Form: "*Assessing Learning Task*"

Created with: Taskstream

Author: Victoria Garcia
Date submitted: 09/30/2015 11:19 pm (PST)

Step 5: Analyzing Evidence of Student Academic Learning

and the Assessment
Directions:
Consider your responses in Steps 1 through 4. Think about the evidence of student academic learning from
the assessment. Answer the questions below for the whole class and for the two focus students.
Remember to cite specific evidence from the five responses that you have submitted. (This includes
responses from the two focus students and from the three students you selected to represent the range of
achievement with the class).

A. For the Class as a Whole

(REQUIRED) 1. What did you learn overall about the students' progress toward achievement
of the academic learning goal(s) for this part of the unit?
I learned that overall, students made great progress towards achieving the learning goals of this unit. 81%
of the class scored a 75% or higher and 50% of the class scored a 83% or higher. Only 4 students scored
below a 75%. This shows me while there are some concepts that need to be reviewed, the majority of the
class has a strong grasp on the material.

(REQUIRED) 2. Describe the extent to which the assessment that you planned allowed
students to demonstrate achievement of the academic learning goal(s) for this part of the
unit.
I believe this assessment allowed students to demonstrate achievement of the learning goals well. There
was a variety of questions that tested knowledge of different concepts as well as different ways of
presenting questions including word problems, counting pictures, and coloring to show their knowledge of
ways to make 5. The only way I think this assessment would further test student knowledge of the unit
would be to include a hands on activity.

(REQUIRED) 3. Would you make any changes to the directions or to the format of the
assessment? Why?
I would make changes to both the format and directions of the assessment. The change I would make is to
questions 1 and 2. These questions ask students to select "all answers that tell how many". This was a
source of confusion for most students. None of the students in the class chose both correct answers on
both questions. One student chose both correct answers on question number 2 but not question number 1.
Rather than ask the question in this way, I would split each of these questions into separate questions.
One question would have the picture as it does in the test and ask how many with numbers as the answer
choices and one question would have students match the numeral with the correct written word.
Formatting the questions in this way would change the directions to ask students "select the answer to
show how many" and "match the number with the correct word". This eliminates the confusion of students
choosing just one of the possible answers or choosing all of them, but also still assesses their knowledge
of different ways to write numbers.

(REQUIRED) 4. Would you collect different or more evidence if you were to do this
assessment again? Why?
If I were to do this assessment again I would collect different/more eviddence. Instead of using this as the
final chapter assessment, I would use this as a review to complete with the class before the final test. The

math curriculum also includes an assessment similar to the one that was given that I would use in place of
this one. The assessment to be given as review would be used as additional evidence of student progress
toward the learning goals. I would do this to introduce students to the concepts presented and testing
environment before having to take the actual assessment. This would help students understand what is
expected of them.

(REQUIRED) 5. Was the implementation and timing of this assessment appropriate for this
class? Why?
With the exception of four students, the timing was appropriate for students to complete this assessment.
A majority of the class had no issues completing the assessment during the 20 minute center rotations.
The implementation of the test, however, was not appropriate. Testing during centers proved to be too
loud and distracting of an environment, even with testing dividers and students being away from the rest
of the centers.

(REQUIRED) 6.
In what ways would a different type of assessment (e.g., verbal response, multiple choice, short essay,
oral presentation, performance task) than what you used allow students to demonstrate their achievement
of the academic learning goal(s) for this unit?
A performance task would allow students to demonstrate their achievement of the academic learning
goals. Students could use manipulatives such as linker cubes to build towers as seen in question #7 rather
than write in the number. I could call out a number to the class and the students could build a tower of
linker cubes to match the number. Students could also go to stations around the classroom to count a
variety of objects that are set out such as crayons, books, blocks, etc. Instead of multiple choice questions
such as #1 and #2, students could hunt for different objects that have 1, 2, 3, 4, or 5 items. Students
could draw a picture of each object they find and write the number of how many there are.

B. For Student 1: An English Learner

(REQUIRED) 1. To what extent were the assessment directions and format clear and easy to
follow for the student? How do you know?
The assessment directions and format were somewhat clear and easy to follow for this student. There
were some questions that a majority of the class missed, including this student. There were several
questions that he missed that a majority of students answered correctly such as putting numbers 1
through 5 in counting order and one of the word problems. Besides the assessment verbiage, the ones I
gave to students seemed to be clear and easy to follow. I showed examples of how to bubble in an answer
as well as read each question aloud and worked with this student to ensure he understood what was being
asked of him.

(REQUIRED) 2. To what extent did the student achieve the academic learning goals for this
part of the unit?
This student met some of the academic learning goals of this unit. This student was able to show, count,
and write numbers 0 to 5, however he was unable to put numbers in counting order. I believe this was a
result of the assessment directions, however, and not his knowledge of the concept. This student scored an
18/24 which is a 75%. He made average progress towards the academic learning goals.

(REQUIRED) 3. How well did the student's assessment response correspond to the work the
student does on a daily basis?
(Was the response that you expected from the student?)
This student's assessment response was slightly below the work the student does on a daily basis.

(REQUIRED) 4. What different or additional type of evidence might you need to collect for
the student?

Additional evidence that I might need to collect for this student includes this workbook pages for this unit.
This would help me determine his knowledge of the concepts that he struggled with on the exam. I might
also collect the other assessment for this unit to see if he was having an off day or if his score truly
reflected his knowledge of the material.

(REQUIRED) 5. What does the student's response tell you about his or her academic
strengths and/or needs?
This student's response tells me that his strengths lie in writing his numbers correctly, counting numbers
to ten and showing ways to make the number five. His academic needs include putting numbers in
counting order and recognizing counting order when starting from a number other than one, as well as
identifying number names.

(REQUIRED) 6. Based on the student's response, describe next steps you would take with
the student to further his or her academic achievement in the content area?
Based on this student's response, and the fact that the whole class struggled with these concepts, I would
lead a lesson during intervention to work on counting order and number names. These are important
concepts to learn for academic achievement in math.

(REQUIRED) 7. Describe the ways in which specific adaptations you made to your
assessment plan did or did not work.
The modifications I made for this student included pre-teaching vocabulary and repeating directions using
simplified language. There was not a whole lot of vocabulary I felt necessary to pre-teach so the only
words that we ended up going over was sets and counters. I felt like he had a good grasp on what these
words meant though, so I did not feel like this worked or did a lot of good. The other adaptation I made
was repeating directions using simplified language. I simplified most of the questions directions quite a bit
and made them shorter and easier to understand. While this worked for some questions, it definitely did
not work for all of them as evident in the questions that were missed.

(REQUIRED) 8. In what ways did the assessment support this student's language abilities?
The assessment for the most part seemed to support this student's language abilities with the exception of
the few mathematical concepts he did not understand. A lot of the directions were short and simple such
as "count how many. Write the number". These straightforward directions supports this student's language
abilities.

(REQUIRED) 9. If you were to give the assessment to the student again, what changes, if
any, would you make? Why?
If I were to give this assessment to this student again I would allow him to orally answer some of the
questions such as saying numbers in counting order. I would give this option to him because he may have
known the concept but had difficulty translating his thoughts onto paper. He obviously knows how to write
his numbers so I don't think it is necessary to write the numbers in counting order. I would also use
manipulatives to help him visualize the word problems. Listening to me give oral directions may have been
too difficult for this concept and he may have answered correctly if he had something to visualize.

(REQUIRED) 10. What would be your next steps in planning to facilitate this student's
English Language Development?
The next step in facilitating this student's English language development is to pre-teach new math
concepts before they are introduced in class. I will also help this student activate prior knowledge of
concepts that he learned in this unit when we start chapter two. Finally, I will put an emphasis on key
vocabulary of the terms being used in the next chapter. These steps are all important in facilitating English
language development.

C. Student 2: A Student with an Identified Special Need

(REQUIRED) 1. To what extent were the assessment directions and format clear and easy to

follow for the student? How do you know?

The assessment directions and format were not clear and easy for this student to follow at all. He missed
most of the questions on the assessment and even in a one-on-one setting with me guiding him through
each question, he still did not answer correctly. While these results appropriately reflect his everyday work,
the directions and format did not make this assessment any easier for him to complete.

(REQUIRED) 2. To what extent did the student achieve the academic learning goals for this
part of the unit?
This student did not meet the academic learning goals of this unit. He was unable to show, count, and
write numbers 0 to 5, use counters appropriately, linker cubes, and identify number names.

(REQUIRED) 3. How well did the student's assessment response correspond to the work the
student does on a daily basis?
(Was the response that you expected from the student?)
This student's assessment response was what I expected from this student. His work was on level with the
work he performs on a daily basis.

(REQUIRED) 4. What different or additional type of evidence might you need to collect for
the student?
While this assessment was an accurate representation of this student's knowledge, I would still collect
additional evidence such as this unit's workbook pages to see if any progress has been made since the
beginning of the unit. If no progress is seen from the chapter to the assessment this is cause for concern.

(REQUIRED) 5. What does the student's response tell you about his or her academic
strengths and/or needs?
This student's response tells me that he is very behind and needs a lot of additional support. He needs to
work on all concepts that were addressed in this unit and it is important to continue practicing and building
this knowledge before he falls behind in subsequent units. I think his strengths lie in counting to numbers
one and two.

(REQUIRED) 6. Based on the student's response, describe next steps you would take with
the student to further his or her academic achievement in the content area?
This student needs to work on all concepts during Intervention and in the Learning Center. The special
education teacher will also work on these concepts with him. When I am able, I would pull him into small
group or one-on-one instruction. We would practice writing numbers, counting numbers of objects,
counting order, and identifying ways to make 5. He needs a lot of additional practice and guidance in order
to reach the academic learning goals of this unit.

(REQUIRED) 7. Describe the ways in which specific adaptations you made to your
assessment plan did or did not work.
The adaptations I made for this student included additional time to complete his assessment one-onone, pre-teaching vocabulary, repetition of questions, and using hand over hand or a highlighter when
writing his answers. Allowing him additional time to work with me one-on-one worked well and was
definitely needed. He did not finish his assessment during rotations and was in need of individualized
guidance. With this support he was able to complete the assessment. Repeating the question directions to
him also worked well. It seemed to keep him on task for the most part and helped him get through each
question. The adaptations that didn't work were pre-teaching vocabulary and using hand over hand to
write his answers. It was unrealistic to distribute the test to multiple students during centers and be able
to stop and help him with hand over hand with each question. I was able to help with a few questions, but
it did not work out as I had planned. Instead, I ended up giving oral instructions that we teach the class on
how to write their answers such as "make a candy cane, give it a shoe, that's the way we make a two".

(REQUIRED) 8. In what ways did the assessment support this student's language abilities?
This assessment somewhat supported the student's language abilities. For the first few questions, this

student completed with minimal guidance from me. He was unable to finish during centers, so for the
remainder of the exam I worked with him one-on-one. By doing this, his language abilities were supported
because he struggles with oral questions unless someone coaches him through each step and repeats
directions multiple times.

(REQUIRED) 9. If you were to give the assessment to the student again, what changes, if
any, would you make? Why?
If I was able to give this assessment to this student again I would choose to administer the entire thing
one-on-one from the beginning. This student has trouble focusing and even in the small group setting it
didn't work out as well as I thought it would. He really needed the one-on-one coaching that I gave him
during Intervention when we finished the remainder of his test that he didn't finish during centers. He
needed to hear the directions repeated several times and orally discussing what he thought the answer
was to each question before writing his answer.