Assessment Project For Eportfolio

Assessment Application
and Analysis Report
Assessment Application and Analysis Report
ABC Elementary School Information

ABC Elementary School
ABC Lane
ABC, CO 80634
(111) 123-4567
1. Contextual factors
Figure A
There are 26 students in Mrs. Gs fifth grade classroom at ABC Elementary School. As
indicated above in Figure A, there are 18 boys and 8 girls. The gender configuration of this
classroom is fairly uncommon. The dynamic is often male-dominant because they make up more
than half of the class. The males dominate the majority of the classroom but also represent the
majority of the behavior problems. All of the students are 10-11 years old. This classroom is an
Accelerated Learning Program (ALP) class or often called Gifted and Talented (GATE) as shown
in Figure B below. The students are in this program because of their scores from a cognitive
ability test, a content test, a survey completed by a parent/guardian, and an observation report
completed by a teacher.
Figure B
Figure C indicates two ELL students in this class. However, the two ELL students
(Student #16 and Student #23) are a WIDA level 5 and do not receive ELL services. One student
(Student #22) has an IEP because he has a form of autism. Student #22 does well in this class
and manages working with his peers. In general, this fifth grade class is talkative, high energy,
and unorganized. Amongst the talkative class, a few behavior issues exist. Student #23 struggles
with social skills, group work, and making/maintaining friends. Student #25 lacks motivation to
complete assignments. Last year, Student #25 was in a non-ALP classroom and did not have to
work hard to be successful. This year, Student #25 is in this ALP class and is not thriving. This is
due to his lack of motivation and his experience of success without hard work. Along with
Student #23, Student #13 also struggles with group work, especially if conflict arises.
Figure C
Figure D, obtained from Mrs. G, shows the students math diagnostic score as well as
their DIBELS scores. All 26 of the students are at or above grade level in reading according to
their DIBELS assessment. However, all of the students are not at or above grade level in math.
The math diagnostic test was out of 30. Many of them scored at or above grade level, but some
of them did not. Because of their math diagnostic scores, a significant emphasis has been placed
on math in this classroom. According to Mrs. G, the classroom teacher, CRT scores have not
been posted for the 2014/2015 school year.
**Source: Mrs. G
Figure D
Assessment #1
2. Assessment type and how to take the test.

The assessment given on September 30, 2014 was a chapter three math test. Because
these students are ALP, they took the third level of the chapter three math test. The other fifth
grade students took the second level. The chapter three test was administered by my mentor
teacher, Mrs. G.
These students take math assessments every chapter, but Mrs. G still taught them how to
take the test. She first told the class to take out a pencil and grab a testing divider. She explained
to the students that when they finished, they may not take down the testing dividers. The testing
dividers help students to feel less anxious when they are testing even though many of their
classmates are finished. My mentor teacher explained to the class to take their time and to take
breaks when necessary. The students did not have a time limit, so there was no need to rush to
complete it as fast as possible. Mrs. G also allowed the students to keep blocks at their desks.
She explained that the students may take breaks and play with the blocks on their desks as
needed. When the students finished, they were instructed to play with blocks, the rubber band
grids, or silently read a book.
3. Purpose of the assessment

The purpose of this chapter three assessment was to assess the students understanding
and ability to solve long division problems with a single digit divisor. The students learned how
to solve long division problems given to them as well as set up long division problems with a
given story problem. Mrs. G taught long division almost entirely in a whole group setting leading
up to this assessment. This assessment assessed whether the students were able to use long
division to arrive at an answer that sometimes, but not always, had a remainder in the quotient.
The assessment also measured whether the students are able to set up their own long division
problems with a given story problem. The assessment required knowledge of rounding and
estimation to set up the proper long division problems. The end of the assessment also assessed
their ability to set up a multiplication problem from a given story problem. The multiplication
should have been a review from previous chapter tests.
4. Administration of the assessment

The chapter three math assessment was administered in their regular classroom at about
10 a.m. on September 30, 2014. Out of the 26 students in the class, 25 of the students took the
assessment. Because the students take math assessments often, none of the students appeared to
be nervous. A sign was placed on the door saying, Shh, we are testing. Do not disturb. This
helped the environment to stay quiet with as few distractions as possible. All of the students went
quickly to work and maintained a similar pace with a few exceptions. Student #7 finished first in
about 20 minutes time. Student #25, a student who lacks motivation, fell behind quickly and took
many breaks playing with the blocks on his desk. The majority of the students completed the test
in about 30-45 minutes and participated in the activities they were given to do. The classroom
became very noisy with Student #6 and Student #26 constantly distracting the other students
sitting around them by talking. When everyone finished, Student #25 was only half of the way
done with his assessment. After allowing the students to test for over an hour, my mentor teacher
told Student #25 that he would complete his test during recess time.
5. Analyze (whole class analysis)
Key:
Correct answer
Incorrect answer
Absent
Lost assessment
Incomplete
Student #1
Student #2
Student #3
Student #4
Student #5
Student #6
Student #7
Student #8
Student #9
Student
#10
Student
#11
Student
#12
Student
#13
Student
#14
Student
#15
Student
#16
Student
#17
Student
#18
Student
#19
Student
#20
Student
#21
Student
#22
Student
#23
Student
#24
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0
x
*
Q1
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x
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Q2
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Q3
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Q4
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Q5
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Q6
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Q7
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Q8
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Q9
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Q10
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Q11
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Q12
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Q13
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Q14
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Q15
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Q16
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Q17
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Q18
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Q19
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Q20
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Student
#25
Student
#26
Figure E
Question by question analysis:

1. Division: Divides a
two digit number by a
single digit divisor
with a remainder.
single digit divisor
with a remainder.
5. Division: Divides
mentally a three digit
number by a two digit
divisor.
6. Division: Estimates
the quotient of a three
digit number divided
by a single digit
divisor.
3. Division: Sets up a
division problem with
a given story problem.
Sets up to divide a
single digit divisor.
7. Division: Estimates
the quotient of a three
digit number divided
by a single digit
divisor.
three digit number by
a single digit divisor.

a three digit number
by a single digit
divisor with a
remainder.
by a single digit
divisor.

by a single digit
divisor with a
reminder.
by a single digit
divisor.
18. Multiplication:
Multiplies number of
chaperones by number
of students.

the number of yogurt
cups between the
given number of
classmates.

by a single digit
divisor with a
remainder.
17. Multiplication:
Multiplies possible
numbers to equal the
given number and
dollar amount of
socks.
mentally a three digit
number by a single
digit divisor.
Estimates the quotient
of a three digit
number divided by a
by a single digit
divisor with a
remainder.
Divides a three digit
number divided by a
20. Division: Sets up
the given story
problem. Estimates
and divides a two digit
number by a single
digit divisor.
Figure E.1
10
Figure E indicates the breakdown of each question and whether the student got the
correct or incorrect answer. Figure E.1 analyzes each question. The actual questions are located
on the student assessments in Appendix A. Figure F below indicates how many students got each
question correct as well as the percentage.
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Question 16
Question 17
Question 18
Question 19
Question 20
22/23 or 96% of students answered correctly

Figure F
**Figure F and the following information does not include Student #25 (incomplete assessment),
Student #7 (lost his assessment), or Student #14 (absent).
The benchmark for this assessment was 80%. Every student received an 85% or higher.
However, the boys did slightly better than the girls as indicated below in Figure G. The girls
averaged 18.75 out of 20 (93.8%) while the boys averaged 18.8 out of 20 (94%).
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Figure G
Figure H displays the comparison between the two ELL students that do not receive
services and the rest of the native speaking class.
Figure H
Student #16 and Student #23, the two ELL students, averaged a score of 19 out of 20 (95%)
while their native speaking peers averaged 18.75 out of 20 (94%).
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Figure I shows the average scores of the students labeled as on or approaching

according to their math diagnostic scores indicated in Figure D. The students labeled as
approaching scored slightly higher than the on students averaging a score of 18.9 out of 20
(94.5%). The on students averaged just below that at 18.7 out of 20 (93.5%).
Figure I
6. Synthesize (whole class synthesis)
Overall, the whole class did well on this assessment. However, a few things need to be
improved upon. Student #7 was the first one to finish his assessment, but he never turned it in to
Mrs. G. Student #7 has searched through his desk several times and cannot find it. To avoid this
problem next time, assessments should be gathered as they are completed by a teacher or aide. If
this is distracting or not possible, a procedure should be in place to turn in assessments. Students
could bring the assessments to me as they finish or place them in a file folder. Student #25, the
student who lacks motivation, did not complete his test. He will be analyzed more in depth later
on.
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Although the class did well on this assessment, the environment could have been less
distracting. For the future, I think students should be prohibited from playing with the blocks
during the assessment. It seemed to be distracting and slowing the students down. The students
can still take mental breaks, but without the blocks next time. The dividers worked well and will
be used in the future. However, Student #6 and Student #26 will not sit next to each other
anymore. Their constant whispering and laughing distracted the students sitting around them.
Indicated in Figure E.1 and Figure F, a few of the students struggled dividing mentally on
problem four. Although many of the students know how to divide mentally, they need to
remember to check their answers. If their mental math does not correlate to the actual answer, the
students need to try again instead of dividing mentally and moving on. I will review this and
provide the students with more problems to practice and check with.
Question six was the most missed question on the test. This question required the
students to round and estimate the quotient of a three digit number divided by a single digit
divisor (482 6). Many of the students knew to round 482 to 480. However, many of the
students rounded the 6 to a 5 or a 10 rather than realizing 6 goes into 48. Once the students
understand that 6 goes into 48 eight times, then all that is left to do is add a zero. Most of the
problems went wrong when the students rounded the single digit number. Since the students
understand how to round the three digit number, I need to reteach when and when not to round
the single digit divisor. After reteaching this concept, I will give the students more problems to
practice with.
Question five was the second most missed question. I think many of the students forgot
that they could remove the zeros. Question five required the students to divide 210 70
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mentally. I need to show the students that they could have taken off both zeros leaving the
problem as 21 7. Taking the zeros off will allow them to divide mentally with ease.
Problems 10 through 13 on the test were only missed by a few students. These problems
required the students to use long division to divide a three digit number by a single digit divisor
with a remainder in the quotient. Every day at the beginning of whole group math instruction, I
will have the students complete about two of these problems to give them practice and decrease
errors. All of the students know how to use long division when dividing with a single digit
divisor; they just need more practice to reduce their errors. They also need to be reminded to use
multiplication to check their answers before moving on to the next problem.
The students did excellent on the rest of the assessment. It is not surprising due to a few
multiplication review problems at the end. This shows me that the students understand
multiplication and how to set up problems from story problems.
I was surprised to see that the students labeled as approaching from the math diagnostic
assessment did slightly better than the students labeled as on. This indicates that all of the
students need explicit instruction and a significant amount of practice with each type of problem.
I cannot rely on the math diagnostic to tell me everything I need to know about my students. In
general, all of my students did well and are ready to move on.
5a,6a. Analyze and Synthesize (three student comparison analysis and synthesis)
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Student Comparison
19
18.5
18
Score (out of 20)
17.5
17
16.5
16
Student #25
Student #22
Student #9
Figure J
Analysis Student #25

I chose to analyze Student #25 because of his lack of motivation and his consistent
pattern of incomplete work. As previously indicated, Student #25 did not complete the
assessment. However, in Figure E, it displays Student #25s results of the portion he did
complete. Student #25 completed questions 1-11. Of those 11 questions, he answered 10 of them
correctly. The contextual factors indicate that Student #25 lacks motivation due to inexperience
in an ALP class. Weeks have passed by and Student #25 still refuses to complete the rest of the
assessment. Student #25 did well on the questions that he did answer. The only problem he
missed was question number six. As described in the previous section, question six was the most
missed question of the assessment.
Synthesis
Along with the rest of the class, Student #25 needs a reteach on division estimation which
is explicitly explained above. I chose Student #25 to analyze and synthesize because I want to
discover ways to motivate him. During the next assessment, I will not allow Student #25 to play
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with the blocks until the assessment is complete. I also think it would be beneficial to help
Student #25 gradually complete an assessment. Since Student #25 completed 11 questions, next
time I will draw a line at question 15. He will be expected to complete all 15 questions. The next
time I will draw the line a little further down. In a matter of a few weeks, Student #25 will be
completing the entire assessment. When I first realized that Student #25 did not complete his
assessment, I wrongly assumed it was because he did not know what he was doing. The results of
the portion that he did complete show otherwise. Student #25 knows how to complete the
problems, but does not see a purpose in doing so. Another option to increase motivation would
be to make the story problems of interest to him. I know Student #25 enjoys cars. If I make the
story problems on the back of the test about cars, maybe he will be more motivated to get to
them and answer them.

I chose Student #22 to analyze in an effort to learn more about him and how his autism
affects his learning. Student #22 does well in this ALP classroom. He also did well on this
chapter three assessment and is labeled as on according to his math diagnostic assessment. Of
the three students compared in Figure J, Student #22 received the highest score of 19 out of 20.
Student #22 did not receive the highest score in the class but did well. The only question he
missed was question number four. This question required students to divide mentally. Overall,
Student #22 did well and is ready to move on.
Synthesis
Student #22 will just need a reteach of mental division. I will need to work with him on
checking his mental math before moving on to the next question. Student #22 does well in math
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because of his interest in mathematics, technology, and inventions. To stretch and engage Student
#22 further, I will incorporate some technology in future math assessments and story problems.
Although Student #22 excels at math, I will not put him at the top of the list to be a peer buddy
for math tutoring. Because of his autism, he enjoys working alone most of the time.
Analysis Student #9
I chose to analyze and synthesize Student #9 because she is labeled as approaching on
her math diagnostic and received one of the lowest scores in the class with a 17 out of 20.
Receiving a 17 out of 20 is still above an 80% and is a proficient score.
Synthesis
Because Student #9 received one of the lowest scores in the class, and is labeled as
approaching, it is necessary to keep a close eye on her. Without constant formative assessment,
Student #9 could easily slip through the cracks. Currently, she needs more practice with long
division with and without remainders. I will work one on one with her using whiteboards until
she no longer makes errors while doing long division. To ensure she has long division mastered,
I will have her teach me long division. When a student knows how to teach something, it shows
me that they know how to do it themselves proficiently.
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**All assessments are located in Appendix A.
Assessment #2

The assessment given on September 19, 2014 was a spelling test. The students do not all
take the same test and are ability-grouped according to their spelling abilities. Although they
change classrooms for spelling instruction, the students take the spelling test at the same time.
The spelling test is administered using computers on spellingcity.com, but is facilitated by my
mentor teacher Mrs. G.
The students take a spelling test every Friday, however, Mrs. G still instructs the students
on the procedures. As soon as the bell rings, the students already know to meet at the computer
lab. Mrs. G was down in the computer lab waiting for them to arrive. She told the students to log
in on the computer, put their headphones on, go to spelling city, log in, take the test, and print out
their results. Spellingcity.com/alp345 was written on the board for a reference in case students
forgot where to go. The directions were very clear and the students knew how to take the test
without any further instructions.

The purposes of the spellings tests were to assess their knowledge of specific spelling
patterns according to their ability level. The students are separated into four different levels. The
most difficult spelling group is Mrs. G followed by Mr. B, Mrs. I, and a parent group. These four
levels include third, fourth, and fifth graders. During spelling instruction, the students go to the
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classroom they are assigned to according to ability. For this particular spelling assessment, Mrs.
Gs purpose was to test the students on knowledge of various stem spelling patterns. The stems
on this assessment were cred, miss, cide, dict, and bell. Mr. Bs purpose was to test the students
on their knowledge of various prefix spellings. The prefixes on this assessment were pre-, post-,
fore-, and after-. Mrs. Is purpose was to test the students on their knowledge of different spelling
patterns that occurred at the end of the words. The spelling patterns on this assessment were en,
-in, -on, -tain, and ain. The purpose of the parents assessment was to assess their knowledge of
different vowel spelling patterns. The vowel patterns on this assessment were ai, ea, ee, and oa.
All of the assessments had different words and different purposes but all of tests were
testing the students knowledge of spelling. These students are given the words at the beginning
of the week during their spelling rotation and tested by their own classroom teacher at the end of
the week in the computer lab. The results indicated later in this report only include Mrs. Gs class
results even though other students from other teachers took these exact assessments depending
on their abilities.
To make things more clear, Mrs. Gs spelling group will be referred to as group four, Mr.
Bs spelling group will be referred to as group three, Mrs. Is spelling group will be group two,
and the parent group will be group one.

The spelling assessment was administered in the computer lab at about 9 a.m. on
September 19, 2014. All of the 26 students in this class took the assessment. Because the
students take a spelling test every Friday in this same format, none of the students appeared to be
nervous. The assessment only took the students 10 minutes to complete. The room grew noisy
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with the printer printing the students results. As Student #21 walked up to grab his results off of
the printer he said, This list was easy! while Student #23 saw his results and said, Dang it!
Although all of the students finished quickly, it was evident that the students had various feelings
about how they did.

Key:
Correct answer
Incorrect answer
+
-
Group Four (Mrs. Gs spelling group)

Student
#24
Student
#16
Student
#7
Student
#2
Student
#3
Student
#22
Student
#23
Student
#4
Student
#12
Student
#17
Student
#5
Student
#11
Student
#18
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q11
Q12
Q13
Q14
Q15
Q16
Q17
Q18
Figure K
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Group Three (Mr. Bs spelling group)

Student
#8
Student
#15
Student
#20
Student
#26
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Figure L
Group Two (Mrs. Is spelling group)

Student
#14
Student
#13
Student
#10
Student
#21
Student
#6
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
10
11
12
13
14
15
16
17
18
19
20
21
22
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Figure M
Group One (Parent group)

Student
#19
Student
#9
Student
#1
Student
#25
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Figure N
Question by question analysis
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Group four test:

Spelling Word
1. Incredulous
2. Credo
3. Credible
4. Missive
5. Remiss
6. Emission
7. Regicide
8. Homicide
9. Fratricide
10. Edict
11. Malediction
12. Contradict
13. Rebellion
14. Bellicose
15. Belligerent
16. Accredited
17. Patricide
18. Matricide
Analysis
Knowledge of the spelling of the stem cred
Knowledge of the spelling of the stem miss
Knowledge of the spelling of the stem cide
Knowledge of the spelling of the stem dict
Knowledge of the spelling of the stem bell
Figure O
Group three test:

Spelling Word
1. Prewar
2. Postwar
3. Forethought
4. Afterword
5. Foreword
6. Afterthought
7. Preseason
8. Forearm
9. Postcolonial
10. Afternoon
11. Predate
12. Preoccupied
13. Postseason
14. Prejudge
15. Preposition
16. Postdate
17. Forecourt
18. Predetermine
19. Foreordain
Analysis
Knowledge of the spelling of the prefix preKnowledge of the spelling of the prefix postKnowledge of the spelling of the prefix foreKnowledge of the spelling of the prefix afterKnowledge of the spelling of the prefix foreKnowledge of the spelling of the prefix afterKnowledge of the spelling of the prefix preKnowledge of the spelling of the prefix foreKnowledge of the spelling of the prefix postKnowledge of the spelling of the prefix afterKnowledge of the spelling of the prefix preKnowledge of the spelling of the prefix preKnowledge of the spelling of the prefix postKnowledge of the spelling of the prefix preKnowledge of the spelling of the prefix preKnowledge of the spelling of the prefix postKnowledge of the spelling of the prefix foreKnowledge of the spelling of the prefix preKnowledge of the spelling of the prefix fore22

20. Prefix
21. Foreknowledge
22. Forewarn
23. Aftertaste
24. Preexisting
23
Knowledge of the spelling of the prefix preKnowledge of the spelling of the prefix foreKnowledge of the spelling of the prefix foreKnowledge of the spelling of the prefix afterKnowledge of the spelling of the prefix preFigure P
Group two test:

Spelling Word
1. Broken
2. Cousin
3. Gallon
4. Heaven
5. Bargain
6. Mission
7. Stolen
8. Violin
9. Dragon
10. Eleven
11. Captain
12. Cabin
13. Chosen
14. Apron
15. Bacon
16. Curtain
17. Mountain
18. Cotton
Analysis
Knowledge of the spelling of the ending
pattern -en
pattern in
pattern on
pattern en
pattern -ain
pattern -on
pattern en
pattern in
pattern on
pattern en
pattern tain
pattern in
pattern en
pattern on
pattern on
pattern -tain
pattern -tain
pattern on
23

19. Hidden
20. Ribbon
21. Napkin
22. Fountain
23. Mitten
24. Penguin
24

pattern en
pattern on
pattern in
pattern tain
pattern en
pattern -in
Figure Q
Group one test:

Spelling Word
1. Wait
2. Beast
3. Sheep
4. Mail
5. Neat
6. Meant
7. Pea
8. Cream
9. Read
10. Toast
11. Seat
12. Deaf
13. Moan
Analysis
Knowledge of the spelling of the vowel pattern
ai
ea
ee
ai
ea
ea
ea
ea
ea
oa
ea
ea
24
14. Rail
15. Throat
16. Sail
17. Need
18. Wheel
19. Coast
20. Three
21. Sheets
22. Cheek
23. Dread
24. Thread
25
oa
ai
oa
ai
ee
ee
oa
ee
ee
ee
ea
ea
Figure R
Figures K-N indicates the breakdown of each word and whether the student got the
correct or incorrect answer. Figures O-R analyzes each word. See Appendix B for actual
assessments. Figures S-V below indicates how many students got each word correct as well as
the percentage.
Group four test:
Word 1
Word 2
Word 3
Word 4
Word 5
Word 6
Word 7
Word 8
Word 9
Word 10
Word 11

25

Word 12
Word 13
Word 14
Word 15
Word 16
Word 17
Word 18
26

Figure S
Group three test:

Word 1
Word 2
Word 3
Word 4
Word 5
Word 6
Word 7
Word 8
Word 9
Word 10
Word 11
Word 12
Word 13
Word 14
Word 15
Word 16
Word 17
Word 18
Word 19
Word 20
Word 21
Word 22
Word 23
Word 24

Figure T
Group two test:

Word 1
Word 2
Word 3
Word 4
Word 5

26

Word 6
Word 7
Word 8
Word 9
Word 10
Word 11
Word 12
Word 13
Word 14
Word 15
Word 16
Word 17
Word 18
Word 19
Word 20
Word 21
Word 22
Word 23
Word 24
27

Figure U
Group one test:

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

27

Word 22
Word 23
Word 24
28

Figure V
The benchmark for this assessment was 80%. Out of 26 students, 18 (69%) of them hit
the benchmark. However, the girls did slightly better than the boys as indicated below in Figure
W. The girls averaged an 89% while the boys averaged an 86%.
Figure W
Figure X displays the comparison between the two ELL students that do not receive
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29
Figure X
Student #16 and Student #23, the two ELL students, averaged a score of 75% while their native
speaking peers averaged an 84%.
Figure Z indicates the average scores amongst the four spelling groups.
Figure Z
Figure Z shows that spelling group four averaged a 78%, group three averaged a 95%,
group two averaged a 97%, and group one averaged a 94.75%.

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30
Overall, the class could have done better with only 69% of the students reaching the
benchmark of 80%. Because the students printed their results, the computer lab was noisy and
possibly distracting. Next time, I would rather have the students email their results creating a
more quiet and distraction-free environment.
For group four, the most advanced group, the most missed words were word 8,11,14,15,
and 16. It is interesting because these words do not have the same stems in common. This means
that the students are struggling with all of the stems in the spelling test. For our literacy centers, I
need to provide spelling activities for group four to give them more experience and time with
these specific stems. It is surprising that the most advanced group did the worst compared to the
other three groups. This makes me question whether some of the students need to be moved
down to group three until they begin to do better. However, I like that group four is being
challenged, but I do think a few students such as Student #23, Student #7, Student #11, and
Student #5 should spend some time with group three words. Memorization and study time has a
positive correlation with spelling. I need to sit down and talk to the students named above about
their spelling studying habits. They are all capable of continuing on with group four words if
they study the proper amount.
Group three did well and averaged a score of 95%. The most missed words for this group
were words 15,18,19,22, and 24. These five words have two prefixes in common; pre- and fore-.
This group does not need extra practice like group four does. In fact, Student #15, who received
a 100%, is ready to move up to group four.
Group two did the best out of all four groups with an average score of 97%. Four out of
the five students in this spelling group received a 100%. This group does not need any further
30
31
practice on this particular spelling list. Just like group three, I think some of these students are
ready to move up a spelling group.
Group one did great as well averaging a score of 94.75%. Three out of the four students
in this spelling group received a 100%. Student #1 received a 79% and needs some extra practice
with the vowel patterns ea and ee.
Overall, I think the students who did well on their spelling test put time into studying
their lists at home. I need to reiterate the importance of looking over their spelling words at home
and not just glancing at them a few minutes before the test.
Student Comparison
100
80
60
Percentage
40
20
0
Student #21
Student #25
Student #11
Figure AA
I chose to analyze Student #21 because he is in group two, a low group, and did
exceptionally well on his spelling test. Student #21 received 100% on this spelling test. His
assessment tested his knowledge of spelling endings including en, -in, -on, -tain, and ain. As
indicated on page 20, Student #21 took the test and verbally expressed how easy it was for him.
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32
Synthesis
Student #21 is ready to move up in spelling groups. He has clearly demonstrated his
knowledge of the spelling endings and also his willingness to put in time at home to study his
spelling words. Because Student #21 verbally expressed how easy the list was for him, it is
important for me to listen to those verbal cues and act upon them. I do not want to be a teacher
that ability-groups my students without the possibility of those groups becoming fluid. I will also
have a conversation with Student #21 about his motivation to study his spelling words. I need to
find out why the words were so easy for him. Was it because he studied or did he already know
the words? Once I have that conversation with him, I will know whether it is appropriate to move
him up to the next spelling group. I also need to praise his success and let him know the effort he
puts forth is important and noticed.
I chose to analyze Student #25 because he is a student who lacks motivation to study,
complete assignments, or put forth any effort. Student #25 is in the first spelling group which is
the lowest group with the easiest words. His assessment was testing his knowledge of the vowel
patterns. Student #25 received a 100% this week on his spelling test.
Synthesis
Because Student #25 lacks motivation, he should not be moved up to spelling group two
right away. I want to see Student #25 receive another 100% on his next spelling assessment
before I move him up to the next group. When Student #25 moves up to the next group, I think
his motivation will increase. Student #25 is slowly learning that being in this ALP class requires
studying and effort. Recently, I conducted a motivation assessment with Student #25. I found out
he is learning-oriented. This means that he is easily frustrated by procedures and processes. In a
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33
spelling context, his motivation style requires me to place an importance and meaning for
spelling. While we have that conversation, I need to praise his 100% and let him know that his
effort and motivation are important and are noticed. I not only need to do these things with him
for spelling, but for all subjects. Now that I know Student #25s motivation orientation, I can tap
into it and help him to be successful in the ALP classroom.
Student #11 is in spelling group four which is the most advanced group. However, he
only received a 56% on his spelling test. Student #11 did not display his knowledge of the stems
that appeared on this spelling exam. He missed nearly half of the words with various stem
spellings.
Synthesis
I know Student #11 did not do well because he does not study his spelling words or do
any of his other homework. His vocabulary assessments show similar results as well as his
simple homework assignments. It isnt that Student #11 does not know how to complete his
homework or study; he is just lazy. If Student #11 put a small amount of time into studying his
spelling words, he would do well in this advance spelling group. I need to have a conversation
with Student #11 and ask him if it would be appropriate to move him down so he can have easier
words. Knowing Student #11, he would not want to move down. If Student #11 expresses his
interest in staying in his current spelling group, I will help him come up with a studying plan.
The studying plan will not only include a spelling study plan, but a plan for all homework and
assignments. I will teach Student #11 how to utilize a planner correctly to help him be successful
in the ALP classroom.
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34
Assessment #3
The assessment given on October 21, 2014 was a chapter five math test. Because these
students are ALP, they took the third level of the chapter five math test. The other fifth grade
students took the second level. The chapter five test was administered by my mentor teacher,
Mrs. G.
These students take math assessments every chapter, but Mrs. G still taught them how to
take the test. She first told the student to get out their materials. They were to get out a pencil
and a divider to prevent cheating and anxiety. She then explained that it was going to be an open
note test. This meant they could use their math notes in their math journal that they use every day
for the math lesson. The students did not know it would be an open note test prior to this
instruction. She explained to the students that when they finished, they may not take down the
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35
testing dividers. The testing dividers help students to feel less anxious when they are testing even
though many of their classmates are finished. She also told them to take their time and to read a
book when they completed the assessment. The students did not have a time limit. Right before
the test started, she reminded them to read the directions carefully to understand if the answer is
asking for an estimate or an exact amount.

The purpose of this chapter five assessment was to assess the students understanding and
ability to add and subtract numbers with decimals. After this assessment, the students will learn
how to multiply and divide decimals. In order for them to understand how to multiply and divide
them, this chapter helped the students to become familiar with decimals. Mrs. G taught the
students how to add and subtract decimals with manipulatives and traditionally on paper. All of
the students prefer paper rather than the hassle of using manipulatives. The assessment assessed
whether the students were able to add and subtract decimal numbers using regular numbers and
also in story problems. The story problems assessed whether the students were able to set up the
proper addition and subtraction problem and solve it. The assessment required knowledge of
estimation.

The chapter five math assessment was administered in their regular classroom at about 10
a.m. on October 21, 2014. Out of the 26 students in the class, 21 of the students took the test.
Four students were absent on October 21st and Student #25 was present, but was absent on a
critical day prior to the test and was not ready to take the assessment. Because the students take
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36
math assessments often, none of the students appeared to be nervous. A sign was placed on the
door saying, Shh, we are testing. Do not disturb. The environment stayed fairly quiet. The
seating arrangement did not allow for much interaction. Rather than having the students in
groups, the students desks were in rows. All of the students went quickly to work and
maintained a similar pace. Student #25, who usually finishes last, did not take the assessment as
previously mentioned and stayed outside with Mr. T and learned the missed material. The
majority of the students completed the test in about 45 minutes and stayed quiet while reading a
book or sitting quietly relaxing. After about an hour, the students grabbed their tests and
corrected it on their own. Mrs. G took them through each question and wrote the answers on the
board. If they had any questions, they asked Mrs. G immediately and quickly realized why they
missed that specific problem.

Key:
Correct answer
Incorrect answer
Absent
Incomplete
Student #1
Student #2
Student #3
Student #4
Student #5
Student #6
Student #7
Student #8
Student #9
Student
#10
Student
#11
Student
+
-
0
*
Q1
+
+
+
+
+
0
0
+
+
Q2
+
+
+
+
0
0
+
-
Q3
+
+
+
+
0
0
+
+
Q4
+
+
+
+
0
0
+
+
Q5
+
+
+
+
+
0
0
+
+
Q6
+
+
+
+
+
0
0
+
+
Q7
+
+
+
+
0
0
+
+
Q8
+
+
+
+
+
0
0
+
+
Q9
+
+
+
+
0
0
+
+
Q10
+
+
+
+
+
0
0
+
+
Q11
+
+
+
+
+
0
0
+
+
Q12
+
+
+
+
+
0
0
+
+
Q13
+
+
+
+
+
0
0
+
+
Q14
+
+
+
+
0
0
+
+
Q15
0
0
+
-
Q16
+
+
+
+
+
0
0
+
+
Q17
+
+
+
+
0
0
+
+
Q18
+
+
+
+
0
0
+
+
Q19
+
+
+
+
+
0
0
+
+
Q20
+
+
+
+
0
0
+
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
0
+
36

#12
Student
#13
Student
#14
Student
#15
Student
#16
Student
#17
Student
#18
Student
#19
Student
#20
Student
#21
Student
#22
Student
#23
Student
#24
Student
#25
Student
#26
37
Figure BB
Question by question analysis:

Question
1. Estimate:
4.9+2.1=
2. Estimate:
78.69-23.35
3. Amas dinner costs $17.38. Ama pays with a
$20 bill. About how much change does he
receive? Show your work.
4. 8.5+0.84=
5. 57.7+9.32=
Analysis
Addition: Round the numbers to the nearest
whole number and add them together.
Subtraction: Round the numbers to the nearest
whole number and find the difference.
Subtraction: Round the number to the nearest
whole number and find the difference.
Addition: Add two decimal numbers. One
number goes to the tenths place and the other
one goes to the hundredths place.
Addition: Add two decimal numbers. One
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38
number goes to the tenths place and the other

one goes to the hundredths place.
6. 92.39+64.78=
Addition: Add two decimal numbers that both
go to the hundredths place.
7. 73.96+6.02=
Addition: Add two decimal numbers that both
go to the hundredths place.
8. Identify the addition property used to rewrite Properties: Correctly identify which addition
the problem: 36+48+52=48+52+36
property the displayed problem is using
(commutative, associative, or identity)
9. Identify the addition property used to rewrite Properties: Correctly identify which addition
the problem: (74+63)+35=74+(63+35)
property the displayed problem is using.
10. Identify the addition property used to
Properties: Correctly identify which addition
rewrite the problem: 974.63+0=974.63
property the displayed problem is using.
11. 73.46-4.75=
Subtraction: Subtract two decimal numbers
that both go to the hundredths place.
12. 94.2-18.7=
that both go to the tenths place.
13. 8-6.32=
Subtraction: Subtract a decimal number that
goes to the hundredths place from a whole
number.
14. On Monday, Bonus Book Company earned Addition: Round the numbers to the nearest
$303.28. On Tuesday, the company earned
whole number and add them together.
$295.73. About how much did Bonus Book
Company earn in all? Show your work.
15. Company A has a budget of $23.87 million Subtraction: Round the numbers to the nearest
and Company B has a budget of $14.22
tenth of a million and find the difference.
million. What is the difference between the two
budgets if each is rounded to the nearest tenth
of a million?
16. Abby has $38. She spent $29.37 on a new
sweatshirt. How much does Abby have left?
17. The coach recorded how fast his runners
ran 1 mile. Luann ran a mile in 9.26 minutes,
Anne ran a mile in 11.64 minutes, and Rubin
ran a mile in 10.36 minutes. How much faster
did Luann run than Rubin?
18. Last year, Dustins batting average was
0.32. Student #14s batting average was 0.27.
What was the difference in their averages?
19. Marco purchased 1.25 yards of flannel
fabric and 3.15 yards of fleece fabric. How
many total yards of fabric did Marco purchase?
Subtraction: Subtract a decimal number that

goes to the hundredths place from a whole
number.
Subtraction: Subtract only two of the relevant
numbers. Both numbers go to the hundredths
place. Find the difference.
that both go to the hundredths place.
Addition: Add two decimal numbers that go to
the hundredths place.
38
39
20. Carter bought a pair of jeans for $49.99 and Addition: Add three decimal numbers that all
a shirt for $23.59. He received $6.42 in change. go to the hundredths place.
How much money did Carter have originally?
Figure CC
Figure BB indicates the breakdown of each question and whether the student got the
correct or incorrect answer. Figure CC analyzes each question. The actual assessments are
located in Appendix C. Figure DD below indicates how many students got each question correct
as well as the percentage.
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
Question 11
Question 12
Question 13
Question 14
Question 15
Question 16
Question 17
Question 18
Question 19
Question 20

Figure DD
The benchmark for this assessment was 80%. Out of the 21 students that took the test,
only two students did not hit the benchmark. However, the boys did slightly better than the girls
as indicated below in Figure EE. The girls averaged 17.4 out of 20 (87%) while the boys
averaged 18.4 out of 20 (92%).
39
40
Figure EE
Figure FF displays the comparison between the two ELL students that do not receive
40
41
Figure FF
Student #16 and Student #23, the two ELL students, averaged a score of 18 out of 20 (90%) and
their native speaking peers did too.
Figure GG shows the average scores of the students labeled as on or approaching
according to their math diagnostic scores indicated in Figure D. The students labeled as on
scored slightly higher than the approaching students averaging a score of 18.4 out of 20 (92%).
The approaching students averaged just below that at 17.4 out of 20 (87%).
Figure GG
41
42
Overall, the whole class did well on this assessment. However, the attendance of the
assessment needs to be improved upon. It is difficult to have so many students miss a test at
once. Those four students will have to take the assessment during genius hour on Friday. I will
provide a quiet space for them to take the assessment and talk to them about their attendance. It
is important for me to know why they were absent, and also to make a plan to make sure these
students are present during the next one. Student #25 will also take the assessment on Friday
during genius hour. Mr. T instructed him on the missed material and now he is ready to take the
assessment.
Question two was the second most missed question on the test. This question required the
students to round and estimate the difference of two decimal numbers. Many of the students
knew how to find the exact difference of 78.69 23.35 but did not know how to estimate.
Estimation required the students to round 78.69 to 79 and 23.35 to 23. The directions were clear
that the students were to estimate the difference, but were not clear as to which place value to
round to. Many of the students either didnt estimate or rounded to the nearest tenth instead of
whole number. With a clearer question and a reteach of rounding, I think the students that missed
this question will understand how to do this problem and others similar to it.
Question 15 by far was the most missed question as indicated on Figure DD. Only 38%
of students got the correct answer. This question required the students to come up with an
equation out of a story problem, round the two decimal numbers to the tenths place, and then
subtract those two decimal numbers. As I look at the students who showed their work, most of
the students did not know how to round to the nearest tenth million. I need to reteach the students
how to round to the nearest tenth. For the next few days, I will provide math bellwork that
involves rounding not only to the nearest tenth, but also to the nearest hundredth, thousandth, and
42
43
whole number. Many fifth grade math assessments require the students to round to solve the
problem and to estimate. It is an essential skill that I will reteach to the whole class. Next week,
we will play a math game that requires the students to use their whiteboards. We will play a
game with rounding that will serve as my formative assessment. I will show a decimal number
on the SMART board and I will indicate which place value they must round to. After they round
and write their numbers on the whiteboards, the students will hold them up. All of the students
must work together in order to earn some points. They will earn points when every student has
the correct number on their whiteboard. These points will go toward our class party that we are
aiming for by Christmas.
The students answered the rest of the questions on this assessment at 80% and above.
Only a couple of the questions need a reteach and require some more practice. It is not surprising
that the students did so well on this assessment because through formative assessment, I could
see the students were really grasping the concept of adding and subtracting decimals.
Student Comparison
100
80
60
Percentage
40
20
0
Student #23
Student #22
Student #20
Figure HH
43
44
I chose to analyze Student #23 because of the correlation of his score and his behavior in
class. Student #23 is a student who wanders around the room and struggles with social skills. On
the math test in assessment #1, he scored 100%. On this chapter five math test, Student #23
scored an 85%. Student #23 hit the benchmark, but his scored declined from previous
assessments. He missed a simple question that required him to add two decimal numbers and
missed two story problems as well. As indicated in Appendix C, Student #23 did not show much
of his work on his assessment.
Synthesis
Because Student #23 did not show his work on most of his assessment, it is hard for me
to see his thinking. It is also hard for me to decide whether he did not care enough to do the story
problems on the back correctly, or he really did not understand how to do them. Student #23 is
typically one of the highest math scores. However, his behavior in the classroom could be
correlated to this math score. During some of the lessons prior to this assessment, he would be
reading a book under his desk that I had to take away multiple times. I need to sit down and talk
to Student #23 about his behavior. I want to ask him if he needs harder math lessons and
assessments to keep him engaged and motivated. I also need to spend time with him developing
his social skills. In many math lessons, the students are required to interact and talk about their
thinking as they solve math problems. During interaction, Student #23 often goes to get a drink,
go to the bathroom, or throws something in the garbage. After I have these conversations with
Student #23, I will monitor his math assessments as well as other assessments in other subject
areas.
44
45
I chose Student #22 to analyze in an effort to learn more about him and how his autism
affects his learning. Student #22 is labeled as on and scored 100% on this math assessment. He
scored a 95% on the assessment analyzed in assessment #1. Overall, Student #22 is ready to
move on and multiply and divide decimals.
Synthesis
Student #22 is showing patterns of success in all of the subjects including math. Student
#22 is ready to move on to dividing and multiplying decimals. However, I need to extend him
further. I will provide some games and activities for him to complete that are more extensive
than what his classmates are doing. There is no reason to hold Student #22 back even though he
is already in an ALP classroom. Socially, Student #22 is continuing to improve as I consistently
work with him when conflict arises with his peers. I will not pair Student #22 up with other
students to tutor them with decimals because Student #22 enjoys working alone most of the time.
I chose to analyze Student #20 because she received one of the lowest scores in the
classroom. Student #20 received a 75% on the chapter five math test, but received a 95% on the
chapter three math test analyzed in assessment #1. Student #20 missed estimation questions and
many subtraction problems.
Synthesis
I will do a reteach with Student #20 in a small group during math centers and give her a
small five question assessment requiring estimation and subtraction of two decimal numbers. I
think Student #20 missed so many problems because of her shyness. Student #20 is a very quiet
girl who does not raise her hand often. If called upon, shell smile and answer. If she is not called
on, she will not raise her hand or draw attention to herself. This makes me wonder if she was too
45
46
shy to ask questions when the subtraction of two decimal numbers became confusing to her. I
want to sit and talk about her lack of questions asked in class. I want to come up with a signal
together that she sign to me when she doesnt understanding something, but does not want to
draw attention to herself in class. If we come up with a system that works for her, I know her
math scores will improve and she will reach her potential.
46

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Assessment Application

and Analysis Report

Assessment Application and Analysis Report

ABC Elementary School Information

Assessment Application and Analysis Report

Assessment Application and Analysis Report

Assessment Application and Analysis Report

2. Assessment type and how to take the test.

Assessment Application and Analysis Report

3. Purpose of the assessment

Assessment Application and Analysis Report

4. Administration of the assessment

5. Analyze (whole class analysis)

Assessment Application and Analysis Report

Assessment Application and Analysis Report

Question by question analysis:

10. Division: Divides

11. Division: Divides

19. Division: Divides

13. Division: Divides

Assessment Application and Analysis Report

22/23 or 96% of students answered correctly

Assessment Application and Analysis Report

Assessment Application and Analysis Report

Figure I shows the average scores of the students labeled as on or approaching

Assessment Application and Analysis Report

Assessment Application and Analysis Report

Assessment Application and Analysis Report

Analysis Student #25

Assessment Application and Analysis Report

Analysis Student #22

Assessment Application and Analysis Report

Assessment Application and Analysis Report

**All assessments are located in Appendix A.

2. Assessment type and how to take the test.

3. Purpose of the assessment

Assessment Application and Analysis Report

4. Administration of the assessment

Assessment Application and Analysis Report

5. Analyze (whole class analysis)

Group Four (Mrs. Gs spelling group)

Assessment Application and Analysis Report

Group Three (Mr. Bs spelling group)

Group Two (Mrs. Is spelling group)

Group One (Parent group)

Question by question analysis

Assessment Application and Analysis Report

Group four test:

Group three test:

Assessment Application and Analysis Report

Group two test:

Assessment Application and Analysis Report

Knowledge of the spelling of the ending

Group one test:

Assessment Application and Analysis Report

10/13 or 77% of students answered correctly

Assessment Application and Analysis Report

9/13 or 69% of students answered correctly

Group three test:

4/4 or 100% of students answered correctly

Group two test:

5/5 or 100% of students answered correctly