Assessment Paper

Running head: ASSESSMENT APPLICATION AND ANALYSIS REPORT
Assessment Application and Analysis Report

Kim Thurman
Dixie State University
ASSESSMENT APPLICATION AND ANALYSIS REPORT
Classroom Contextual Factors

Mrs. Brandons fifth grade class at East Elementary in Washington County School
District consists of twenty-two students. There are eleven boys and eleven girls. Their ages range
from eleven to twelve years old. More than half of these students come from different ethnic
backgrounds. Of the twenty-two students, fourteen are English Language Learners (ELL) and
eight are Caucasian. The teacher is also Caucasian. The fourteen ELL students can be broken
down into three different ethnicities: Hispanic, Navajo, and Polynesian. Twelve of the fourteen
are Hispanic, one is Navajo, and one is Polynesian.
Figure 1: Ethnic
Backgrounds
Hispanic
36%
Navajo
55%
Polynesian
Caucasian
5%
4%
Source: Mrs. Brandon for all classroom information.
The fourteen ELL students are classified into WIDA levels. These levels of proficiency
categorize what ELLs will process, understand, produce or use in language. Each level has been
given a specific name. Levels 1 through 5 are respectively named: entering, beginning,
developing, expanding, and bridging. Reaching, level 6, is used in states other than Utah. One
student in Mrs. Brandons class is classified as a WIDA level 1, three are WIDA level 3, one is
WIDA level 4, five are WIDA level 5, and three students had WIDA levels that were not
available as of March 1, 2014. The students who are categorized as WIDA levels 1 through 4 are
pulled out of class every morning for twenty minutes to work on Imagine Learning. Imagine
Learning is a language and literacy software program that features interactive activities, videos,
and games to help these students learn English. Two of these students receive additional help
from an ESL aide. These two students are classified under WIDA levels 1 and 3.
Figure 2: WIDA Levels

3.5
3
2.5
2
Boys
1.5
Girls
1
0.5
0
WIDA 1
WIDA 3
WIDA 4
WIDA 5
Not Available
Mrs. Brandon currently has three students, two of which are ELLs, with an Individualized
Education Plan (IEP). All three of those students have an IEP specialized for speech. One of
those three is also in the process of getting an IEP in reading and math. There are multiple
students who could be considered high level learners, but only one student has been tested for
Gifted and Talented Education (GATE). However, as of March 1, 2014, Mrs. Brandon is still
waiting for the results. Also, as of March 1, 2014, Mrs. Brandon did not have CriterionReferenced Test (CRT) scores to provide.
Figure 3: Students with an IEP
Math
20%
Reading
20%
Speech
60%
Assessment #1
On January 31, 2014, Mrs. Brandon administered a chapter math test. This test consisted
of eight multiple choice questions and nine questions where the students solved a variety of
problems and wrote their answer on the line provided. If I were to teach the students how to take
the multiple choice portion of this test, I would stress to start by reading the directions carefully.
This is an important strategy when taking any type of test. Once youve read the directions, read
through the question completely. After reading the question, and working out the problem, read
through each of the answers before making a choice. Once an answer is chosen, check your work
and answer. Sometimes you can catch silly mistakes. I would also remind students that if they
come across a question they are unsure of to try to eliminate options they know are for sure
incorrect. Then, from the left over answers, make an educated guess.
The purpose of this summative assessment was to inform Mrs. Brandon which students
mastered the objectives taught from the chapter titled Expressions and Patterns. Because I did
not have the opportunity to see most of the math lessons or the administration of the test, I can
only infer what the students learned based on the types of questions asked. It is my best guess
that this chapter contained information regarding algebraic equations, coordinate planes, and
evaluating expressions.
The test was given on a Friday morning around 9:30 A.M. in the regular classroom. On
the night previous to the test, students were given Form A of the test for homework which is
included in Appendix A. This was written in the exact same format as their test, Form B. When
the students arrived to class on the 31st, they corrected Form A. Mrs. Brandon asked the students
how many missed each problem and then worked through four or five of the problems that were
missed by many.
When it was time to take the test, Mrs. Brandon handed out private offices for each of the
students to use to prohibit cheating. She reminded the students to check their work after they
finished and before they turned it in. There was no time limit for this test. For this assessment I
had Mrs. Brandon observe the behaviors of three specific students: Hunter, Jose, and Brooklyn.
These students were chosen based on their high, average, and low scores. Hunter is very singleminded. He is determined to get things done, but sometimes works too fast and makes little
mistakes. He doesnt like to check his work when hes finished. Jose is a dogged test taker. He
diligently works until his work is done. He methodically works through his tests from start to
finish. Brooklyn has a difficult time sitting still during tests. She can be squirmy and all over the
place. She also needs additional reminders to check her work.
Analysis
The students scores ranged from 100% to 62%. Out of the twenty-two students assessed,
twelve earned a score between 90-100%, four scored between 80-89%, four scored between 7079%, and only two scored between 60-69%. The overall average score for this assessment was
87%. Mrs. Brandon indicated that a 75% was considered a passing grade.
Figure 4: Chapter 7 Scores

14
12
10
8
6
4
2
0
100-90
89-80
79-70
69-60
Figure 5 shows how each student performed on this test. The three highlighted students
are the three specific students I had Mrs. Brandon observe. Each question is broken down to see
how many got each question correct and which questions were missed the most. The column on
the left lists the students by number and the questions are listed across the top.
Figure 5
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
#22
Q1
0
0
x
0
0
0
0
0
0
0
0
x
0
0
0
x
0
0
x
x
x
0
Q2
0
0
x
0
0
0
0
x
0
0
0
x
0
x
0
0
x
0
x
0
x
0
Q3
0
0
x
x
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
x
0
0
Q6
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q7
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q8
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q9
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q10
0
0
0
0
0
0
0
0
0
0
0
0
x
0
0
0
0
0
0
0
0
0
Q11
0
0
x
0
0
x
0
x
0
0
x
x
0
x
x
0
0
0
x
x
x
0
Q12
0
0
0.5
0
0
0.5
0
x
x
0
0
x
x
x
0
x
0
x
x
0.5
0
0
Q13
0
0
x
0
0.5
0
0.5
0
0.5
0
0.5
0
0
0
0
0
0
0.5
x
0.5
0.5
0
Q14
0
0
0
0
0
0
0
0
0
0
0
0
0
0
x
0
0
0
0
x
0
0
Q15
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
KEY 0=correct x=incorrect
This data is also represented in Figure 6. But instead of focusing on how the student
performed, it looks specifically at how many students got each question correct or incorrect.
Q16
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Q17
0
0
x
0
0
0
0
0.5
0
0
0
0
0
0
0
0
0
0
0
x
0
0
Figure 6: Questions Correct/Incorrect

2
6
Correct
0
0
Incorrect
0
1
10
20
16
22
21
22
22
22
22
11
20
12
11
22
22
21
15
19
13
From this chart it becomes obvious which questions the students struggled with. All or
part of question twelve was missed by eleven students, half of the class. The next most
frequently missed question, missed by ten students, was question eleven. Nine students missed
all or part of question thirteen, seven missed question two, six missed question one, three missed
all or part of question seventeen, two missed questions three and fourteen, and only one missed
questions five and ten. Questions four, six, seven, eight, nine, fifteen, and sixteen were answered
correctly by all twenty-two students.
The male students had a higher average score with 91% than the female students with an
83%. This percentage is not affected by having more of one gender than the other because the
numbers are equal.
Figure 7: Scores by Gender

Female
Male
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 100%
The fourteen ELL students averaged 86% on this assessment. Two of these ELL students,
both female, scored a perfect 100%. One is classified as a WIDA level 5 and the other has a
WIDA level that is not currently available. The breakdown of each WIDA levels average
percentage is shown below in Figure 8.
Figure 8: WIDA Level Scores

100
80
60
40
20
0
Total ELL
WIDA 1
WIDA 3
WIDA 4
WIDA 5
WIDA Not
Available
The three students I focused on were chosen based on their high, average, and low test
scores. On this specific test, Hunter (#10 on Figure 5) was one of only four students that received
100%. Therefore, compared with the rest of the class he obviously did well. Jose (#13 on Figure
5) scored average on this assessment with a score of 88%; just one percent above the class
average. Brooklyn (#3 on Figure 5) had the lowest score in the class with a 62%.
Figure 9: Three Students' Scores

100
90
80
70
60
50
40
30
20
10
0
Class Average
Hunter
Jose
Brooklyn
Synthesis
Overall, with an 87% average, the class did well on this assessment. As I look back at
Figure 6, I can automatically tell that something was wrong with question twelve. Looking at the
students tests, I see that the majority of students missed only half of a point because they forgot
to label their answer with a dollar sign. Therefore, next time, if I was administering the test I
would emphasis that the students needed to label their answers. And to additionally help them
remember, I might add it to the directions on the test and more specifically question twelve.
However, even though the students forgot to label, I can still tell they knew how to do the
problem because the answer was correct. Going beyond this assessment, Ive noticed (even in
my being in the classroom only one day a week) that the students are almost constantly
forgetting to label. Other than these few questions that dealt with labeling, I felt the students did
well on every other question.
Looking at Figure 8, I also feel that overall the ELL students performed well on this
assessment. Their average was 86% which was very close to the entire class average. It is
interesting to note that the one student that is classified as WIDA 1 scored higher than the
student with WIDA 4. Although interesting, it did not surprise me. The girl that is WIDA 1 is
very intelligent in math. She, along with other ELLs, may have struggled just reading the
question and understanding what it was asking. However, Most of them were probably familiar
enough with the problems and how they looked to know what it was asking. This is a benefit
from Mrs. Brandon sending home Form A for homework the night before the test. It would be
interesting to find out if the students would have had the opportunity to be read the test if they
would have scored higher. Reading the test out loud to these students would make this
assessment more of a math assessment rather than a math and reading assessment.
Compared to the rest of the class, the three students are representatives of the three
different proficiency levels. In math, Hunter represents the high achieving students. He loves
math and enjoys asking me to give him difficult math problems he can do on his own for fun.
Hunter is also competitive in nature. He is actively involved in a variety of sports teams and his
competitiveness shows in his schoolwork. I believe this competitiveness is a motivating factor to
get his work done quickly. He feels the need to be first so he sometimes gets sloppy with his
work and forgets to check his answers. Even though Hunter got a perfect score on this
assessment, I would continue to make sure he is checking his work and his answers. I would also
make it clear that it does not matter if he finishes first, but it does matter that he is checking his
work because there is nothing worse than making a silly mistake when you knew the correct
answer.
Jose represents the average student. Most of the time he keeps to himself, but you can
still tell that his wheels are turning. Contrary to Hunter, he needs to put a little more effort to
grasp math concepts. But you can tell that he actually putting forth that effort. His willingness to
try new things and work diligently until he can figure them out is not only present when taking a
math test, but also in his daily interactions with his teachers and peers. He is very respectful,
polite, and patient with everyone around him. After looking at this specific assessment, I would
remind Jose to check his work after he has finished. The two questions that he missed were
because of little mathematical errors; things he would have caught had he carefully checked
through his work.
Brooklyn represents the lower proficient students that struggle in math. Brooklyns
family has been going through some difficult trials in their lives recently and the stress seems to
be showing through her school work. Unlike Jose, whose wheels you can see turning, you can
10
tell that Brooklyns mind is usually elsewhere; which, for the most part, is understandable given
her circumstances. Unfortunately, because Brooklyn cant seem to focus on her school work, she
is falling behind. This is obvious just by looking at this one test score. From this assessment, I
can tell that she struggles with a variety of concepts. First, she struggles with algebraic equations.
The first three questions she missed dealt with this concept. She doesnt have much work shown
for these three multiple choice problems, so it is difficult to say exactly where her problems
originate from. It would be important to review the concept one-on-one with her to find the root
of the problem. Another concept that seemed to struggle with was patterns. For this specific
problem (question 11), the students were to find the next three terms in a given sequence. As
shown in Figure 5, half of the class got this question wrong; therefore, would definitely review
this concept. In Brooklyns case, I dont think she even knew where to start. The only work she
has shown is rewriting given sequence. I can only infer that the answer she gave was a complete
guess. The next question that she missed was a story problem where she needed to find the
difference between the heights of two people. Instead of subtracting, she added the two heights.
A good thing for me to do would be to review key words from the problem that direct her
thinking. The last question Brooklyn missed was writing a give phrase as a numerical expression.
This was another problem where it looked like she didnt know where to start. So she just
guessed and started to find the sum of the given numbers instead of writing them in an
expression. Overall, it is obvious to me that Brooklyn could use extra help with math.
Assessment #2
On March 7, 2014, Mrs. Brandon administered a weekly Treasures test. The Treasures
program is a comprehensive Reading Language Arts program based on research. It provides K-6
educators the resources they need to help all students succeed. This test consisted of thirteen
11
multiple choice questions and one short answer. Eight of those multiple choice questions and the
short answer go along with a nine-paragraph reading selection. The remaining five multiple
choice questions dealt with a shorter one-paragraph reading passage. If I were to teach the
students how to take the multiple choice portion of this test I would stress reading the questions
before reading the passages. By doing this you become aware of what to look for while reading.
After reading the questions and the passage, then read through each of the answers before
making a choice. If you are unsure of the answer, try to eliminate any options you know are for
sure incorrect. After some answers have been eliminated, make an educated guess. After you
have completed the test, if you have extra time, go back and check your answers. You may have
misread a question or answer. For this assessment, I would also need to teach how to approach
the short answer response. I would emphasize that as the students are reading through the
questions to specifically pay attention to the short answer question. Then as they are reading,
they can underline information that may pertain to that question. If they do this then they wont
need to reread the passage to find information they can use to back up their answer.
were able comprehend a storys plot and setting, use context clues to decipher word meaning,
spell words with less and ness, and use the words more and most correctly. Because I
was not present during most of the Treasures lessons or the administration of this assessment, I
can only infer that these elements were the Language Arts focus for the week.
The test was given on a Friday morning around 10:00 A.M. in the regular classroom.
Mrs. Brandon handed out private offices for each student to use to prohibit cheating. Like she
always does, Mrs. Brandon reminded the students to check their work after they finished and
before they turned it in. There was no time limit for this test. There was only one student absent
12
13
this day, making the total number of students taking this assessment twenty-one. For this
assessment, Mrs. Brandon again observed Hunter, Jose, and Brooklyn. These students were
chosen based on their high, average, and low academic proficiency. Hunter is competitive and
feels the need to finish first. He doesnt like to check his work when hes finished so he tends to
make a lot of mistakes. Jose diligently works through his tests until he has answered all of the
questions. Sometimes he forgets to check his work. Brooklyn has difficulty focusing and sitting
still during tests. She can be caught staring around the room instead of focusing on her test. She
needs constant reminders to keep working.
Analysis
The students scores ranged from 50% to 94%. Out of the twenty-one students assessed,
five students got 15 out of 16 correct (a 94%), two students got 14 out of 16 correct (an 88%), six
students got 13 out of 16 correct (an 81%), three got 11 out of 16 correct (a 69%), three got 10
out of 16 correct (a 63%), and two got 8 out of 16 correct (a 50%). The overall average score for
this assessment was 78%. Mrs. Brandon indicated that a 75% (at least 13 out of 16 correct) was
considered a passing grade.
Figure 10: Questions Correct out

of 16
9%
24%
14%
10
11
13
10%
14%
14
15
29%
14
Figure 11 shows each question, the possible answers (if it was a multiple choice
question), and a summary of what each question was asking. The correct answer to each multiple
choice question is bolded.
Figure 11
Question #
Question 1
The question and answers.

Look at the chart of information from the story.
Plot
Paul becomes
angry because he
fails the
challenge.
Question 2
Question 3
Question 4
Question 5
Question 6
What is the question

asking?
Reading comprehension
of plot and setting.
Setting
Which of these belongs in the empty box?

A An adventure
B The golf course
C The campground
D A huge lake
How did Paul and Babe meet?
F Pauls father had Babe as a pet.
G Paul saved babes life.
H Paul bought Babe at a fair.
J Babe and Paul met on a golf course.
Babe helps Paul Bunyan on the golf course by
A challenging Paul
B giving Paul advice
C finding Pauls golf tees
D carrying Pauls golf bag
In paragraph 7, what does the word commenced
mean?
F Started
G Challenged
H Finished
J Discussed
Which word from the story is a compound word?
A enormously
B oatmeal
C rescued
D challenge
In paragraph 3, the word impress means to
F have an effect on
of plot and setting
Using the vocabulary

strategy of context clues.

strategy of compound
words.

Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
G feel good
H help in some way
J ask questions
In paragraph 4, what does the word elected mean?
A Hoped
B Found
C Asked
D Chosen
Paul calls the lake Oxs Lake because
F Babe hit so many balls into it
G Paul saved Babe from drowning in it
H Paul wanted to name it after his friend
J Babe drove into the lake to get golf balls
What is unusual about the golf course that Paul
plays on? Explain your answer and support it with
details from the story.
What change, if any, should be made in sentence 2?
F Change feels to feel
G Change strongerly to more strongly
H Change do to does
J Make no change
A Change hope to hopes
B Change more to most
C Change the period to a question mark
D Make no change
F Change Theyll to Theyre
G Change work to working
H Change darknes to darkness
J Make no change
A Change most to more
B Take out the comma after Rae
C Change theyre to hes
D Make no change
What change, if any, should be made in sentence
10?
F Change are to is
G Change effortless to effortles
H Change lives to lifes
J Make no change
15

Writing a short answer

about plot and setting.
Using more and most
correctly.
Using more and most

correctly.
Spelling words with less and -ness.
Using more and most

correctly.
Spelling words with less and -ness.
16
Figure 12 shows how each student performed in answering these questions. The column
on the left lists the students by number and the questions are listed across the top. The three
highlighted students are the three specific students Mrs. Brandon observed during this
assessment. Question nine, the short answer response, was worth three points. The number
written represents how many points that student received. Student number fifteen was absent the
day this assessment was administered and therefore does not have available scores.
Figure 12
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
#22
Q1
o
o
o
o
o
o
o
o
o
o
o
o
o
x
o
x
o
o
o
o
o
Q2
o
o
o
o
x
o
o
o
o
x
o
o
o
o
o
o
o
o
o
o
o
Q3
o
o
o
o
o
o
o
x
o
x
o
o
o
o
o
x
o
o
x
o
o
KEY o=correct
Q4
o
o
x
o
o
o
o
o
o
o
o
o
o
o
x
o
o
o
o
x
o
Q5
o
o
x
x
o
x
x
x
x
x
o
o
o
x
o
o
o
o
o
x
o
Q6
x
o
o
o
o
o
o
o
o
x
o
o
o
o
o
x
o
o
x
x
o
Q7
o
x
o
o
o
o
o
o
o
o
x
o
o
o
o
o
o
o
o
o
o
Q8
o
o
x
o
o
o
o
x
x
x
o
o
o
o
o
x
o
x
x
o
o
Q9
3
3
1
2
3
3
2
2
2
3
3
3
2
0
1
3
2
0
0
2
2
Q10
x
o
o
x
o
o
o
o
o
o
x
o
x
x
o
x
o
o
x
o
o
Q11
x
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
x
o
Q12
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Q13
o
o
o
o
x
o
x
x
o
o
o
x
o
x
o
x
o
x
x
o
o
Q14
o
o
o
o
o
o
o
x
o
o
o
o
x
x
o
o
o
x
o
o
o
x=incorrect
This data is also represented in Figure 13. But instead of focusing on how each student
performed individually, it specifically breaks down how many students got each question correct
or incorrect.
17

Correct
2
Incorrect
2
7
13
19
19
17
18
16
12
19
21
19
14
17
14
13
From this chart it becomes obvious which questions the students had a more difficult time
answering. Question nine was missed by thirteen students. This means that thirteen students did
not receive a perfect three for their written response, but instead earned a 0, 1, or 2. Figure 14
breaks down question nine and how many students received each score.
Figure 14: Question 9

14%
38%
10%
0
1
2
3
38%
The next question that was missed most frequently was question five that was missed by
nine students. Eight students missed question thirteen, seven students missed questions eight and
ten, five students missed question six, four students missed questions three and fourteen, three
18
students missed question four, two students missed questions one, two, seven, and eleven, and
zero students missed question twelve.
The male students had a higher average score with 82% than the female students with
72%. Usually the percentage would not be affected by having more of one gender than the other,
but on the day this assessment was given there were eleven boys present and only ten girls.
Therefore, depending on the score from the missing girl, the female students average score may
have been different.

Female
Male
0%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
The fourteen ELL students averaged 77% on this assessment, just two percentage points
above what Mrs. Brandon considers passing. Out of the five students that received the highest
score of 94%, four of them were ELLs. One of these students is classified as WIDA level 5, one
as WIDA level 4, and two have WIDA levels that are not currently available. The breakdown of
each WIDA levels average percentage is shown below in Figure 16.
Figure 16: WIDA Level Scores

100
80
60
40
20
0
Total ELL
WIDA 1
WIDA 3
WIDA 4
WIDA 5
WIDA Not
Available
19
The three students I focused on were chosen based on their overall high, average, and low
academic proficiency levels. On this specific test, Hunter (#10 on Figure 12) was one of three
students to receive eleven out of sixteen, or a 69%. He scored below the class average and below
the passing percentage of 75%. Jose (#13 on Figure 12) was one of the six students to answer
thirteen of the sixteen questions correctly. Compared to the class average and the passing grade,
he scored higher. Brooklyn (#3 on Figure 12) was also one of the three students to receive eleven
out of sixteen. Along with Hunter, she scored below the class average and the passing grade.
This comparison is shown in Figure 17.

100%
90%
80%
70%
Class Average
60%
Hunter
50%
Jose
40%
Brooklyn
30%
20%
10%
0%
Synthesis
Overall, with a 78% average, the class did mediocre on this assessment. Their average
percent was just barely above what Mrs. Brandon believes is passing (a 75%). As shown in
Figure 10, 63% of the students received this passing grade. As I look back to Figures 13 and 14, I
see that most students missed question nine. If we look at Figure 11, we see that the students
were asked to use details from the story to explain what was unusual about the golf course
described in the story. The 62% of students that did not receive a full three points for this
question were docked points if their answer was vague, they didnt use details pertinent to the
question being asked, or they didnt use at least three supporting details from the story.
Therefore, next time, if I was preparing these students to answer this question I would emphasize
reading the questions before reading the passage and then underlining information in the story as
they read. I would also stress that they should focus on underlining information that would help
answer that specific question. Some of the students included unrelated facts in their response
which docked them a point.
As far as the environment goes in affecting the students scores, I believe that it did very
little. At this point in the year, the students are accustomed to taking weekly Treasures tests on
Friday mornings. It is normal for them to find multiple choice questions and a short answer
response on this assessment. Basically, they knew what to expect with the format of the test, the
challenge was in understanding the content. Because I was not present the day this assessment
was administered, it is difficult to say if any unexpected changes to the environment occurred.
The three students I focused on did not show distinct high, average, and low scores for
this assessment. Instead of scoring in the higher percentages like he does in math assessments,
Hunter scored in the lower proficiency range. This is proof of his struggle with language arts.
Mrs. Brandon has said that his parents dont stress reading and school as much as they stress
extracurricular activities. Because he doesnt excel in reading and language arts, he doesnt enjoy
it as much as he enjoys math. I know from experience that it is easier to do well in an area that
you enjoy than it is to do well in an area that you dont feel comfortable in. Three of the five
points Hunter missed dealt with reading comprehension of plot and setting. Therefore, I would
focus his individual lessons on comprehension. I think that because he is rushing through the
reading, he misses important information that will help him answer questions. Along with
20
reviewing comprehension strategies, I would remind him that it is not important to finish first. I
would mention that it is okay to take his time in order to do well.
Jose scored in the average range again on this assessment with an 81%. His errors
occurred with grammar, spelling, and not including enough details in his short answer. The
question he missed that dealt with grammar was specifically focusing on using the words more
and most. This was not the only question dealing with this subject. Therefore, I assume he
semi-understands the concept, but this specific question was a bit trickier than the others. It
would be helpful to just briefly review the concept with him to truly judge his level of
understanding. The question dealing with spelling using -less may have been tricky because of
the wording of the answer choices. If you refer back to question 14 on Figure 11, Jose chose
answer G. He may have switched the two spellings of effortless while he was reading. He was
the only student that answered G for question 14. That makes me think that either he really
doesnt know how to spell using -less or he just made a simple mistake. I would pull him aside
to ask him that specific question one more time to see if his answer changes. The last point that
Jose missed was simply because he did not include enough detail in his short answer. I believe
just a simple reminder that he needs to explain using more supporting details from the story
would suffice.
Brooklyn once again scored low on this assessment. From this assessment, I can tell that
she struggles with vocabulary and reading comprehension of plot and setting. Two of the
questions she missed (numbers 4 and 5) asked to use context clues and her understanding of
compound words to decipher the meaning of two different vocabulary words. It would be good
to refresh her memory on what a compound word is so she can properly answer question five. It
would also be smart to review using context clues to figure out word meaning. Out of the three
21
questions that use this strategy she only missed one of them, but I still feel it would be important
to review the concept to make sure she internalizes it. After looking at her assessment, it is
obvious she needs a little more help in comprehending stories. The multiple choice question she
missed asked about a specific detail from the story. Along with reinforcing her comprehension, I
would remind her that she has the story in front of her. She can go back to look through the story
if she cannot remember a specific detail like the one being asked in question eight. I noticed in
her short answer that she pulled one supporting detail from the story to explain her answer, but
then basically repeated that one detail instead of finding more to help support her reasoning. It
would be good to go over what a strong, supported response looks like. She has the basic idea it
just needs to be more developed.
Assessment #3
On March 18, 2014, Mrs. Brandon administered a chapter math test. This test consisted
of six multiple choice questions and eight questions where the students solved a variety of
problems and wrote their answer on the line provided. If I were to teach the students how to take
the multiple choice portion of this test, I would stress to start by reading all the directions
carefully. Once theyve read the directions, they should read through the question completely
then work out the problem. After theyve solved the problem, they should read all of the answers
provided before making a choice. Once an answer is chosen, remind them to check their work
and answer because sometimes they will catch simple mathematical errors. I would also be sure
to emphasize that if they come across a question they are unsure of to try to eliminate options
they know are for sure incorrect. Then, from the left over answers, they can make an educated
guess. If I were to also teach the students how to answer the short answer portion of this test I
22
would again emphasize to start by reading the directions. Then they can solve the problem and
check their work.
mastered the objectives that were taught from this chapter titled Add and Subtract Fractions.
Because I did not have the opportunity to see most of the math lessons or the administration of
the test, I can only infer what the students learned based on the types of questions asked. It is my
best guess that this chapter contained information regarding adding and subtracting fractions and
mixed fractions and estimating the sum or difference of fractions by rounding to the nearest
whole number.
The test was given on a Tuesday morning around 9:30 A.M. in the regular classroom. On
the night previous to the test, students were given Form A of the test for homework. This was
written in the exact same format as their test, Form B. When the students arrived to class on the
18th, they corrected Form A. Mrs. Brandon asked the students how many missed each problem
and then worked through four or five of the problems that were missed by many. This is the
same process she used for their chapter seven test, or Assessment #1 in this report.
When it was time to take the test, like she always does, Mrs. Brandon handed out private
offices for each of the students to use to prohibit the temptation of cheating. She reminded the
students to check their work before they turned their test in. She especially stressed for the
students to check to make sure their fractions were in simplest form. There was no time limit for
this test so the students did not feel rushed.
For this assessment, Mrs. Brandon still observed the behaviors of Hunter, Jose, and
Brooklyn. Hunter was chosen for his tendency to earn high scores; especially in math. He enjoys
math because it comes easy to him. He works quickly, but doesnt always check his work so it
23
24
ends up being sloppy. Jose is a very diligent test taker. He works through every problem
methodically from start to finish. He doesnt always check his work, but when he does he can go
back and figure out what he did wrong to fix it. Brooklyn is squirmy and spacey during
instruction and while taking tests. She needs constant reminders to stay focused and to check her
work. Sometimes she gets lazy and gives up then starts to guess. I have noticed this during our
one-on-one tutoring sessions.
Analysis
The students scores ranged from 93% to 24%. Out of the twenty-two students assessed,
five earned a score between 90-100%, three scored between 80-89%, three scored between 7079%, three scored between 60-69%, six scored between 50-59%, one scored between 30-39%,
and one scored between 20-29%. The overall average score for this assessment was 69%. Mrs.
Brandon indicated that 75% was considered a passing grade.
Figure 18: Chapter 9 Scores

6
5
4
3
2
1
0
20-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
Figure 19 shows each question, the possible answers (if it was a multiple choice
question), and a summary of what each question was asking. The correct answer to each multiple
choice question is bolded.
25
Figure 19
Question #
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
The question and answers.

3/6 + 1/8 =
A 1/8
B 11/24
C 13/24
D 5/8
1/9 + 4/9 =
F 5/9
G 2/3
H 7/9
I 8/9
8/9 1/3 =
A 3/9
B 4/9
C 5/9
D 9/9
6/8 3/8 =
F 1/8
G 2/8
H 3/8
I 1/2
1 5/6 + 10 1/6 =
A 11
B 12
C 13
D 14
3 2/5 + 1 1/5 =
F4
G5
H6
I7
What is the value of 6 1/8 2 3/8?
What is the value of 2 3/5 + 1 7/10?
4 1/5 1 3/5 =
What is the question asking?

Adding fractions & simplest
form.
Adding fractions & simplest

form.
Subtracting fractions &

simplest form.
Subtracting fractions &

simplest form.
Estimating mixed fractions.
Estimating mixed fractions.
Subtracting mixed fractions.

Adding mixed fractions.
Subtracting mixed fractions &
simplest form.
4 3/8 + 2 1/4 =
Adding mixed fractions and
simplest form.
8 1/4 - 3 3/4 =
Subtracting mixed fractions
and simplest form.
A store sells 3/5 pound of carrots and 1/3 pound Story problems & subtracting
of asparagus. How many more pounds of
fractions.
carrots did the store sell?
Annie spent 3 1/3 hours reading a novel and 1
Story problems & adding
1/3 hours reading poetry. How many hours did mixed fractions.
Question 14
26
Annie spend reading?

Rafi feeds his cat 5/6 of a can of cat food in the
morning and 2/3 of a can in the evening. How
many cans of cat food will Rafi need in order to
feed his cat for 6 days?
Story problems, adding

fractions, & order of
operations.
Figure 20 shows how each student performed in answering each of these fourteen
questions. The three highlighted students are the three specific students I will focus my analysis
on. The column on the left lists the students by number and the questions are listed across the
top.
Figure 20
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
#22
Q1
o
o
x
x
o
x
o
x
o
o
o
o
x
o
o
o
x
o
x
x
o
o
Q2
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Q3
o
o
x
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
x
KEY o=correct
Q4
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Q5
o
o
x
o
o
o
o
x
o
o
o
o
o
o
o
o
o
o
o
x
o
o
x=incorrect
Q6
x
o
o
o
o
o
o
o
o
o
o
o
o
o
o
x
o
o
o
o
o
o
Q7
o
x
x
o
x
o
o
x
x
x
o
x
o
x
x
o
o
o
x
x
x
x
Q8
o
o
x
o
o
o
o
o
o
o
o
x
o
x
o
o
o
o
x
x
x
o
Q9
o
o
x
x
o
x
x
x
x
x
o
o
o
x
o
o
o
o
x
x
x
x
Q10
o
o
x
o
o
o
o
o
o
x
o
o
o
o
o
o
o
o
o
x
o
o
Q11
o
o
x
x
o
o
o
x
x
x
o
x
o
x
o
x
o
o
o
x
x
x
Q12
o
o
x
x
x
o
o
o
x
o
o
x
o
x
o
x
o
o
x
x
x
o
Q13
o
o
x
x
o
x
o
x
x
o
o
o
o
x
o
x
o
o
x
x
x
x
Q14
x
o
x
x
x
o
x
o
o
o
x
x
o
x
x
x
o
x
x
x
x
x
27
This data is also represented in Figure 21. Instead of focusing on how each student
performed individually, it specifically breaks down how many students got each question correct
or incorrect.

Correct
0
Incorrect
20
22
19
20
9
10
11
15
19
16
14
11
12
13
22
10
11
12
11
7
From this chart it becomes obvious which questions the students struggled with. For this
particular assessment, the first six questions were multiple choice and the last eight were short
answer. Obviously the students struggled with the questions that involved short answer. The
question that was missed the most was question fourteen that was missed by fifteen students.
Thirteen students missed question seven, twelve missed question nine, eleven missed questions
eleven and thirteen, ten missed question twelve, eight missed question one, six missed question
eight, three missed questions five and ten, and two missed questions three and six. Questions two
and four were answered correctly by all twenty-two students.
The male students again had a higher average score with 75% than the female students
with an average of 63%. This percentage is not affected by having more of one gender than the
other because, for this class, the numbers are equal.
28

Female
Male
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
The fourteen ELL students averaged 68% on this assessment, below what Mrs. Brandon
considers passing. Out of the five students that received the highest score of 93%, four of them
were ELLs. Three of these students are classified as WIDA level 5 and the fourth is a WIDA
level 3. The breakdown of each WIDA levels average percentage is shown below in Figure 23.
Figure 23: Scores by WIDA Level

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Total ELL
WIDA 1
WIDA 3
WIDA 4
WIDA 5
WIDA Not
Available
The three students I focused on that Mrs. Brandon observed during this assessment
displayed high, average, and low scores for this assessment. Hunter (#10 on Figure 20) was the
only student that received a below passing score of 71%. He represents our academically average
student for this particular assessment. Jose (#13 on Figure 20) was one of the top scorers on this
29
assessment with a 93%. Brooklyn (#3 on Figure 20) once again had the lowest score in the class
with a 24%.

100%
90%
80%
70%
Class Average
60%
Hunter
50%
Jose
40%
Brooklyn
30%
20%
10%
0%
Synthesis
Overall, with a 69% average, the class did not perform up to par on this assessment. Their
class average was below what Mrs. Brandon considers passing (a 75%). Only ten out of the
twenty-two students received grades that were above 75%. These numbers tell us that these
students need something extra with this chapter. If I have learned anything in my math education
it is that you need to have a foundation of the basics before you can move on to more complex
concepts. If you dont understand one concept, you will get farther and farther behind because it
continues to add up because you use these smaller, foundational concepts in the larger, more
complex concepts. It makes it really difficult to understand the complex concepts if you cant
understand the basic stepping stones used to get there.
As I look back to Figures 20 and 21, I can see that most students missed question
fourteen. If I look at Figure 19, I see that the students were asked to solve a story problem that
involved more than just adding or subtracting two fractions. I believe this was the most difficult
question for these students to answer because it involves a higher, more abstract level of
thinking. Instead of just simply adding two fractions, the students needed to use multiplication
and order of operations to figure out the correct answer. Next time, if I was preparing these
students for this question I would remind them of strategy of drawing pictures. It is always
helpful to have a visual that goes along with the problem to help you think it through. Students
can also use manipulatives to concretely see fractions in action.
Another things I believe these students need is just more practice with fractions in
general. It is a tricky concept and sometimes students just need more practice dealing with it.
Fractions wont go away, so its important to find ways fractions can be used in our daily lives.
This will help motivate students to learn them because they can connect them to something they
know and care about.
The three specific students I am focusing on displayed high, average, and low scores for
this assessment. On this test, Hunter didnt perform as well as he usually does on math
assessments. Just by glancing at his test, I can infer that he struggles with adding and subtracting
mixed fractions. Those were the only questions he missed on this assessment. After looking more
in depth at the work he showed, I can see that he missed one question for not simplifying and
three for not reading the directions. This brings me back to the point that Hunters scores would
be higher if he would take his time on the test and just go back and check his work.
Jose missed only one question on this assessment to get him the score of 93%. Looking at
his test, it looks to me as if he rushed through the first question and didnt correctly read the
problem. Had he gone back to check his work he would have found his mistake and fixed it to
earn 100% on this test. Jose doesnt show much work on his test, so maybe something I would
talk to him about would be showing his work to make it easier when he goes back to check his
30
answers. I know that when I would completely show my work, it was easier to find where I made
mistakes to correct them.
Brooklyn scored extremely low on this assessment. I can tell that the concept of adding
and subtracting fractions is over her head. On her assessment, she had difficulty adding and
subtracting basic fractions, rounding mixed fractions to the nearest whole number for easy
estimation, adding and subtracting mixed fractions, and understanding and solving story
problems. Because of Brooklyns emotionally trying situation at home, not only should she be
receiving extra help in the classroom, but I think her father should try to sit down with her at
home to help grasp this concept. I believe that it is vital to sit down with Brooklyn to help her
understand fractions. I also believe it is important to not overload her with these concepts, but to
take baby steps to understanding them. With Brooklyn, she needs to know the purpose for
learning what shes learning. If it has no meaning to her, then why should she put forth effort
into learning it?
31
Appendix A
32
Appendix B
33
Appendix C
34

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Running head: ASSESSMENT APPLICATION AND ANALYSIS REPORT

Assessment Application and Analysis Report

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Classroom Contextual Factors

Source: Mrs. Brandon for all classroom information.

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 2: WIDA Levels

Figure 3: Students with an IEP

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 4: Chapter 7 Scores

ASSESSMENT APPLICATION AND ANALYSIS REPORT

KEY 0=correct x=incorrect

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 6: Questions Correct/Incorrect

Figure 7: Scores by Gender

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 8: WIDA Level Scores

Figure 9: Three Students' Scores

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 10: Questions Correct out

ASSESSMENT APPLICATION AND ANALYSIS REPORT

The question and answers.

What is the question

Which of these belongs in the empty box?

Using the vocabulary

Using the vocabulary

Using the vocabulary

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Using the vocabulary

Writing a short answer

Using more and most

Spelling words with less and -ness.

Using more and most

Spelling words with less and -ness.

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 13: Questions Correct/Incorrect

Figure 14: Question 9

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 15: Scores by Gender

Figure 16: WIDA Level Scores

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 17: Three Students' Scores

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

ASSESSMENT APPLICATION AND ANALYSIS REPORT

Figure 18: Chapter 9 Scores

ASSESSMENT APPLICATION AND ANALYSIS REPORT

The question and answers.

What is the question asking?

Adding fractions & simplest

Subtracting fractions &

Subtracting fractions &

Estimating mixed fractions.

Estimating mixed fractions.

Subtracting mixed fractions.