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Student Assessment Profiles

Final Submission
Suzette Rawlings

Students: (*Pseudonyms will be used in this paper in place of students real names)

1. *Ivan
2. *Aaron
Assessments Administered:

Survey on student readiness, interest, and learning profile.

McGraw Hill, My Math, 5th grade. Chap. 7 Expressions and Patterns
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) Oral Fluency Assessment
Social Studies

Student #1 Description
Ivan is one of 12 males in *Mr. Cs 5th grade class at Sandstone
Elementary. Ivan is an ELL (English Language Learner) who is on monitor
status, which means districts must continue to monitor all reclassified ELL
students for two years following their exit from the ELL program to ensure
success and a rapid response should the student begin to struggle. Ivan is a
struggling learner but this is not attributed to his proficiency in the English
language. According to DIBELS (Dynamic Indicators of Basic Early Literacy
Skills) Ivan is at a text level 107. Grade level is considered to be 160-180. Mr.
C started the year by giving his students a math assessment on skills and
content students should know coming into the 5th grade. Ivan scored 13/30
or 43%. Although Ivan is a struggling learner he is a very likeable child. Ivan
lives at home with 2 brothers, 2 sisters, and both biological parents. He
enjoys sports, riding his bike, science, and loves to make people laugh. Ivan
can stay on task for the most part. He does like to gab with his neighbors
though. When I ask him to get back to work, he quickly obeys. He is very
respectful.
Student #2 Description

Aaron is one of 12 males in Mr. Cs 5th grade class at Sandstone

Elementary. Aaron is a struggling learner, who up until this school year, was
being homeschooled. He is trying to catch up to grade level in every skill and
subject. According to DIBELS, Aaron is at a text level 81. To put a letter to
this in the guided reading program, Aaron is on letter M and grade level is
letter T. I was not able to attain a beginning of the year math assessment of
his skills and knowledge base due to his late enrollment in school. He loves
school. He tries to stay late everyday but Mr. C has afterschool obligations to
attend to, so staying is out of the question. Aaron is very respectful and
quick to obey his teacher. Aaron is not organized but is precise on all of his
school work. He is very eager to do anything that has to do with school.
Aaron has one best friend in the class. They only socialize with one another.
No other students are ever seen in groups with these two boys.

Assessment #1- Learning Profile/Getting to

know you sheetI had all of Mr. Cs students complete a survey assessing their readiness,
interest, and learning profiles. I was able to attain very useful information
from this survey (see appendix 1.1 for survey).
Data for Student #1From this survey I learned that Ivan works best when it is quiet. He is unable
to ignore the noise of other people talking while he is working. He does not

like working at his desk alone, but prefers to work with others in a group or in
pairs. He prefers moving around instead of sitting at his desk. He does like to
work hard for himself, his parents, and his teacher. He admits to not feeling
the urgency to finish a project no matter what. He likes having the exact
steps to an assignment clearly defined and likes to create his own steps on
how to complete it. He does not appreciate time restraints being put on
assignments. Ivan is going to thrive in group situations. In observing Ivan, I
feel that he does better when he is seated at the front of the classroom so
his focus is kept up front as much as possible. For tests and assessments he
needs an office (a cubicle for a desk made with a manila folder) to work in.
This will eliminate some of the classroom distractions. Ive observed that he
is very hands on. If he can make, build, or create something, he is much
more engaged. He hesitates to ask questions if he is confused on something.
I attribute this to fear of embarrassment. Ive determined Ivan to be a visual,
verbal, and physical learner.
Data for Student #2I learned from this assessment that Aarons favorite thing to do outside of
school is read. He loves art, science, and history. He likes to play tennis as
well. He lives with his mom, 2 brothers, and 1 sister. According to his learning
profile survey, he likes a learning environment to be quiet. He prefers to work
in pairs or groups. He does like to work hard for himself, his parents, and his
teacher. When he starts an assignment, he does have to finish no matter
what. He doesnt give up on a project when he feels frustrated. He likes

instructions to an assignment to be clear and specific but does not create his
own steps to completing the assignment. He does not appreciate time
restraints on assignments. Aaron also likes to move around while doing
things in the classroom. Ive determined Aaron to be a logical, visual, and
physical learner.

Assessment #2- Math

I was able to collect data from a math assessment from the McGraw Hill, My
Math, 5th grade math book (see appendix 1.2). It was on chap. 7,
expressions and patterns. This particular assessment was intended to assess
the students understanding of orders of operation. An acronym, PEMDAS,
was taught to the students to assist them in remembering the order of
operations when solving math problems. PEMDAS stands for: parenthesis,
exponents, multiplication, division, addition, and subtraction. There were 10
questions on this assessment and more than 50% of the class did quite well
scoring 90% or higher. Twenty percent of our students seem to understand
the content but are making small mistakes that are hindering them from
doing better on the assessment. These mistakes include rule of exponents,
addition, and multiplication errors. Students who received 60% or less made
the majority of their errors with numbers and exponents.
Math data for Student #1Ivan scored the lowest percentile in the class with 40%. After looking at his
data I found that several things need to be retaught or emphasized. Ivan

does not like to be singled out so I would put a small group together of
students who had similar struggles on the assessment. I would do a mini
lesson on writing down our steps as we solve a math problem. I would
emphasize the importance of checking his answers after he has completed a
problem. Ivan needs to be checking for seemingly little mistakes like
transposed numbers and using addition instead of subtraction (and vice
versa). We would go over his test so he can actually see where he is making
mistakes. All of his mistakes seem to be small errors that make a big
difference in the outcome of his answers. Im happy to see that for the most
part, he does have a strong understanding of the process of order of
operations.

Math data for Student #2Aaron scored 70% on this assessment which was among the lowest 30% of
the class. Looking at Aarons actual assessment, I found that he understands
much of this concept. His real issues are with simple mistakes such as
addition, subtraction, or adding when he should have been multiplying. He
needs a mini lesson on checking all of his work after he has finished taking
an assessment. Aaron and Ivan would be part of the same learning group for
this mini lesson. The scores for the entire class for this assessment are

shown below in Figure A. This chart shows where Ivan and Aaron fall among
their peers scoring wise.

PEMDAS Math Assessment

10

10

10

10
9

9
8

7
6
5

5
4

1 Aaron 3

10

11

12

13

14

15

16

17

18

19 Ivan

Students 1-20

Figure A

Assessment #3- Literacy

The third assessment I administered was an oral fluency assessment created
by McMillan/McGraw Hill. This type of assessment is given 3 different times
throughout the year. This was the winter assessment. We asked our
students to read this story but gave them no indication that we were timing
them. We allowed them to finish the entire story but marked on the sheet
when exactly 1 minute had passed. We also marked errors such as word
substitutions, omission of words, etc. This assessment provided us with their
oral reading fluency score or how many words they were reading correctly in
1 minute. The purpose for this assessment is to get an idea of what level

each student is reading on. Knowing a students reading level can assist the
teacher in assigning reading groups with similar reading abilities. It also
helps the teacher be more informed as to what level of text their students
should be reading so it is not too difficult nor too simple for the reader (see
appendix 1.3 for the oral fluency assessment). Below in Figure B we see Mr.
Cs entire class and their reading levels. The benchmark reading level for 5 th
grade is 150-160. According to this chart, only 20% of Mr. Cs class is at
grade level reading ability.

Reading levels

Words per minute

200
180
160
140
120
100
80
60
40
20
0

Students/words per minute

Figure B

Literacy data for Student #1This assessment showed that Ivan is reading 121 words correctly per minute.
Comprehension is the number one goal for readers to be successful in
school. This being said, we asked the students right after they read if they

would summarize the story in a couple of sentences. Ivan was able to

summarize the story very well. This tells me that he is comprehending what
he is reading. The fluency will catch up with practice. I also noticed that Ivan
made very few errors. The entire reading was 198 words and Ivan misread 1
word and omitted the word a in one sentence. This tells me that Ivan is not
having a hard time with word recognition. He is an ESL student so that may
be contributing to the speed but like I said before, comprehension is the
most important thing.
Literacy data for Student #2We were able to conclude from this assessment that Aaron is reading at 97
words per minute. Aaron was able to summarize in 2 sentences what he
read. He used less words in his summary but I could tell he got the gist of the
story. He did have many mistakes in his reading. Out of 198 words he
misread 8 words. He substituted other words for many of the words he was
misreading. The words he substituted for the correct words usually started
with the same letter which leads me to believe that he is guessing while he is
reading. This is a problem because Aaron is not processing print phonetically.
In order to help Aaron break this habit I would take some time one-on-one
with him for reading time. I would practice blending simpler words together
with him to start off. After blending a couple of more difficult words we would
then move to reading text. I would then tell Aaron that we are going to read
and if I stop him, we will read the word I point to by using our blending
strategy we just talked about. As soon as he misread a word by guessing, I

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would stop him and we would blend the word by each sound or word chunk. I
know that this strategy would really help Aaron because guessing will not
help a student have good comprehension of text in the long run.

Assessment #4- Health/Language Arts

I created and administered this assessment after a health integrated lesson
that I taught in Mr. Cs class. It acted as a formative assessment to see if the
students understood what both narratives and self-talk are. After my lesson, I
asked my students to follow a 5 step criteria that I outlined for them (rubric).
They were to write a narrative (real or made up). They were to include in
their narrative (story) example/s of self-talk. The self-talk could be negative
or positive and in many stories I found examples of both. Even though this
was a formative assessment of their understanding of elements of a well
written narrative and knowledge of what self-talk is, I was able to look at my
students writing in general and notice things that could be worked on. I of
coarse did not grade these findings (that would compromise the validity) but
rather will use them for future lessons and assignments to enhance their
skills in writing (see appendix 1.4 for narrative assessment). As you can see
(Figure C) by the scores for the entire class (the 14 that participated), my
class understands narratives and the concept of self-talk very well.

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Narrative/self-talk assessment

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Students scored 100%

Student scored 40%

Figure C
Health/Language arts data for Student #1Ivans assessment was short but included all of the elements of a well written
narrative. He did include self-talk which was also a requirement. He was able
to accomplish all of the criteria of the assignment but several things could be
addressed for future lessons such as the use of quotation in sentences, use
of punctuation, and capitalization.
Health/Language arts data for Student #2Aaron was not able to complete the entire assignment. He did try. His story
was certainly interesting. With what he was able to finish, he did meet all of
the criteria for a well written narrative and the use of self-talk. The things
that Aaron could use some additional instruction on would be spelling and his
use of run-on sentences. If I had graded this for those things I would have

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marked where he needs to fix and have him complete a final draft with all of
the changes made that Ive suggested.

Appendix 1
Assessments
1.1.
1.2.
1.3.
1.4.

Getting to know you/Learning profile assessment.

McGraw Hill, My Math. Chap. 7, expressions and patterns.
McMillan/McGraw Hill oral fluency assessment.
Health/Language Arts Writing assessment.

Category
Points Per Child
List of three
assessments +
15
description of
assessment data
Identification of
specific behavior or
15
skill
Description of action
15
plan
Overall quality of writing
Submission of artifacts with final paper
(e.g. assessments administered, student
data samples, descriptions of
assessments)
Total Points Possible

Total Possible

Your Score

30

26

30

26

30

22

10

10

25

25

125

109

Comments: Youve chosen four assessments that show different capabilities

of the two students profiled, and your background profiles are
comprehensive and rich. Next steps: 1) Include rationales for each
assessment in your project; 2) Provide additional detail regarding your action
steps and targeted behaviors/skills, particularly for Ivan. How would you act
upon what you noticed in the data?

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