will not be
accounted for. The four students average on the assessment was 85%. The average
of the rest of the class was 89%. Refer to Figure 8c to see these results.
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IEP Students
90
88
86
84
82
IEP Students
Other Students
Figure 8c
There are five students in the class who are considered advanced in all
subjects. Mikaela, Lacey, Max, Avery, and Hiromi are all considered advanced. They
all received 100% on the assessment, so their average was 100%. The rest of the
class, not accounting for the advanced students, 16 out of the 21 students, had an
average of 85%. The whole class average (including advanced and non-advanced
students) is 89%. These results are shown in Figure 9c.
Advanced Students
Advanced Students
Average-100%
Advanced Students
Rest of the Class Average-85%

Rest of the Class
Whole Class Average-89%
Whole Class Average
75
80
85
90
95
100 105
Figure 9c
Figure 10c signifies the averages for students on Free & Reduced Lunch. In
Mrs. Pays classroom there are four out of 24 students who are on Free & Reduced
62
Lunch. Two of the four students on Free & Reduced Lunch were absent for this
assessment, so they will not be accounted for. The average of the two students on
Free & Reduced Lunch that were present for the assessment was 80%. The average
for the 20 students who do not qualify for Free & Reduced Lunch is 89%.

80%
89%

Students' Average
Score-80%
UnqualiMied Free &
Reduced Lunch Students'
Average-89%

Figure 10c
Synthesis
Overall, the students did very well on the Math Benchmark Assessment. The
average score was 89%. Out of 21 students, 13 of them received 100% on the
assessment; that is more than half of the students! Only three out of 21 students
received less than 80% on the assessment. Of course these students need
improvement. I believe it would be very helpful to pull these students aside and re-
teach these math concepts and allow them opportunities to practice them. Also, this
test was valid and reliable. These students can expect to see these types of
questions on an upcoming math assessment. The students could not simply use
elimination to cross out answers that did not make sense. They had to know the
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concepts and be able to use them to solve the problems. This benchmark
assessment provided a great tool for the teacher to visualize where her students are
at and if she can move forward with the material. I believe the day they took this
assessment they had focused so much on Language Arts before the assessment that
it was a great break and the students could focus on math.
Three out of twenty-one students missed the first question. The question
required the students to solve an equation. All three students chose $54 rather than
the answer, $64. The students showed their work and it was an easy mistake; they
forgot to carry the one when they added. I would re-teach these students how to
carry when you add. I would review with these students that they need to be really
careful when they are adding double-digits. They need to check their work when
they are finished solving the problem.
None of the students missed the second question. I would simply review the
question with the students and give them another example that involves the same
multiplication. Overall, I would tell the students how successful they were in solving
this question.
Four out of twenty-one students missed question three. The question asked
students to fine the answer that was equivalent to . I would review equivalent
fractions with these students. I would show the students visuals for them to see
equivalents. I would have them color in different objects to make them equivalent
to another object. This question had a visual for the students to use to find the
equivalent. I would review how they could use this visual to help them find the
64
equivalent; they dont need to guess. I would re-teach what the word equivalent
means and give examples to these students.
Out of twenty-one students, two students missed question four. Once again,
this question dealt with fractions. They had to choose what fraction represented the
figure that was colored in. Both students chose the answer 8/8=8 rather than the
answer (8/8=1). I would teach these students to look at the figure and how they can
see the whole figure is filled in; this must mean it is a whole number, not a fraction.
I would also teach them that when they see a fraction that has the same number on
both top and bottom that it equals 1. We would look at different examples and
visuals.
Three out of twenty-one students missed question five. To be able to answer
this question the students had to understand the distributive property. I would
review the distributive property with the students and the other properties, so they
could see the differences. We would practice examples that showed the distributive
property and examples that did not.
According to my synthesis, I feel like the students did well on the Math
Benchmark Assessment. The questions that were missed, were only missed by a
few students. Typically it was students who were below grade-level that struggled
with the questions. I think it would be very beneficial to pull these students aside
and practice the questions they missed, along with other examples. I would use
visuals to solidify what they were learning. I believe the students had a lot of
practice prior to the assessment, so I know the students were not simply caught off
65
guard by any of the concepts. I also know it would be effective to teach the students
how to go back and check their answers after they have completed their assessment.
This strategy would not only help with this assessment, but assessments in the
future as well.
The classroom provided a quiet and confident environment for the students
to take this assessment. The environment was confident because Mrs. Pay had given
the students the confidence they needed prior to the assessment. Also, they had
learned much of the material in this environment and had many aids on the walls to
help them. Overall, this assessment was very valuable to Mrs. Pay and the class. She
could see the students readiness and if they were capable of progressing. Also, she
could see what students needed a little extra help and pull them aside to give them
this assistance.
Student Comparison
According to Mrs. Pays suggestion, I observed three particular students
during this assessment. I observed Jalon, Kyle, and Lacey. Jalon is below grade-level
and has a Speech IEP. He really struggles with school and constantly needs
assistance. Kyle is an above grade-level student, but he has behavioral issues that
can impede his success. Lacey is an above grade-level student and is considered
advanced in all subjects.
Figure 11c represents the comparison of these three students. It compares
which answers these three students answered correctly and which ones they
66
Legend
Correct Response
Incorrect Response

Student:
#1
#2
#3
#4
#5
Jalon (M)
Kyle (M)
Lacey (F)
M/F
Figure 11c
Jalon received a 3/5 or 60% on the assessment. Kyle received 4/5 or 80% on
the assessment and Lacey received 5/5 or 100% on the assessment. By comparing
these scores I can see that Lacey is in the topper stratum of the students. Kyle could
easily improve on the assessment because he is capable. He has the ability to
receive 100%. Jalon is in the lower stratum of the students as he received 60%.
Figure 12c compares the students scores.
67
Student Comparison
120
100
80
60
40
20
0
Jalon
Kyle
Lacey
Figure 12c
Analysis of Jalon
Jalon received a 3/5 or 60%. He missed question 1 (along with two other students)
and question 4 (along with one other student. Jalon was 29% below the class
average of 89%. Figure 13c compares Jalons score with the whole class average.
Jalon's Score
100
80
60
40
20
0
Whole Class
Average-89%
Jalon's Score-60%
Whole Class
Average
Jalon
Figure 13c
Synthesis of Jalon
Jalon received a score of 3/5 or 60%. He was 29% below the class average of 89%.
Jalon is below grade-level. He misses school a lot. He is rarely at school and when
68
he is, he is very behind. Mrs. Pay does not take the time to pull him aside and catch
him up on the material he has missed because he has missed so much. Whenever he
gets involved in a class discussion, his answer or thought is always off topic. He
likes to be involved, but you can tell he lacks the knowledge the other students have.
He is on a Speech IEP and really struggles with speaking correctly. He needs
opportunities to get caught up, so he has the confidence to succeed.
According to this assessment, I believe that Jalon needs to be taught basic skills such
as carrying as he adds double-digit equations. He also needs to be taught how to
check his work, so he can catch simple mistakes. He also needs to review fractions
and to understand when a fraction becomes a whole number. I believe it would be
very beneficial to show him visuals and to work one-on-one with Jalon. He needs
opportunities to practice these math concepts. Also, since Jalon misses school so
much, I believe it would be a great idea to review key concepts that have been
taught prior. He needs this review, or he will forget the material since he is not their
for the lessons. Overall, I believe Jalon needs opportunities to succeed. He needs to
be able to practice key concepts and work one-on-one with someone.
Analysis of Kyle
Kyle received a 4/6 or 80%. He missed question one (along with two other people).
Kyle was 9% below the class average of 89%. Figure 14c compares Kyles score
with the class average.
69
Kyle's Score
90
88
86
84
82
80
78
76
74
Whole Class
Average-89%
Kyle's Score-80%
Whole Class Average
Kyle's Score
Figure 14c
Synthesis of Kyle
Kyle received 80% on the assessment. His score was 9% below the class
average of 89%. The fact that Kyle is below the class average on this assessment is
very frustrating because academically he is above grade-level. Kyle has behavioral
issues such as listening and following directions that really impede his success. He
has the capability to succeed. I have seen times where this achievement really
shows through and this assessment is not one of them. As this assessment was
given, Kyle seemed to be doing okay. He would get frustrated at times, but would
move forward quickly. He seemed to get distracted and just wanted to complete the
assessment and move on. Kyle needs to be taught the importance of putting forth
his best effort. He needs to see his capability and how this assessment did not show
it.
Regarding this assessment, Kyle needs to review order of operations. I
believe if he looked over this problem, he would catch his mistake. He gets so
70
distracted and wants to move onto something else, that he forgets to take his time.
He needs to be taught testing strategies such as, reviewing his work. He would catch
simple mistakes such as carrying when he is adding, or solving what is in
parentheses first. Overall, Kyle needs to see how successful he can be and that he
needs to show his abilities at all times.
Analysis of Lacey
Lacey received 5/5 or 100% on this assessment. She was in the topper
stratum of the assessment. Her assessment shows that she is an advanced student
and is above grade-level. Her score was 11% above the class average of 89%.
Figure 15c compares Laceys score with the class average.
Lacey's Score
105
100
95
Whole Class
Average-89%
90
Lacey's Score-100%
85
80
Whole Class Average
Lacey's Score
Figure 15c
Synthesis of Lacey
Lacey received 100% on this assessment. From this assessment, it is easy to
see that Lacey understands the material assessed in the Math Benchmark
71
Assessment. I think it would be beneficial to give Lacey more challenging work. I

would teach her how to find an equivalent fraction without using a visual and have
her practice doing so. Also, I would have her compare the different properties such
as distributive, associative, and commutative property. I would allow her to work
on more challenging work, like the ones listed above, while the other students were
learning the material. Overall, Lacey is an advanced student who needs advanced
work.

72
Reflection

By completing the Assessment application and analysis report, I have been
able to see how as I become a teacher I can use assessments to guide instruction. I
have come to understand the benefits of actually taking the time to analyze and
synthesize an assessment. I learned so much about each of these students and the
different aspects of their achievements. I have come to understand different
concepts that these students struggle with and what they may need extra assistance
with. I have seen how contextual factors such as IEPS, being advanced, ethnicity,
and gender may play into these assessments. I have seen how to analyze an
assessment and how to use this analysis to guide instruction.
First I have seen how to understand different concepts that these students
struggle with and what they may need extra assistance with. As I analyzed each
question and took note of the students who answered the questions correctly, I have
come to see what students need extra assistance with. It is most beneficial to
actually analyze the question and ask yourself what the question is asking for. By
doing so I can put myself in the students shoes and help them look at the question
the same way. By knowing what the question is asking for, I can better help my
students understand the concepts and teach them anything they do not understand.
The three assessments that I analyzed were given to see what the students know
and by doing so it could guide the teachers instruction. I believe this is a very useful
and important way to use assessments. Assessments should guide instruction. By
analyzing the assessments, one can see whether or not the students are ready to
move on, or if they need to review key concepts. Overall, assessments can help you
see what concepts students are struggling with and which students need extra
assistance.
Next, I have seen how contextual factors play a role in students assessments.
I have compared students scores regarding gender, readiness, and even ethnicity. It
was very interesting to compare students scores regarding these different aspects.
I believe the aspect that played the biggest role in students achievement is their
readiness. I enjoyed comparing the students scores according to if they are below,
on, or above grade-level. It was frustrating to see above grade-level students not
achieve to their capability. Also, I learned from analyzing the assessments that a lot
of the advanced students need more challenging work. Especially from my third
assessment, I analyzed that all the advanced students received 100% on the
assessment. By analyzing this assessment, I can see that these students need more
challenging work and need to be stretched. Also, I saw how many students who are
below grade-level need extra assistance. While other students are working, they
need to be pulled back and given extra practice and diverse teaching strategies to
help them succeed. Overall, assessments can help you see how contextual factors
play a role in students assessments.
Lastly, assessments can and should be used to guide instruction. By
analyzing assessments, I see how it helps you plan where to move next with your
class. It helped me to see that if the majority of the students understand, and if only
a few are not, then it may be best to work with those few students. Also, the
73
majority who understand may need more challenging work to achieve to their
greatest potential. In all, assessments help gauge instruction.
In conclusion, I have seen how analyzing assessments can help you see which
students need extra assistance and may be struggling with understanding key
concepts. I have seen how contextual factors play a role in the assessments and how
readiness is a crucial part. Lastly, I have seen how assessments should guide
instruction and allow you to see the concepts that students understand and those
that you may need to spend extra time with. In conclusion, by completing this
analysis and synthesis I can see how doing this in my own classroom can really
benefit my instruction and the success of my students.

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Running

Head: ASSESSMENT APPLICATION AND ANALYSIS REPORT

Running Head: ASSESSMENT APPLICATION AND ANALYSIS REPORT

Classroom Contextual Factors

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Speech IEP Students

I received the following information from Mrs. Pay, my mentor teacher.

Running Head: ASSESSMENT APPLICATION AND ANALYSIS REPORT

receive the Free & Reduced lunch program; refer to Figure 5.

Free & Reduced Lunch

Free & Reduced

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Student Assessment Scores

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Students absent/ didnt participate

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Percentage Students Answered

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Average Test Scores by Gender

Average Scores Regarding Ethnicity

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ELL Student Scores

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Rest of the Class

Rest of the Class Average- 62.5%

Free & Reduced Lunch

Free & Reduced

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Figure 18 compares Hiromis score with the class average.

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Student Assessment Scores

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How many students

How many students

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