Assessment Application and Analysis Report ELED 3420 | Dixie State University o By: Niccole L. Demke | éContextual Factors Accommodations and Modification Components Riverside Elementary School Information Riverside Elementary Principle: Burke Staheli 2500 South Harvest Lane Staff Developer: Melissa Diewe! ‘Washington, Utah 84780 ‘School Counselor: Janet Humphrerys (435)659-a760 ‘Secretaries: Teresa Gibbs and Melanie Holman ‘Contextual Factors ofthe Classroom Mss. Ingram’ thind-arade classroom i loeted at Riverside Elementary inthe ‘Washington County School Distt. Mrs. Ingram’s class isa GATE/ALDP (Cited and Talented Edhcatio Advanced Leaming Placement class. Al students ae required to pass an entrance exam that i provided by the school dre. Stents are recommended ta the program by parents, teachers, school administaton, or even a neighbor, Riverside offers GATEVALP classes to students in the 3°, 4% and 5* grades. Gender | Gender Mrs. Ingram's Class ‘Gender Mrs. Ingam's Clas a ° 5 0 6 20 Graph 1. ‘Provide by Mrs. Ingram) Assessment Applicaton 1Graph 1.1 shows the gender breakdown in Mrs. Ingram's class. Her class consists of twenty-six students, 8 girls and 18 boys. The students range in age from 7-9 years old. CRT Scores CCRT scores are not availabe at this time. DAZE Scores 2» 2s student #16 Student #17 Student student m9 Student 120 student 122 student 126 student n12 student nis Graph 1.2 (Provided by Mrs. Ingram) Graph 1.2 shows the classes DAZE scores. For the beginning of the school year the students DAZE score should be at 8. There are afew students that are just above the 8 witha 9 but the majority ofthe clas is well above the beginning level. The highest DAZE score was a 31 bby Student #14. The DAZE scores area score ofthe student's comprehension ofa given text. English Language Learners (ELL) ‘There are no ELL students in Mrs. Ingram’s 3" grade class. According to the Washington ‘County Schoo! District Demographics 2013-2014 report found on The Washington County ‘Schoo! District website washk1?2.org, Riverside Elementary only has 18 ELL students in the ‘whole school. OF those 18 sade Tent in Wome —— (WiP fase ¥/ Assessment Application 2Free or Reduced Lunch Lunch Whole School ‘= Lunch Whole Seho0! sessBee Graph 13 (Source: washk2.o%8) Graph 1.3 shows that Riverside Elementary has 157 students that receive free lunch and free Reduced 65 students that are on a reduced fee lunch, The information was not available for how many students in Mrs. Ingram’s class were involved in fre or reduced lunch fees. Special Education (SPED) ‘There are no SPED students in Mrs. Ingram’s class, Riversi Elementary has 55 SPED studeats. Riverside is big into students being inthe classroom as much as possible. Only afew students are actually in the SPED room all day long. Accecenent Appiiation 3Graph 1.4 (Bource: washk12.org) Graph 1.4 isa view ofthe diversity at Riverside Elementary. As you can tell there isnot a lot of diversity. The majority ofthe students are Caucasian with 593 students as of 2013. There are 10 Asian students, 8 Affican American students, 35 Hispanic students, 4 Native American, Islanders. Mrs. Ingram’s class consists of 23 Caucasian and 3 Pacific ‘Assessment Appliction &23rd Grae sath Grade sesth Grade GraphS SCR: was 20) Graph 1.5 shows the GATE stent t Riverside lementry. Ther are 26 GATE students in the 3" grade, 8 girls and 18 boys, 27 GATE students in the 4" grade, 11 gitls and 16 boys, and 26 GATE students in the S* grade, 8 girls and 18 boys. Diamond Valley Elementary is ‘the ony other schoo inthe Washington County School Distt tht offers GATE/ALP clases “There are clases inthe dst that promote higher arin but none that are ofcially ‘GATHALP classes. Assessment Application SReadiness Levels th Grade Level sth Gr 7h Grade evel sareadng ‘th Grade Level Math {th Grade Love! Graph 1.6 Graph 1.6 shows the readiness levels ofthe 3 grade GATEV/ALP students. All ofthe studsnts in Mrs. Ingram’s class are above grade level in Math and Reading. To test into the GATEJALP classes the students need to be 2 grade levels above in Math and atleast 1 grade level above in reading. At the time of this report the students Math scores were not available for the grade level the students are at. The assumed level for this report is 2 grade levels above their actual grade level. Assessments ‘Assessment #1: Math Benchmark: ‘Mrs. Ingram administered the Math Benchmark west wo her students, Because It was & bbenchmark test she was unable to give the students any help while they were taking the test. Befere taking the test, Mrs. Ingram reminded the students that all ofthe questions that were on ‘the tst were similar tothe ones that they had reviewed the day before in class. Mrs. Ingram had Assessment Application 6looked over the benchmark test and created problems of her own that were similar to the test (questions. She also reminded them that this was nota timed test and that they could tke their time and that when they finished with th test tha that should read ther library book while the other students finished the test Itis hanl to say if T would have helped prepare the students differently for this test. When ‘taking a benchmark test the teacher is unable to give any prompts tothe students or offer them any help. The tsacher is just able to tell the students to do their best. feel that Mrs. Ingram prepared her clss tothe best of er abilities. She had to hope that what she had taught ker students had sink in ‘The berchmark tests given tothe students to tet their knowledge on Math problems that have been leamed in the last few chapters. This benchmark test was for chapters 1-3. The students were tested on Place Value, Addition, and Subtraction. The students had to show ‘understanding in word problems for Addition and Subtraction, The word problems were somewhat tricky forthe students. The students asked a lot of questions and I ended up just telling, them to do thei best and use what they thought was the best answer. There were a few problems ‘on putting the numbers in order from least to greatest ‘The stents took this test on the computers in the computer lab. The students eech had their own computer where they could take the test. The room is setup so that the computers are lining the walls all around the room and then there isa center table that has more computes on in, There is notreally an easy way for a student to see the screen of their neighbor. They were logged into their Schoology account where the test was uploaded to. Before the students began the test and Mrs. Ingram was giving directions on what the students should do when they finished ther test she handed out a paper copy of the test. She explained to them that they would ‘Assessment Application?need to show all of their work on the paper and color in the correct bubble. Then click the correct ‘answer on the computer, This way she could check all of their work and see where the students ‘were making mistakes. It was also a backup for her if there happened to be & problem with the ‘computers ori they students accidently clicked on the wrong answer. She would be able to ‘comet their score in the computer based on their answers on the hard copy. As soon as the students finished taking their test and clicked on submit they were able to see ther scores right away. The students went dov to take the tet after they eturmed from P.E. and before they had too to lunch. One of the problems thatthe class ran into wien taking the test was that they ran out of time, some ofthe students had not finished their test when it was time to goto lunch Instead of keeping the students from lunch Mrs. Ingram sent them to lunch and then had them come back and finish thir test after lunch recess. | think thet this could have been harmful tothe students that had to take a break during the test, Because they felt rushed to take the test they ‘may not have done their best work. They also had to come back in from recess and then refocus ‘on the test again. ‘There were afew students that were complaining abit about having to take the test but ‘Mrs. Ingram had a deal with her students that if they could get 100% ofthe class proficient that they would have a class party. A majority ofthe students were excited to go in and take the test so that they could see ifthey had eamed a party. ‘Whole Class Analysis: KEY? Conect Tngorest |X Assessment Applicaton 8IM 100 aM 100 aM oF w oF 7M 5 =M oM 5 TOF 100 TF iF S 3M 100 aM 100 15M 0 16M w 17M 30 TM 3 1M e 20F 2M Lx al B 2M 35 ‘Assessment Application 9BF TP xPT PP PPPPPPP mM tee ee aM yp PP ee ET mM TP ee Ed ‘Table ‘Table 1.1 shows the student's scores onthe benchmark test. I ists the students by umber and has an Mor F designating male or female. The problem numbers ae listed across the top ofthe chart and each X stands fora missed problem, ach ~ stands fora comectenswer. ‘There were no absent students the day ofthe test so everyone has a score. The overall mean of the test is 291% with the high being 100% and the low 75%, Incorrect Questions ssIncorect Questions “ se ‘ A MULL, ‘was worded gota lot ofthe students mixed up. They struggled to understand what the question ‘was asking them to do. Questions 15,17, 18 & 19 will ned to have some small group review on Assessment Application 10the content that was covered It appears that afew of te students struggled with these questions. Questions #6, #7, #8, #10, #12, #14, #16, and #20 were all answered 100% correct. 5 students ‘got 100% on the benchmark test. Benchmark vaetocones | seme ncoret a “Graph 2.2 (Provided by Mrs. Ingram) Graph 2.2 shows the rato of incorrect questions by gender. The boys missed a total of 26 ‘questions out of 360 questions. They had a total of 92.7% correct on the benchmark test The Bitls missed a total of 15 questions out of 160 fora total of 90.6% correct. ‘Assessment Application 11Question #2 beh 4 Graph 23 "Provided by Mrs. Ingram) Graph 2.2 shows how many students correctly and incorrectly answered question #2. 48% of the class missed question #2. A larger percent of boys got question #2 correct, ‘of the Math benchmark test that was given, I would go back and reteach my students how to correctly understand the verbiage in question #2. Because such a large number of students missed this problem, I would know that either I did not teach the concept correctly or thatthe students did not understand the concept. One way I would try and help my students would be to try and teach them a different strategy then I did the first time as the benchmark testis proof that my students did not understand the concept the first time. Besides question #2, there isnot alot more that the students would need to be retaught. In ‘small groups I would review questions 13, 17, 18 & 19, he student's overall scores show that they are proficient in all ofthe other concepts that were offered on the benchmark test, Student #21 got the lowest score on the benchmark test. may consider getting him some additional help Assessment Application 12to help reteach the questions that he missed and give him a bit more exposure to he concept. It is possible that he just made a small error inthe questions or is just @ nervous test aker. Tis is an ‘example of needing to know your students and knowing if they have any fears atout tests or if they are anxious test takers | feel that Mrs. Ingram handles her students wonderfully. She knows about thei ile (quirks and what makes them tick. She is aware of how they will actin certain situations and how to diffuse them if something does happen. It goes to show that one of the best things asa teacher that you can do is get to know your students on a personal level and get to know what makes them work. These students depend on you to help them in any way possible, This means knowing them inside and out when they may not even know themselves. student #22 student #7 5% 88% OK DOK IK 82% GK SAX GSK 26H Graph 24 (Provided by Mrs. Ingram) Graph 2.4 shows the percentage 3 students received on the Benchmark test The high 95% and the low is 90%. According wo the scores ofthe 3 individuals chosen for comparison, the ‘Assessment Application 13scores were very similar tothe rest ofthe class, Student #7 and #20 both missed question #2 just like 48% of the class, Student #20 missed questions #2 and #16, Student #7 Analyst ‘Stadent #7 was chosen for an in-depth analysis because he is the youngest student inthe clas, Student #7 was chosen fran in-depth analysis because he isthe youngest student inthe lass at 7 years old He also is one ofthe brightest students inthe class. The aly question he ‘mised on the benchmark test was #2 ust like most ofthe class instead of rounding the numbers he subtracted them, The verbiage “About how much” confused him. Tis student was quite upset ‘with himself that he id not seore 100% the person siting next to him. He had shard time understanding tht missing 1 problem was great accomplishment, not something tobe upset about, Student #7did not show any signs of being nervous for the test o any problems while taking th test. See Appendix A fr actual assessment Student #7 Synthesis: Student #7 dd well onthe test and was prepared for what to expt He did nt seem to struggle on the test and looked asi he felt sure of himself One thing that I would do for him is to make sure that he understood what all ofthe questions on the test were looking for. As teacher, I would have looked over the benchmark test and noticed tat some ofthe wording woud be hard forthe students to understand, I had noticed this I would have made sur tha xpline to the students what the question was asking before taking the test Because Iam not this class fll time Lam not positive onthe words Mrs Ingram used to desebe estimating 8 rurber. do think tat she could have explained to er students that question #2 was looking for estimating. Even if it was inthe review she issued from the day before. ‘Assessment Application 14Student #20 Analysis: Student #20 is one ofthe highest students inthe clas. Gong into the test student #20 id show some reservations on taking the test. Walking into to take the test she sated some concerns she had about taking the test. During the test she asked a few questions but was always given the same answer, “Doth best that you can” and “What do you think? Choose the one tat you tink {isthe best answer" After completing the test, Stent #20 acted lke a big rock hd been removed from her shoulders. Stadent #20 missed two questions onthe test but appsared tobe comfortable with hr results, Student #20 may have rushed through the tet quickly so she could read her book: She was one ofthe fst stents inihed, When she gets into «good book tis hard to Keep er focused or onthe ask at hand, She begins todo adequate work and doesnot put inher full effort in completing things. See appendix B for actual assessment. Student #20 Synthesis: If student 20 was on of my students one ofthe things tht I would make sure Itold her ‘was that she needal to slow down and tke er time. thnk that if he had not bee so rushed vo finish and read her book she would not have made the mistakes she dd onthe test and would have goten a higher sore. Not that her 90% was not good sore, Ijust fel hat she is capable of abetter sore, However, one cannot know what s happening ina stdents life outside ofthe classroom. As a teacher you want to make sure that you know your students so that you are ble to recognize if something is off or if your students are not aetng as themselves, When you do see something you ned tobe willing to work with he student o that they can reac thei highest potential. ‘Assessment Application 35Student #22 Analyse: Student #22 vas chosen because he has a hard tine siting alin clas and speaking out oftur, He isthe closest thing toa behavioral student in the clas, Stent #22 never shows ear in anything he does Hes outgoing and bit wid Hes always speaking ow of tum and geting in rouble fx Student #20 really struggles to know when itis appropriste to share a comment ‘and often forgets to raise is hand if he has something to say. He i also Very bright and has alot to say about what is teing discussed in class. Going into the benchmark test the teacher pulled him aside and let him know what was expected of him and what would happen if she had to ‘come and talk with him during the test. Student #22 behaved very well during the test and was ‘excused to goto the library as soon ashe finished his test. Mrs. Ingram removed him from the room when he was finshed so he would not become a distraction to the other student stil ‘completing their tests All ofthe other students stayed in the computer lab to read quietly while ‘everyone finished up. See appendix C for actual assessment. Student #22 Synthesis: (Overall, 1 feel that student #22 behaved remarkable well during the testing time. Ithinke that I would have done the same thing that Mrs. Ingram did and had the student leave the room as soon as his test was completed. The fat that he gets off topic and has a hard time staying focused for long periods of time would have made ita difficult thing to not bug his neighbor. ‘Being removed from :he situation helped not only him get up and move around a bit but also helped all ofthe othe students taking the test. I think that i it were me I would have spoken to the student before the test and let him know what was expected just like Mrs. Ingram di. However, I would also have him set some consequences for what he would have todo if any of Accecemant Appiiation 16the rules were broken or if'| had to return to speak with him about an issue, This holds the students accountable for their ‘Assessment #2 Chapter Test, Form 3B: “Teaching tudes how otake an end of chapter etn Math can be a sige. The testis straight out of a Math book and each test canbe diferent. This test was for Chapter3.The test covered multiple waysof sting up Muliplication problems. Preparing the students to take this test would require a review of how to read and understand story problems. Reviewing withthe students the way that they would rea the story problem an then how they would figure out ‘what the problem was asking them to do. It asking you to solve a problem? Is it asking you to sive th information ht isnot neded? Ee, Knowing what the problem i asking is half ofthe question, and thea beng able todo what the problem is asking isthe second par. Preparing a review for the students to complete the day before the test thats similar othe actual test can help the students not be as surprised when the actual est comes around. It will be helpful to them to understand what is expected of them. ‘The students spent the last week leaming about multiplication story problems, using counters o solve muliplication problems and seting up arays, During the week students crested arrays using different colors to signify the different items they were counting. They were sent home with graph paper and mutpicaton problems that they needed to draw out the aay for: Students worked on figuring out what a sory problem was asking them to solve and then how to atthe information out ofthe story problem that was required to answer the question. Sometimes the story problems hed information that was not needed in the actual questions and the students ‘were asked o signify what that information was that was not needed. The purpose ofthis ‘assessment is to test student knowledge on setting up multiplication problems inthe form of Assessment Appication 17,story problems and using counters and arrays, The tests can measure what the students understand and what could possibly need re-teaching, ‘This test was issued in the regular classroom. The students were in their assigned seas. “The test was issued just before lunch time, which isthe usual time for Math, Mrs, Ingram tries to keep the students on a regular schedule so they know what to expec: every day. Before handing ‘out the test Mrs. Ingram had the students pull out their offices. The offices are folders that are set up that block off their desk so that no one can see ther answers. AsMrs. Ingram was handing ‘out the tests she reminded the students thatthe questions on the test will be just like the ones that ‘were in their homework for the last week. She reminded them to take their time and to show all of their work on the page. Whole Class Analysis Question #1 ‘Question #2 Question #3 “Find the unknown” ‘Find te unknown Use counters o model 6 groups of 8 How many s groups of 2 = Ed rows ore = Ed Counters aiogether? ity OX2 2 Ni xe ail XS {count Using counters 2 Counting 2 Sotupa counters rulipicaton Sentence. + Understand what the story problem is asking + Counting counters ‘Quostion #4 Question #5 Question #6 Use counter model 6 groups of | There are 6 clowns at the | There are jugglers. 6. How many counters: ‘circus. Each clown is Each juggler is juggling 4 Siigeer? holeing baloons. How | scarves How many + Multiply 6X6 many balloons are the ‘scarves are they juggling 2 Setup’ mutipscaton | clowns noaing atogeter? | na? sentence + Understand what | + Understand what + Understand what the stoy |" the story problem is | "the story problem probiom sacking, sting ‘seskng + Count using counters + Setup vutipicaton | + Satu sentence, Mapleton Assessment Application 28= Multiply sentence. + Multiply Question #7 Question #8 Question #9 The circus has 3 ions in each | Mr. Martin went with his | Writ two multiplication ring. They have 4 rings in the | three boys Cal, Ken, and | sentences forthe array. tent. How many tions do they | Kurt to the circus. They © Know what an ‘have in al? spent $8 for each ticket array is. ‘+ Understand what the story | How much did they spend | +» Understand how to problem is asking, altogether? read an array. + Setup Mutiptication ‘+ Understand what + Know how to write sentence, the story problem is ‘multiplication + Multiply asking sentences. + Setup Multiplication sentence. + Multiply Question #10 Question #11 Question #12 Use the table to solve. Kim can | Draw an array that Write two multiplication ‘choose one sandwich and one | represents Sows of 6 _| sentences for the array dink for her lunch. She can have | squares. How many ‘above using the ‘ peanut butter, ham, turkey, or | squares altogether? Commutative Property of ‘cheese sandwich. For a drink, + Know what an array | Multiplication. she can choose water, soda, fruit 's. = Know the juice, or mil. How many diferent | + Know how to draw ‘Commutative lunch combinations can she an array. property. make? + Multiply 5x6 + Write a ‘Understand what the ‘multiplication problem is asking sentence. + Setup a mutipication + Know what an problem, array is, + Read a tabi. Tables (Provided by Mrs. Ingram) Table 3.1 shows the breakdown of each question that was on Chapter Test, Form 3B. Each box contains the actual question that was asked and the information that a student must know to answer the problem. Acecsment Appliatinn 18‘Conect Tnearrect we Student 7TY]8 [9 Wi Mya]% iF ea 2M >t XX] [> 8 3M ee a a aM |x] [ot SF =P Tp oF = > Pee ffs ™ > Tk ff pt BM ee OM TX] [Pt 10F > Te [> > Je [100 uF > TPR qe |e QF >I T= f= [> [> [rom iM = [> [Xie aM [RI | pt SM ca a a a ToM = f= PX = [XY fae 17™ ae 18M ~)X]- [pt ‘Assessment Application 20BMT] > PT» mF aM | BM BFP eT mM Ee aw ff Pi i 1 em |= Table3.2— Provided by Wis naam Table 3.2 shows breskdown of the students scores for Chapter Test, Form 3B. The lable contains he student's number and has nM of F designating male o female, The problems are listed aerss the top ofthe table and each X represents a missed problem. Each ~ represents a correc answer. The ovr al average ofthe test is 96%, The igh sore was 100% andthe ow as 83% det recived 100% on he te 4 a wren 100K one marth Incorrect Questions 4 Incorect Questions » | TF | lL: 2 ee SOOIELLS) SSS S Assessment Application 21 = *Graph 3.1 (Provided by Mrs. Ingram) Graph 3.1 shows tht Question #8 was one the clas struggled to answer correctly. The ‘way the question was worded was abit confusing tothe students. Questions #1, #2, #3, #8, #5, and #7 wer ll answered 100% corect. 1 student missed Question 46,4 students missed Question #9, 5 students missed Question #10, 2 students missed Question #11, and 1 student missed Question #12. Chapter Test, Form 3B sae incoret ‘a Femal correct | Graph 3.2 (Provided by Mrs. Ingram) — Graph 3.2 shows the numberof incorrect questions that each gender received. The boys: ‘missed 16 questions and the girls missed 7. They had a total of 96% on the Chapter Test, Form, 3B, This test was for Chapter 4 Assessment Appikation 22Question #8 ‘= Question #6 oyslncorret Gsincrtect Boys Correct Gils Correct Graph 3.3, (Provided by Mrs. Ingram) Graph3.3 shows how many students correctly and incorrectly answered Question #8, A ‘greater number of boys answered the question incorrectly; however, there are more boys inthe lass so a higher percentage of girls missed the question. ‘Whole Class Synthesis: ‘The whole clas scored a 96% on the Chapter Test, Form 3B. Question #8 was the most ‘missed question. This question was confusing to the students because when figuring out how ‘many people to count they left out the father and just calculated the three boys. Because so many ‘students missed this problem it would be one thatthe strategy would need to be retaught to the class. This type of question would need to be reviewed again with the studentsto verify that they. understand the concept of counting 4 people when it says a person's name and 3 others. I think that ths was an easy mistake to make and that ifthe students would have read the problem slowly and really thought about what it was asking they would have gotten the answer correct. A. small review is needed forthe class to read a chart and figuring out what the information the Assessment Application 23_questicn is asking you to get off the chart. Judging by some of the answers, it appears that the studens were not sure what information they needed to use fom the chart. Itey would have ‘own what information to we and how to seit they possibly would have gotten the answer z 4 come eo E | aera stadt ee han fest any. He sugges wil aking testa goup setting with other students. He will get worked up every time another student finishes before him, He can know all ofthe answers tothe questions that are being asked but because he wants to finiss frst he will get problems incorrect. Sometimes he will miss the easiest problems because he does not take his time and read the directions carefully] Student #2 scored an 83% ‘the test Tha is the lowest percentage that was scored on the test, He missed questions #9 and #10, Although he has the lowest score out ofthe class, he did get Question #8 correctly which ‘was the most missed question, See appendix D for actual assessment. Student #2 Synthesis: ‘Student #2 would do much better on his tests ithe teacher didn't have the students turn in theirtest when they finished. This would keep him from over reacting when someone else finished their test. The anxiety caused by not finishing first forces him to rush to finish and make ‘mistakes. Another accommodation that could be made isto let him take his test inthe hallway ‘where tere is no students to compete with. He could take the test atthe same time as everyone clse jus: ina location that there are no other students. By giving him a quiet time to complete his test anda time when he is able to enter back into the classroom, he is abe todo his work and ‘even recheck it if he has time. I think that this wll help to improve is test scores. Everything to ‘him is arace and be is used to being first. Now that he isin an ALP/GATTE class he needs to Assessment Applicaton 24realize that he will not always be first but that it does not make any les able to pu in his best effort. t may not alnays be possible to have the student est ouside ofthe classroom, but placing him in apart ofthe room thats the least likely to bea distraction may be belpfu Having him face his desk towards the wall and away from the rest ofthe class could be 2 way to ‘keep him from racing to finish ist. ‘As stated previously, Student #2's biggest seue isthe environment in which he takes the test. There is no guarantee that changing the environment will make hs test anxiety go aay. ‘Working with your stderts I-on-1 and getting to know what works for them will help them in the long run and you as vell. Working on some test taking strategies with him may also help to calm him before he begins a test and help him to feel better prepared forthe test. Student oak, full of energy and struggles to sit still. On a daily basis, and multiple times ‘by, she is reminded of where she should be a. She can be found wandering the classroom ‘often distracting ther students, Student 6's Math skills are above grade level; however, she lacks the confidence in herself think she is doing things comely. While taking the Chapter ‘Test, Form 3B she raised her hand 7 times to ask if she was completing a question correctly Thyoughout the test she would ak to herself an jump up out of her chai in fustration or excitement at finishing problem. Student #6 was a distraction to her neighbor who ended up asking to move to sit ina diferent spot to finish their tes, Student #6 scored a 91% onthe test © and only missed Question #8. See append F TOF att ial Assessment. “Sudent #6Synibesis SSS ‘Student #6 was first described as having the energy ofa person that has had 7 cups of coffee before coming to school each morning. Her energy levels are out of control. This eauses Assessment Application 25‘an issue inthe classroom quite often because Mrs. Ingram is constarly reminding her to be in her seat and to leave her neighbors alone. Student #6 comes across a a bright but needy child ‘She is looking for attention and knows wht she needs todo to get it When taking the Chapter ‘Tes, Form 3B she would make frustration noised which would bring over the teacher to see ‘what was going on. She would explain that she was stuck talk tothe teacher for a moment about the problem and then be abe to answer it no problem without any help from the teacher on the actual problem. This occured multiple times. By observing Student #6 it woul appear that moving her desk near the teachers desk could help her with her need to be noticed or approved of Having her siting near where the teacher is eaching the lass or working on something while the students ar testing would make it so tha she is more acessble othe teacher to help. This ‘canmake it so that fa distraction occurs the teacher is nearby and abe to help before i tums inte a bigger problem and other students are getting distacted. ‘Student #10 Analysis: ‘Student #10 is the op ALP/GATE student inthe 3" grade. Ske scored 100% on this assesment, She waste first student to finish the assessment Her ate towards taking the test id not act nervous or worried about taking the est. The environment had arson fet on er. One wens tht se coming fom Suen #10" aude that ee wi not | be prepared for how to handle failure. Up to this point she had not enperienced it. This will be @ big hurdle to cross when she realizes she is not always right. See appendix F for actual assessment. Student #10 Synthesis: ‘Student #10 does not appear to struggle in this clas at all. She is already in an ALPIGATE class but she needs more differentiation. Student #10 is very right and does not ‘Assessment Application 26appear tobe challenged enough during class Her attitude about even beng in class is that she is the smartest and that she can dono wrong. One day’ she will find out that she snot the best and fastest at everything, Finding work that challenges hers a challenge butt neds to happen Otberwise she wil ust be siting in class no leaming anything. Finding way to extend her even higher than is leady happening is necessary. By working with other teachers in th school it would be posible to find work that would extend her up even higher than she i now. She i already doing work on a 5* grade level, but working with the ALP/GATE teacher that is over the 'S® grade could be a starting place. Graph 3.4 (Provide by Mrs. Ingram) Graph 24 shows the percentage of 3 student's assessment scores, Student #2 missed 2 (questions and received an 83%, Student #10 missed 1 question and received a 91%, and Student fe ‘ae Assessment Application 27 #10 received a 100% on the assessment.Assessment Linking Verbs ‘Thisassesment was a writing assessment. When teaching the students how to do this assessment, there was quite abit of modeling going on fr them to see and hear what was expected of them. The stents completed a graphic organizer to rainstor ideas to sein thee sentences. They listed out diferent ideas that coud go inthe is, are and am sentences. The sraphicorgnizers had thre columns to write down each ides, ter the brainstorming activity the students were asked to write Five complete sentences using the linking verbs am, ae andi ‘The students eared about linking verbs and how o comely we them in sentence ‘Aller the lesion te students were asked to use the linking verbs a, ae, di in ive complete sentences. The students were given ample time to ask questions while they were writing their sentences ani were also given ideas on what to write their sentences on. The students were reminded thet a comect sentence must contain capitol etter and some form of punctuation st the end. The assessment will judge ithe students are able to listen to diections, form a complete sentence, and us the linking verbs corey This sessment was given during the grammar portion ofthe day, Grammar is aught Fight ater P. The students rtum to the classroom after spending 45 mints out doing some sort of physical activity. At this ime the students have been able to get outand move around and ‘ge out all of their energy. There are days wher itishard to get the students sted back down and get back nto the learning mode, The dy ofthis assessment was one of them. The stents had played a game during P.E. and wanted to tell the teacher all abou it. They struggled to ste doy and get on task. It took abt of time forthe teacher to pull everyone back together and get them working, During the assessment there were sla few conversations going on about the activity from P.E, This is part ofthe reason that some ofthe students did nct hand intheit Assessment Application 28assessments. They were too preoccupied talking about P.E, that they were unable to complete the assessment. ‘Whole Class Analysis: ‘Question #i ‘Question #2 Question #3 Write acomplete sentence | Write acomplete sentence _| Write acomplete sentence ing linking verbs am, are, or + Know what a linking verb is, using linking verbs am, are, or + Know what a linking verb is. ing linking verbs am, are, oF “Know what linking verb is. + Know how to setup a +Know howto setupa | *Know how to setupa complete sentence Cepitl at | complete sentence (Capito at_| complete sentence (Capitol at the bepinnng, puncwation at | the beginning, punctuation at | the beginning, punctuation at the end, te) the end, et). the end, et.) * Know what is need + Know whats needed ina | + Know what is needed ina complete sentence (Verb, | compete sentence (Verb, | compete sentence (Verb, subject, et). subject, ec.) subject, et) ‘Question #4 ‘Question #5 Write acomplete sentence | Write complet sentence using linking verbs am, are, or + Know what a linking verb is, + Know how to set up a inking verbs am, are, oF ‘+ Know what a linking verb is. + Know how fo set up a ‘complete sentence (Capitol at complete sentence (Capitol at the beginning, punctuation at_| the beginning, punctuation at the end, etc). the end, et.) ‘Know what is needed ina | + Know what is needed in a complete sentence (Verb, _| complete sentence (Verb, subject, et.) subject, et). Table 4.1 ‘Provided by Mrs, Ingram) ‘Table 4.1 states the question that was asked ofthe students ia writing thelr linking verb sentences. It also shows what information the students need fo know to be able to write their sentences and what the question is asking the students to do. Accoccmeat Application 29KEY: Correct a Tneonrect | Nottumedin | ‘Absent x Sudet]T [2 [3 [4 [5% re ae a mM [> [> x [> Tx [eo 3M [ojo [ojo Jo Jo aM [0 oo }o |e 3F [= |> [> [> [- {100 oF [o]o o [0 ™ |= |X| [> [x [o aM | [xX]. [> [x fo mM [0010 |e 0 fo iF {0 [0 Jo fo Jo fo uF [- [> | [x | |e mF [> [> [> p00 wM > f= f= [=] p00 Ca a a mM | ]- |x]. [xo vem |- |- |- [x |x ]@ ‘Assessment Appleation 3017M Eye 18M = p08 1M KA [A ATR [20F > [= [= p00 2M > [> ex [eo 2M = = [= p00 BF == Y= ao 2M 7 [> [x [oo aM [> [> = |x [ao 26M = > f= p00 Table 42 (Provided by Mrs. Ingram) ‘Table 4.2 shows the breakdown of student scores from the linking verb assessment. Student #19 was absent and does not have a score. Students #3, #4, #6, #9 and #10 did not turnin, ther assessment. This assessment was not a hard one but the students were too busy talking about the PE activity they had just completed to focus on thei assessment, However, he students did understand the inform was thught. During small groups the students ‘completed all ofthe activites. Because not all ofthe assessments were collected Mrs. Ingram is _mahing the students redo the assessment as homework and bring to class at ate time, ‘Assessment Application 32 2 1 (Provided by Mrs. ngram) Graph 4.1 shows how many students by gender and whole class did not tum in their assessment, mised 2 sentences on ther assessment, missed 1 sentence on thir assessment and ot 100% on the assessment. There are a higher numberof boys tht did not tum in the assessment an that missed more sentences than girs, According to the graph, this assignment was more ofa srugele fr the boy than the gis. (ne ting hat can be done to improve the tudes assessment cues on this tests to go back and make sure that al the students understand exactly what is expected of them. Quite a few of the students got a sentence wrong because they didnot add any punctuation to their sentences, Aer observing the sores thatthe students received on this asessment itis clear that ‘reteach is meded on proper structure of sentences << Fpl De Student #1 Analysis: ‘Student ##1 was chosen for an in-depth analysis because she is one cf the students that just ‘lend in with the rest of the clas. She is a High Level Learner but she is justin the middle of the Ascesemnt Appleinn 37a ‘eck. She isnot on the Supgphigh end or the eGpsbow end ofthe High Level Learners, Stadent +1 wert above and beyond on this assessment. She was asked to write 5 sentences using the linking verbs are, am and is, Student #1 wrote 7 sentences and wrote them all comectl. She used proper punctuation which was something that most ofthe students missed questions because of See Appendix G for actual assessment. Student #1 Synthesis: Student #1 isa great example to the clas. She is always completing all of her work and ‘ties her hardest to stay on tsk and acting in a respectful behavior. er sentences were right on the spot and her work shows that she understood the concept of linking verbs. Student really ‘worked hard at creating sentences that had meaning and depth to them. She pondered on what to ‘write and really put some effort into them, The environment around her may have been a bit Aistractng atthe time ofthe assessment but she di not let it hinder her one bit. Her knowledge Of the information shows in her work and it is something that she should be proud of accomplishing. The students were a bit overzealous in their conversations about PIE. and struggled to stay on task a lot, Student #1 was a good example of what the students should be doing and her work shows it. It is fun to talk about different things you did in P.E. with your ‘lends tn class but deve i ie al place for ha and wen dhe ence says ifs te wo get dwn to work then that means i stime to get down to work Student #5 Analysis: Student #S was chosen because at the end ofthe esson some ofthe students were asked ‘shar their sentences and she was one of the students Student #5 struggles to speak in front of ‘the class and was very uncomfortable sharing her sentences, She ony shared one and she spoke ‘so quiely that it was hard for anyone to hear. However, her sentences were right on point. Even Accaccment Appliatinn 32‘though they do not show as much indepth thought as student #1 showed, each sentence has the required information that was needed and is completed accurately. Siydent #5 created five sentences using linking verbs just as was asked of her, Student #5 received 100% on this assessment. See Appendix H for assessment, Student #8 Synthesis: ‘Student #5 strugaes to be up in front ofthe class and has a really hard time speaking in ‘front ofthe class. This does not mean that she is nota bright student. All children go through a phase where they struggle with public speaking. It is « fear that has crippling effects on the student, Student #5 shared one of her sentences with the class even though it was something that terrified her. Ske is working hard at coming out of her shell and being more involved ia the class activities. Even though she received 100% on this assessment does not mean that thee are not things that can be improved on. One thing that Student #5 can work on is being more creative ‘with her ideas. Her sentences, though correct in what was asked of her, lacked any creativity. ‘The sentences she used were similar to the ones that were used in the learning activity that her small group participated in. Because of Student #5's lack of interaction with the students during class time, the disruptive behavior ofthe student didnot affect her assessment score. She was able to focus in fo the task at hand and complete her assessment. One thing that would be helpful to student #5 {s to have more activities that require speaking infront of the class. Even though this wes not part ofthe required assessment it was something that was noticed through observation. Not all assessments will give data on what you think you are going to collect. Some ofthe data that was collected from this assessment was seeing how the other students interact with each other. ‘Assesment Application 34a ‘Student #24 Analysis: |“ ‘Student #24 realy struggled on this assessment, He did not finish the assessment. What hae di fiish was very generic and lacked effort, He did not use complete sentences forall ofhis sentences, Student #24 struggled to stay on task while completing this assignment and his attention was in other places. Student #24 was reminded a few times to get back on task and to stop visitng with his neighbors. Student #24 also let the classroom for a bit to call home. This ‘as part ofthe reason he didnot complete the assessment and only turmed in what was finished. See appeadix [for assessment. Student #24 Synthesis: ‘Suudent #24 is having a really hard time right now. He is strugeling being in the Grade 5 + Benchmark TestAppendix B: Student #20 Assessment. Assessment Application 28P20 Nar Date Benchmark Test 1 (chapters 1-3) Read each question. Fill-in the correct answer. 1. Which number has 8 in the hundreds place? ® 6813 7,648 @s124 @ 9.482 2, Madison paid $16 for a hat at the flea market. She paid $8 for a scarf. ‘About how much did Madison spend in all? One (m= LON @so = 10 © $40 3. Which is the mis pattern below? ing number in the 43, 40, 37,__, 31 @36 Ox © Ox A744 360 4. A pet store has 500 fish. 384 fish ‘were sold. How many fish does the pet store have now? qs @ 116 fish SOL © 126 fish — 54 ® 216 fish © 226 fish {| 6 Luis is playing a video game. He scored 781 points, 823 points, 817 points, and 778 points. Which set of numbers shows the points in order from least to greatest? feast @® 823, 817, 781, 778 7%) ® 623, 817, 778, 781 13 © 781, 778, 823, 817 aM 7 778, 781, 817, 823 ® 44 Je tpn eat nd GOONE Grade + Benchmark TestName Benchmark Test 1 (continue' 6. Choose the problem in which an ‘exact answer is needed to solve. © There are 18 pencils and 28 erasers on sale. how many more pencils than erasers are on sale? © The school library loaned 27 books on Monday. It loaned 43 books on Tuesday how many books did the library loan altogether? @ Kate found 2 seashells on the beach. She used 15 of the shells to make a necklace. @bouthow many shells are left? @ A train ride at a park can take 40 people at a time. There 18 boys and 27 gifs standing in line. Can all of the boys and siiceren the next train? . What is the value of the digit 4, in the number 5,473? g 4000 5,000 400 wo 00) o: Mop 0 3 ‘Grade 3 + Banchinark Test 1 Date d) 8. Caleb has 37 toy cars and 25 ‘trucks. How. oko than toy é18 does he have? @ rvymes 27 © 21 toy trucks @ s2toytrucss ~ 25) rai © 62 toy trucks Brady wants to show the Commutative Property of Addition. Which number sentence should he use? @ 0415-1508 © 0415=@r6 @ 8+ 15=15+8 © 8+15-@Qs 10, Emma is comparing the number of crayons in two boxes. Which statement is true? © eqs @ 138. < 143 @ 143 138 © eye GOON > 361Name Date Benchmark Test 1 (continued) 11, Jon wants to know, how 13. Mr. Adams has 28 whistles and many marbles he has. Fle counts 28 red marbles, 47 blue marbles, and 33 cat's eye marbles. Which number sentence shows how Jon can find about how many marbles he has? 4 =50 p=30 yo 12, Deena used the model below to find the sum of 244 and 123. What is the sum? on ® 20+ 40 +30 @ 30+ 40+ 30 © 30+50+40 @ 30 450430 ao aa 9 8 © 356 @ 367 @ 376 © 637 eee 362 34 kazoos for the party. How ‘many total items does he have for the party? @ 62 items 15 ‘a4 ® s2items eZ © 16 items © 6 items 14, A gymnasium has 22 soccer balls ‘and 35 basketballs. How many sports balls does the gymnasium have in all? aa © 3 sports balls 27D © 13 sports balls tT @® 47 sports balls @ 57 sports balls 15, A game store sold 117 board games and 262 computer games. Anna found how many games were sold in all. Which number sentence can she use to check for reasonableness? @® 100 + 100 = 200 100 + 200 = 300 © 100 + 300 = 400 © 200 + 300 = 500 GOON Grades + Borchmark Test 1LUE 7 jpenssasenssasssssosesssastessssnesssuneaig 7 Benchmark Test § (continued) 16. Derek and Jenna wrote a report | 18. Tyler has 13 plastic farm animals. on planets. Derek wrote 382 Each month he collects 4 more. ‘words. Jenna wrote 127 more How many farms animals will Tyler words than Derek. How many have after 5 months? erence ea © 37 farm animals @® 255 words L © 33 farm animals eras © 265 words zl @ 39 farm animals “J _ 4+\ : 7 2 a 50a {\20 farm animals 20 17, Lakewood Patk is 492 acres. Pine | 19. A z00 has 237 reptiles. t has Bluff Park is 411 acres. About how | 189 birds. How many more mary mere acres is Lakewood Park| reptiles are there? than Pine Bluff Park? = : ® 158 reptiles @® 00 aces 4K 1-500 ® 148 reptiles 164 @® 200 acres © 58 reptiles 7 7 zes AN =a @ 48 reptiles “ae 20. Which number is 100 less than 264? © 263 O21 204 ei ~\ O00 O 145 G @ fe» Benchmark Tost 365Appendix C: Student #22 Astessment Assessment Application 39Nami Benchmark Test 1 Read each question. Fill 1. Which number has 8 in the : hundreds place? @ oars : © 7688 E © 8124 i © 9482 2. Madison paid $16 for a hat at the tlea market. She paid $8 for a scart. ‘Abcut how much did Madison spend in all? @sio $20 $30 340 ‘pattern below? 43, 40, 37,__,31 ® 36 = Bsa ©3 © 2 360 (Chapters 1-3) in the correct answé 3. Which is the missing number in the Date ICO 4. A pet store has 500 fish. 384 fish were sold, How many re does the pet store have © 16 fish ify © 126 fish ESpieeeae tb @® 216 fist a 5. Luis is playing a video game. He scored 781 points, 825 points, 817 points, end 778 points. Which set of numbers shows the points in order from least to greatest? @® 825, 817, 781, 778 © 823, 817, 778, 781 © 781, 778, 823, 817 ® 778, 781, 817, 823 CO ONE ‘Grade + Benchmark Test 1Name Benchmark Test 1 6. Choose the problem in which an exact answer is needed to solve. ® There are 18 pencils and 28 erasers on sale. About how many more perils than erasers are on sale? © The school library loaned 27 books on Monday. It loaned 43 books on Tuesday. About how many books did the library loan altogether? @ Kate found 23 seashells on the beach. She used 15 of the shells to make a necklace. About how many shells are left? @ A train ride at a park can take 40 people at a time. There 18 boys and 27 girls standing in 1e. Can all of the boys and girls get on the next train? 7. What is the value of the digit 4, in ‘the number 5,473? ® 4000 @ 400 © @4 ornde 5 « Renchmark Tost 1 Date (continued) 8 Caleb has 37 toy cars and 25 toy trucks. How many more toy trucks than toy cars does he have? © 12 toy trucks © 21 toy trucks @ 52 toy trucks © 62 toy trucks AL 9. Brady wants to show the Commutative Property of Addition. ‘Which number sentence should he use? @ 84+15=15-8 @®s8+15 10, Emma is comparing the number of crayons in two boxes. Which statement is true? © 138 > 143 © 138 < 143 @ 143 < 138 © 143 = 138 GOON > 361Name Benchmark Test 1 11. Jon wants to know about how many marbles he has. He counts 28 red marbles, 47 blue marbles, an¢ 33 cat's eye marbles. Which number sentence shows how Jon can find about how many marbles he has? @® 20440+30 @ 30+ 40 +30 © 30+50+40 ® 30+50+30 12. Deena used the model below to find the sum of 244 and 123. What His isthe sum? 362 Date (continued) 13. Mr. Adams has 28 whistles and 34 kazoos for the party. How many total items does he have for the party? @ 62 items @® 82 items © 16items © 6 items 14, A gymnasium has 22 soccer balls and 35 basketballs. How many sports balls does the gymnasium have in all? © 3 sports balls © 13 sports balls ® 47 sports balls, @ 57 sports balls 15. A game store sold 117 board games and 262 computer games. Anna found how many games were sold in all. Which number sentence can she use to check for reasonableness? 200 300 400 500 GOON Grade + Benchmark TestNameliecein tinea ee eee He Date: Benchmark Test 1 (continued) 16, Derek and Jenna wrote a report | 18. Tyler has 13 plastic farm animals, on planets. Derek wrote 382 Each month he collects 4 more. words. Jenna wrote 127 more How many farms animals will Tyler words than Derek. How many have after Smonths? + words did Jenna write? >. ia © 37 farm animals © 255 words © 33 farm animals © 265 words @® 39 farm animals @® 409 words © 20 farrr animals @ 509 words 17, Lakewood Park is 492 actes. Pine | 19. A zoo has 237 reptiles. It has 7 Bluff Park is 411 acres. About how 189 birds. How many more / many more actes is Lakewood Park| reptiles are there? than Pine Bluff Park? eee @® 158 reptiles | ® 100 acres © 148 reptiles ® 200 acres © 58 reptiles © 800 acres © 48 replies ® 900 acres 20. Which number is 100 less than 2647 © 263 @21 @ 164 Os Grade 3+ Benchmark Test 363Appendix D: Student #2 Assessment Assessment Application 4Name ae Date Chapter Test, Form 3B Read each question carefully. Write your answer as on the line provided. G Ko as } Z Find the unknown. 1. 6 groups of 2= \7 GCACDGIGACDGS . 12 — 2. 3 rows of 8 = 24, eee Sy 3. Use counters to model 6 groups of 5. Q counters altogether? 3. ait > 4. Use counters to model 6 groups of 6, How many z G counters altogether? ae 8. There are 6 clowns at the circus. Each clown is holding 5 balloons. How many balloons ere the oD O clowns Fldng skogethe? (xii Lal Lago ce). OMB: 4 scarves. How many scarves are they juggling in all? PIR fT ig aah oe 1. The circus has 3 lions in each rng, They have 4 rings in the tent. How many lions do they have inal? 6. There are 5 jugglers. Each juggler is juggling a 9 8, Mr. Martin went with his three boys Cal, Ken, and Kurt to the circus. They spent $8 for each ticket. How much did they spend altogether? altad LAK 100 Grade 3 + chapter 4 UndertendHlipicationAppendix E: Smdent #6 Assessment ‘Assessment Application 42ee ee Chapter Test, Form 3B a AV Read each question carefully. Write your answer ve on the line provided. Find the unknown. 1. 6 groups of 2 = CICGICACGCAICAICGA i+ __ 2. 3 rows of 8 = 3. Use counters to model 6 groups of 5. How a submd § Soi viper Ise Se vo model 6 woups oFe. ow aoa oDgs cg pe oe: Sthdleae clowns dt re Gres. Each ow ead {9 holcing 5 balloons. How many balloons are the © hs RS "alge. seep fe are 5 jugglers. Each juggler is juggling siisene lag many scarves are they juggling inal? 7. The circus has 3 lions in each ring. They have 4 rings in 36 Speers lions do they have ( ON in all a ©)| ee ‘ 's Oar. "se went three boys Cal, Ken, and ikurtto the circus, They spent $8 for each ticket. How much did they spend altogether? 100 Grade 3 + chapter 4 Understand natpicationAppendix F: Student #10 Assessment. ‘Assessment Application 42von Chapter Test, Form 3B Read each question carefully. Write your answer on the line provided. Find the unknown. 1. 6 groups of 2 COCICGICIGICO) 2. 3 rows of 8 = 3. Use counters to model 6 groups of 5. How many counters altogether? 4. Use counters to model 6 groups of 6. How many counters altogether? 5, There are 6 clowns at the circus. Each clown is holding 5 balloons. How many balloons are the clowns holding altogether? 6, There are 5 jugglers. Each juggler is juggling 4 scarves. How many scarves are they juggling inal? 7. The circus has 3 lions in each ring. They have 4 rings in the tent, How many lions do they have in all? 8. Mr. Martin went with his three boys Cal, Ken, and Kurt to the circus. They spent $8 for each ticket. How much did they spend altogether? Date page|) dogo 109 raue 3» chapter 4 Understand MlipicationAppendix G: Student #1 Assessment ‘Assessment Application 3Appendix H: Student #5 Assesment Assessment Application 44le apby NA gat bere!Appendix: Assessment Application 45cab Grane ape wag fat i Dy Wa a athe is as hg a en — ht eae tate ——— ; « Unstol 15 awesome 2 Or