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Student assessment profile

Matthew Thomas
The first student that I chose is student A. Student A is very withdrawn and that is one of the
reasons why I chose him. Some days he will have very little interaction with his peers or teacher and
often that interaction is negative. Sometimes while his teacher is talking he will pull out a book and
read, or go hide in a corner and read. He does have a couple of friends in his class but outside of that,
he is very quiet. I have tried to converse with student A multiple times, sometimes I am successful and
other times he pushes me away. I feel like he will sometimes try and make connections with his peers
but struggles to do so. His test scores are usually average or above average of the rest of the class. He
seems to struggle making new friends.
Assessment #1: Math chapter test
This assessment came from the My Math book and was created by McGraw-Hill. This
assessment was designed to assess the students knowledge in the content area of division,
multiplication, estimation, and division and estimation in the form of story problems. This particular
assessment had 20 questions, 11 of which were normal division problems, two were normal estimation
problems, three were estimation problems with in a story problem, two were division problems within a
story problem and two were multiplication problems within a story problem.
The reason I chose to administer this test is because our teacher, teacher A informed us that the
class was going to take this test and gave us the opportunity to help. I decided this would be a good first
assessment to help me see who my students were and where they lie on the academic scale, especially
compared to their classmates. I also enjoy math so that was another deciding factor in my decision of
this math assessment.

Chart 1.1

Chart Title
25
20
15
10

Student C
Student D
Student E
Student F
Student G
Student A
Student H
Student I
Student J
Student K
Student L
Student B
Student M
Student N
Student O
Student P
Student Q
Student R
Student S
Student T
Student U
Student V
Student W
Student X
Student Y
Student Z

(Source: Teacher A and math results)


Here in chart 1.1 we can see the results from each student in the class.
Chart 1.2

Math test
20
19.8
19.6
19.4
19.2
19
18.8
18.6
18.4
18.2
18
Student A

Class average

(Source: Teacher A and math test results)

Here in chart 1.2 we can see student A vs. the class average. In chart 1.1 we can see that the
class average was 18.75 out of 20 and that student A scored a 20 out of 20. He was slightly above
average and was one of eight students to score a 20 out of 20 on this particular assessment (see chart
1.1). For the record, there are 26 students in this classroom (see chart 1.1). We can see though that
student A was above the average of the class in chart 1.2.
I interpreted this data by comparing it to his peers to see if his social aspect affects his academic
achievements. As can be seen in chart 1.2 his social awkwardness does not affect his academic grades in
a negative way. If they are affected in a positive way that is debatable, or did he just score well because
he knew the content area well? This is debatable and honestly something that I do not have the skill to
measure. It was interesting to see how well he did on this test though.
Assessment two: Vocabulary test
Chart 1.3

Vocabulary test
11
10.8
10.6
10.4
10.2
10
9.8
9.6
9.4
Student A

Class average

(Source: Teacher A and test results)

This particular vocabulary test I created to go along with a vocabulary lesson that I had taught.
The test was designed to assess the students retention of the vocabulary words we had previously
learned. Six of the questions had a couple synonyms of the actual vocabulary word and they had to
write down the vocabulary word that matched its synonyms. The other five words were matching a
Spanish word to its English translation. The test therefore was out of 11 problems. I got my words from
a book this class uses called Caesars English. Caesars English teaches about the word, its root, and
sometimes has its Spanish cognate all in the same chapter.
In chart 1.3 we can see that Alejandro was one point below the average. Everyone in the class
except for Student A and Student B finished this assessment. I did not include Student A or Student Bs
results in the class average since they did not finish the assessment. Looking at Student As assessment I
believe he was just confused with one of the questions and for that reason did not fill it out. I, as the
person who made the assessment, take blame for that error. If I would have explained in better detail I
believe he would have also scored 11 out of 11 like most of his classmates.
I interpreted this data as a mistake by me more than an error by Student A. I recognize my
mistake and will make sure that I correct it so that it does not affect my students grade in a negative
manner again.

Assessment #3: Math benchmark


Chart 1.4

18
16
14
12
10
8
6
4
2
Student T

Student S

Student B

Student R

Student A

Student P

Student Q

StudentO

Student N

Student M

Student L

Student J

Student K

Student I

Student H

Student G

Student F

Student E

Student D

Student X

Student C

Student V

Student W

Student U

(Source: Teacher A and math results)


I decided to choose the math benchmark score so I could see how Student A retained all the
information from the past couple weeks. I was curious since he scored a 20 out of 20 a couple weeks
ago (chart 1.2) if he would do the same this time around. As we can see in chart 1.4 though he did not
finish his test in the time provided (roughly an hour). There were five students in all who did not finish,
however, three of them were lunch workers so they were not present when the test was handed out to
the class.
As I was going over the test results I looked over student As results. Although he did not finish
the test, he answered the three most missed problems correctly (they were missed by more than 50% of
the class). The average test score was a 14.3 out of 18 and as I was grading Student A had only missed
one problem after having answered 15 out the 18 questions. I would assume that he would have done

above the average again if he were to have finished, but it is only an assumption. I can tell from the
data though that Student A exceeds the average in math.
Identification of specific behavior or skill
I would work with Student A on his focus. He was given sufficient time to finish his test but
failed to do so (see chart 1.4). I would help him stay focused because progressively as the year has gone
by, he has lost some focus. This would be important to learn because as he grows older focusing is
going to be a key aspect he needs to succeed. If he cannot focus on work or school he will never reach
his full potential, and I know that the sky is the limit with student A.
For my action plan I would take three steps;
1. At testing time, put him in an area where distractions are eliminated.
2. Not let him take his reading book but telling him once he finishes that I will allow him to read.
3. Give him praise when he focuses really well on the tasks at hand.
If I were to have additional assessments I could see if my plan works or not. I would also like to give
a couple more assessments to provide me with more information before I put my plan into action. This
way I can have more data to support my claim.

Student B is very interesting to me. Last year in school he passed the academic tests to enter
into a higher level learning classroom. He was later denied because they also look at a social and
developmental aspect of things. His teachers said he was not ready to take this step forward. The only
problem with this was that he lost a year of school. Everything his teachers taught him he already knew
and he was able to coast that year and still was the smartest in the class. Well this year he was
accepted into this higher level class. This is a good thing, but this advanced class is a lot more in depth
and it has been a shock for student B. He has become lazy and not want to work, and now is not the
smartest kid in the class which is very hard for him to cope with. For these reasons I chose student B.
Assessment #1: Math chapter test
Chart 2.1

Math test
20
18
16
14
12
10
8
6
4
2
0
Student B

Class average

(Source: Teacher A and test results)


Here we can see that student B did not complete his test. He got to question number 11 of 20
and did not go any farther. He was provided with sufficient amount of time to finish the test (90
minutes) but did not do so. Most students were done in 30 to 40 minutes and for this reason I know he

was given the proper amount of time and then some. I chose this assessment for the same reason I
chose it for student B; to see where my students were. I did not know much about them so I decided
this was a good place to start. This test was in the MY Math and created by McGraw-Hill to assess their
mathematical skills as mentioned in student As section.
This data reinforces what I mentioned about student in the student description. It also lets me
know that he has no drive, no motivation to do these types of tasks. It also makes me wonder if he is
not afraid of punishment, or if he knows that the teacher will not hand out negative consequences for
his actions?
Assessment #2: Vocabulary test
Chart 2.2

Vocabulary test
12
10
8
6
4
2
0
Student B

Class average

(Source: Teacher A and test results)


I chose the vocabulary assessment to give me a different feel than the math. I thought that he
might not be that interested in math so I wanted to try something more in the literacy area to see if that
sparked an interest.

Here in chart 2.2 we can see that once again student B did not finish his work. This time, of the
11 problems provided he completed seven. He did the whole Spanish section and then answered two of
the English problems. It is evident that he answered the Spanish section first and then went back to the
most important section last.
After seeing these results I can tell that he will complete tasks that interest him. In this
vocabulary test he completed the Spanish section because it was interesting to him, but he did not
complete the English section because he had no interest. Has I previously stated, he has no motivation,
and when there is no motivation he does not finish the tasks given to him.
Assessment #3: Math Benchmark
Chart 2.3

Math benchmark
18
16
14
12
10
8
6
4
2
0
Student B

Class average

(Source: Teacher A and test results)


I chose to go back to math for student As results and to see if student B would finish the test or
not. I thought that maybe more of a literacy approach might help him to complete a task but I was
wrong.

Student B did complete more than half of his assessment, yet failed to complete it once again. I
was observing him more closely this time and noted that sometimes he would just guess. He had a hard
time focusing on his assessment and would make up any excuse to be able to leave his desk, (bathroom,
get a drink etc.). Once again he lacks the focus and motivation to really succeed right now. He has a
very high potential, it is something I have seen with him as a have worked one-on-one with him, he just
needs to see it for himself.
Identification of specific behavior or skill
What I identified and would work on if I were his classroom teacher would be his motivation. I
would try and figure out what motivates student B. What can I do to help him be motivated, stay
motivated and succeed? This would be my main priority with student B. He has friends, he has the skills
to succeed academically, and I just need to find out how I can get him to do it. What can I do to
motivate him either extrinsically or intrinsically? Because as can be seen from graphs 2.1, 2.2 and 2.3 he
lacks the motivation to finish his assessments.
This is an important behavior to have because if he is never motivated he will never unlock his
true potential. I want my students to be the best they can be, and motivation will play a key part of it.
Being motivated, or having something that motivates us is what makes us do the tasks that we do and
do not want to do in our lives.
For my action plan, I would also make three steps that are:
1. Find what motivates student B.
2. Incorporate it into the lessons in an effective and efficient manner.
3. Work with student B one-on-one with motivational plan.

Giving multiple assessments would help to see if my plan works or not. I think these three
assessments that I have written on have given me sufficient evidence to support my idea so I would
implement this plan as soon as possible. After implementing this plan for a week I would start to
assess student B to see if the plan has helped. I would stay with the plan and modify it throughout
the year until I decide that it is no longer needed.