Assessment Analysis

Assessment Analysis
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Annie Biasi
Assessment Analysis
Biasi
Classroom Information
Washington Elementary is participating in the No Excuses
University. To help the students be more aware and prepared to go to
college. They have a school motto that the students recite everyday
about doing their best. Every classroom teacher participates by
choosing a college team to base his or her classroom on. The
classroom being analyzed has chosen the Georgia Bulldogs as their
mascot. When asked the teacher said, the students think it is fun and
it gets them thinking about college. Not a lot of the students here have
parents that are college graduates. The classroom teacher is Pamela
Stephenson. She graduated from Weber State with her bachelors of
Elementary Education with and ESL endorsement. She has been
teaching six years and has taught the last two at Washington
Elementary.
Contextual Factors
In the class there are 23 students. There are 13 males and 10 females. (See
chart 1) Their age ranges from nine to ten years old. Even though there are more males in
the classroom all of the students are treated equally. Mrs. Stephenson has commented that
the class is more active and she believes that is because there are more males in the class.
There never seems to be a problem with the boys and the girls working together. The
class works well as a whole group.
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Student's Gender
Student's Gender
13
10
Males
Females
Chart 1 Student Gender

Source: Pamela Stephenson, Classroom Teacher
This chart shows the gender of the class. There are thirteen males and ten females.
Classroom Layout
The desks are in groups of two or four. All of the students face the SMART board.
There is a SMART board, and ELMO, and white boards at the front of the room. There is
a couch in the back of the room where students can sit as they work. There is a kidney
table for small groups in the front corner. There is also a rectangular table in the front of
the room for students to work together. There is a lot of storage around the classroom.
(See chart 2) Every student has books at their desk and things to work out when they
have time. There are a lot of visual aides to help with ELLs and to help students
remember the concepts.
Chart 2 Classroom Layout

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This shows a birds eye view of the classroom layout.
World-Class Instructional Design and Assessment Levels
In Mrs. Stephensons class five out of the twenty-three are English Language
Learners (ELL). WIDA is World-Class Instructional Design and Assessments. It is used
by the state of Utah to assess what level students are based on his or her knowledge of the
English language. The assessment in Utah rates students on a skill level from one to five,
five being the most proficient. Three of the students are female and are levels five
meaning they are grade level proficient in English. One of the students is male and also a
level five. There is one male student who is a WIDA level four. There are eight-teen
students in the class that are not ELLs. Seven females are not ELLs. Eleven males are
not ELLs. (See chart 3)
WIDA LEVELS for ELL's

Level 5 ELL's
Male
Female
Level 4 ELL's
Non ELL's
0
10
12
Chart 3 WIDA level for ELLs

This chart show the different WIDA levels with the gender of the students.
Individual Education Program (IEP) and Special Education Program (SPED)
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In the class there are two students with special education accommodation. There
is a female who is in the sever special education unit. She is labeled severe because of the
sever discrepancy meaning she is at least two grade levels below what her peers are.
During her IEP meeting the school was told the student suffers this delay from alcohol
consumption during pregnancy. Most of her accommodations are met outside of the
classroom in the Special Education room. Because of her disability she is not assessed
with the rest of the students.
There is also a male who has an IEP for math and for reading. He is also one of
the ELL students. He is WIDA level four. Most of his accommodations are met in the
classroom for example all of the tests are read to him and he needs a quiet place to focus.
One of the students in the class is currently being tested for Special Education.
The mother of the students says her son is dyslexic. Right now because of the parents
request all of his assignments are being printed on blue paper and he has been given extra
time and even had the test read to him. (See chart 4)
Special Education
Mild Moderate SPED; 4% Recomened for SPED; 4%
Sever SPED; 4%
Non SPED; 87%
Chart 4 Special Education

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This chart shows the percent of the students who are in or have been recommended for
special education.
Ethnicities
There are four different ethnicities in this class. There are fifteen Caucasians, six
Hispanics, one African American, and one Pacific Islander.
(Se chart 5) Out of the entire student only five students do not speak English in his or her
home. (See chart 6)
Ethnicity
15
Home Language
Ethnicity
6
22%
1
English
Spanish
78%
Chart 5 Ethnicity
Chart 6 Home Language
Student Scores
There are different scores for each individual student in the class. In reading to be
on grade level the students should be on a level forty. The class scores rage from a level
10, which is a first grade reading level to a level 70, which would a seventh grade reading
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level. The students with the lowest scores are the students with IEPs.
Reading Levels
12
10
8
Axis Title
6
4
2
0
Chart 7 Reading Level

This chart shows that in reading eight students are below grade level, five students are on
grade level, and ten students are above grade level.
In math the district scores students on three levels. These scores are based on the
students benchmark assessments. They can receive a one, which is a student who scores
below sixty five percent average. This labels students below grade level. The students can
receive a two, which are sixty five to seventy five percent averages. This labels students
approaching grade level. Or the students can receive a three, which are on grade level. To
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receive a three students must score a seventy five percent or above.
Math Scores
Below Grade Level
Approching Grade Level
On Grade Level
Chart 8 Math Scores

This chart shows that in math five students are below grade level, five students are
approaching grade level, and thirteen are on grade level.
Assessment One: Chapter Test, Form 2B
Assessment Type
This is a multiple choice math assessment. This assessment is part of the math
program throughout the district. So every fourth grader in the district takes the same
assessment. There were twenty-two students who took the assessment. To teach student
how to take a multiple choice math tests I started with the basics test taking etiquette.
This is to ensure that all of the students have the same opportunities and that is fair to all
Assessment Analysis
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of the students. I talked with the students about when they are taking their tests there
should be no talking. I also said they should not cheat or even look at another students
paper. I explained that when they were done they could quietly get out a book to silently
read. Then I told the students with multiple choice you are to work the problem and them
match you answer with the letter. I thought they were simple enough instructions. I ended
by saying, I want you all to try your best. If you have a questions, raise your hand and I
will come answer your question for you.
Purpose of the Assessment
This is a pretest to see what the students already know and to figure out the
students base knowledge of multiplication and division. This will test the student
retention from the year before. The test is to assess if the students can do multiplication
and division problems. It is also to assess if the students understand multiples and factors.
Classroom Environment
As soon as I announced that the students needed to clear their desks and get out a
pencil because we would be talking a test I could tell they students started to stress. They
were quiet and quick. While I was passing out the test I asked a few students if they were
ready they all responded yes. Once the tests were out some of the students stared, some
quickly started to rush through each question, and some just worked at their own pace. I
could tell that the students did not feel comfortable with this pre-test on something they
had not gone over yet this year.
Analysis
There were twenty-two students who took the assessment. Eleven out of the
twenty-two students who took the assessment that passed on grade level with a seventy-
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five percent or higher. That means that half the class, fifty percent of the students did not
pass. The class average was seventy percent. The student who is sever in SPED does not
take the assessments.
Chapter Test Form 2B
Chapter Test Form 2B
Chart 9 Chapter Test Form 2B

This graph shows that half of the class scored above seventy-five percent and half of the
class scored below seventy-five percent.
Out of the eleven students that passed four female were on grade level and seven
males were on grade level. Of the eleven for did not pass or scored below seventy-five
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percent six were male and five were female.
Male: Female
Chart 10 Males to Females

This chart shows the scores based on gender.
In the class five of the students are ELLs three of the students were below grade
level and two of the students were on grade level. It follows the class average of about
half of the ELLs are on grade level and about half are not on grade level. The non ELLs
were split down the middle with eleven students scoring on grade level and eleven
students below grade level. (See chart 11)
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ELL's On Grade Level

Not on grade Level
On Grade Level
ELL's Below Grade Level
ELL's on Grade Level
0
10
12
Chart 11 ELLs Compared to Grade Level

This chart shows that two ELL students are on grade level. Three ELL students were
below grade level. Eleven students scored on grade level and eleven scored below grade
level.
At the beginning of the year the classroom teacher tested all of the students on
math to see who is on grade level and who is not. (See chart eight) It is interesting to note
that more students are labeled on grade level then scored on grade level on this specific
assessment. There were thirteen students who are labeled as on grade level but only
eleven students scored on grade level on Chapter Test 2B. Ten students are labeled as
below grade level but eleven students scored below grade level.
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Benchmark Comparison
14
12
10
Number of Students
8
6
4
2
0
Chart 12 Benchmark Comparison

This chart shows how the students scored on chapter test 2B compared to where they are
labeled.
Synthesize
Looking back at the data the only half of the students scored above a seventy-five.
Ideally eighty percent of your student should be on grade level. But this is a pre-test so it
is giving me as a teacher what the students will need extra support on. Almost every
student missed multiples and factors on this assessment. I believe that the students scored
so poorly on these questions because it was two things they had never seen before. When
I am teaching I will make sure that the students understand this concept. I will do this by
giving the students similar problems to the questions on the assessment. I also will add
similar problems into bell work so they have multiple exposures. There were also nine
students who scored above an eighty-five percent on the assessment. Tell me that the
students already know that information. For theses students it would be redundant to have
them work on so many problems when they have already showed that they can preform
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on the assessment. For these students I will have him or her only do three for each
assignment as a formative assessment proving to me that they do have the skill mastered.
The students also felt stress because the assessment was set up as a
summative assessment. Even though it was only used to help the teacher know what the
students needs are. The students felt like they need to do well on this assessment even
though some of the information that they were working on they had never seen before.
When I am doing pre assessment in my class I will be sure that the students know that the
assessment is only for my benefit as a teacher.
I felt that being an ELL did not affect the students scores at all. The students who
scored about a seventy-five percent are the students who are on grade level. The ELL
students who scored below a seventy-five percent are below grade level in math. To help
the ELL students who are below grade level I would read them the test to be sure that the
problem is not that they could not read the problem. I would also go over the key
vocabulary with the students every day during bell work for multiple exposures.
Analysis of Student 3
Student 3 is a female. She is a ELL student, with a level five WIDA level. She is
on grade level in math. Student 3 scored eighty percent on the assessment with twelve out
of fifteen correct. This student scored above the class average of seventy with eighty
percent. This assessment was to pre-assess what the student knows about multiplication
and division. Student 3 missed question eleven. Question asked to create a number
sentence that is the same fact family as the model. Student 3 missed question twelve.
Question twelve was to identify three multiples of four. Student 3 miss question thirteen.
Question thirteen was find the factors of the number thirty-six. (See Appendix A)
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Synthesize of Student 3
I choose to analysis Student 3 because my mentor teacher suggested I choose a
high student who is also an ELL. She is a good student most things come easy to her and
if she does not understand something she makes sure that the next time she will get it
right.
Student 3 missed the question about fact families I believe because of the visual it
gave. Looking at the visual made the student unsure about what the question as asking. If
the question had been more straightforward she would have understood. To be sure that
the student is successful next time I will teach fact families with a model. I will also have
the students mark what the question is asking as a test taking strategies.
Student 3 also missed question twelve, multiples and question thirteen, factors on
the assessment. Looking at the students answer the Student 3 probably did not know what
multiples or factors are so she guess. To correct this I will give multiple and factors as
bell work every morning so the students can have multiple exposers.
Student 7 is a male. He is below grade level in math. He scored eleven out of
fifteen on the assessment. He scored seventy-three percent. This is above the class
average of sixty percent. Seventy-three is below grade level though. Student 7 missed
question three, a multiple step multiplication problem. Student 7 also missed question
number seven. Question number seven was identifying the Commutative Property.
Student 7 also missed question ten, three times as many as a given number. Student 7 also
missed question nine, eight times as many as a given number. Student 7 missed question
twelve. Question twelve was to identify three multiples of four. Student 7 miss question
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thirteen. Question thirteen was find the factors of the number thirty-six. (See Appendix
A)
below grade level student. Student 7 also has a hard time focusing and finishing work. He
is not very motivated and does not seemed to be bothered by low scores.
Student 7 seven missed number three because of a multiplication error. He does
not have his multiplication memorized. If he did I do not think he would have missed
this. To ensure that Student 7 can do multiple step multiplication I will have him set goals
to memorize his multiplication. I will give him time in class during math time in which
he can work on this.
Student 7 miss question seven identifying Commutative Property. All of the
properties in math are posted on a bulletin board. I feel like the student was not paying
attention during that lesson. I would address this by having the student write them in his
math dictionary.
Student 7 missed question ten, three times as many as a given number and
question nine, eight times as many as a given number. This is again is because the student
does not have the multiplications memorized.
Student 7 also missed question twelve, multiples and question thirteen, factors on
the assessment. Looking at the students answer the Student 7 probably did not know what
multiples or factors are so he left the answer blank. To correct this I will give multiple
and factors as bell work every morning so the students can have multiple exposers.
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Student 12 is male. He is on grade level in math. He scored a ninety-three percent

on the assessment. He scored a fourteen out of fifteen. This was the class high. Student 12
scored about the class average of seventy percent. Student 12 missed one question. This
was question thirteen. Question thirteen was find the factors of the number thirty-six.
(See Appendix A)
I choose to analysis Student 12 because he was the class high. He is on grade
level in math. Usually scores well on assessment. I analyzed Student 12 because he thinks
about math very differently than the other students. He also enjoys math. Student 12 did
not seem to have any anxiety about the assessment.
Student 12 missed question number thirteen, find the factors of the number thirtysix. The student just did not know what factoring was. He put multiples instead of factors
of the number. This I would remediate with the bell work every morning for multiple
exposures.
Because the student scored so high on the assessment I feel like he has a grasp on
what this chapter will be about. I will have to make the lessons enriching and engaging. I
also do not think that he should have to do all of the work sheets with extra practice of
something he already understands. I will have him do a few problems for me to be sure
that he understands and then I will have Student 12 work on something that interests him.
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Assessment Two: Multiple & Factors Quiz

Assessment Type
This is a fill in the answer quiz. There were twenty-one students who took this
assessment. Before this assessment was given out asked to students to remember proper
testing procedures. This is to ensure that all of the students have the same opportunities
and that is fair to all of the students. I talked with the students about when they are taking
their tests there should be no talking. I also said they should not cheat or even look at
another students paper. I explained that when they were done they could quietly get out a
book to silently read. I explained to the students that there would be six questions the first
three would be to assess his or her understanding of factors and the next three would be
assess if the students understood multiples. I told the students to read the questions to be
sure they understood. Then I said, If you have any questions please feel free to ask.
This was a formative assessment to see what the students retained from the lesson
taught the day before. This quiz was given to test the students understanding of
multiples and of factors. The purpose of this was to see what needed to be retaught.
I told the students that I had a quiz to see what they remembered from the day
before. They cleared their desks silently. The classroom seemed tense, so I told the
students I would leave the visual aids on the bored for them to refer back to. When I did
this I could tell it seemed less stressful for the students. I asked the students if they had
any questions but none of them did. I passed out the test and most of the students quickly
started working. Most of the student rushed through the assessment. There were a few
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that did not seem to be working through the problems, so I walked around and prompted
to look at the bored. The class did well at staying quiet until of the students were finished.
Analysis
There were twenty-one students who took the assessment. There were six
questions on the assessment. The quiz was on factors and multiples. The first three
covered factors and then second three covered multiples. Only nine out of twenty-one
students passed with a seventy-five percent or higher. Mean on forty-three percent of the
class had a passing score. The student who is sever in SPED does not take the
assessments. (See chart 12)
Mutiple & Factors Quiz
Mutiple & Factors Quiz
Students On Grade Level with a 75% or Higher
Chart 13 Multiple and Factors Quiz

This chart shows that nine out of the twenty-one students are on grade level with a
seventy-five percent of higher. Twelve out of the twenty-one students scored below
seventy-five percent.
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All of the students are assignment a number. The chart below shows all of the
students listed by number. It also shows which questions they missed, the total that that
the student got correct, and the students percentage. Student 19 was absent for the
assessment.
This chart gives a break down of each question. Question one was, all of the
factors of twenty-four. This question was to assess if student understood how to factor.
Sixteen student missed question one. Question two was, fill in the missing factors of
thirty-six. This question was to assess if students understood factors. Eleven students
missed question two. Question three was, find all of the factors of twenty. This was to
assess if student understood how to factor. Nine students missed question three. Question
four was, list the first five multiples of the number four. This question was to assess if
students understood multiples. Three students missed this question. Question five was,
list the first five multiples of the number ten. This question was to assess if students
understood multiples. Five students missed this question. Question six was, thee pianist
plays eight songs a week. How many songs does the pianist play in five weeks? Six
weeks? Seven weeks? This questions was to assess if student can find a specific multiple
of a number. Eight students missed this question.
Student
Number
Student 1
Student 2
Question
1
Factors
All of the
factors of
24
Question
2
Factors
Fill in the
missing
factors of
36
Question
3
Factors
All of the
factors of
24
x
x
x
x
x
x
Question Question Question

4
5
6
Multiples Multiples Multiples
First five
List the
The
multiples multiples
specific
of 4
of 10
multiple
(5th, 6th,
and 7th) of
8
x
Total
Correct
20
2
3
Student
percenta
33%
50%
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Student 3
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21
83%
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Student 4
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x
22
17%
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Student 5
23
100%
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Student 6
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x
24
0%
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Student 7
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x
25
50%
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Student 8
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x
26
33%
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Student 9
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x
27
83%
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Student 10
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x
28
33%
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Student 11
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29
83%
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Student 12
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30
83%
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Student 13
Student 14
Student 15
Student 16
Student 17
100%
83%
17%
50%
50%
83%
66%
50%
83%
Student 18
Student 19
Student 20
Student 21
Student 22
Number
missed
x
16
11
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Chart 13 Break Down of Assessment by Student

This table shows what each question is asking and which questions
students specifically missed.
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Correct compared to Incorrect
Chart 14 Correct compared to Incorrect

This chart show the question that the students answered right and the questions they
answered wrong.
Out of the nine students who scored about a seventy-five percent
three were female and six were male. Of the twelve students who
scored below seventy-five percent five were female and eight were
male. (See chart 15)
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Male:Female
Chart 15 Females to Males

In the class there are five ELLs. (See chart 3) Out of the five three students were
on grade level scoring about a seventy-five percent. Two of the five ELL students score
below a seventy-five percent.
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ELL's on Grade Level

Non ELL's On Grade Level
Non ELL's Below Grade Level

0
10
Chart 16 ELLs On Grade Level

This chart shows that three ELL students are on grade level. Two ELL students were
below grade level. Six non-ELL students scored on grade level and ten ELL scored below
grade level.
At the beginning of the year the classroom teacher tested all of the students in
math to see who is on grade level and who is not. (See chart eight). There are thirteen
students who are labeled as being on grade level based on the benchmark testing. There
are ten students who are labeled as being below grade level. On the Multiples and Factors
quiz though nine out of twenty-one are on grade level meaning they scored above a
seventy-five percent. There are twelve students out of the twenty-one students who
scored less then seventy-five percent on this assessment.
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On Grade Level Comparison

This chart shows how the students scored on Multiples and Factors compared to where
they are labeled.
Synthesize
Looking at the data is would appear that the students did not understand factoring
or multiple. The class average was fifty-nine percent. When assessing your student you
should expect eighty percent of your student to score at least a seventy-five percent. But I
felt like the student do understand factoring and multiples it was the testing environment
and the wording of the questions that caused the trouble.
The students had to take the assessment as soon as they came in for the day. I
have heard that it is good to do math in the morning so that students are focused. But
giving the students the assessment first thing I feel like cause the students stress. I think
giving the students some warm up things such as bell work would have increased the
students scores.
Sixteen students missed question one, what are the factors of twenty-four. I was
surprised at how many students missed this. While I was corrected the assessment I
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noticed that the students understood factoring the students had just found all of the
factors. Most of the students were missing one set. When it was taught the day before the
worksheet that the student had done had spaces to fill in the factors. The students just had
not realized they should be looking for another. This made me realize how important it is
to align the way you are teaching to how the students are going to be assessed. To correct
this I would have the students practice with and with the spaces telling them how many
factors there should be.
I felt that being an ELL did not affect the students scores at all. The students who
scored about a seventy-five percent are the students who are on grade level. The ELL
students who scored below a seventy-five percent are below grade level in math. To help
the ELL students who are below grade level I would read them the test to be sure that the
problem is not that they could not read the problem. I would also go over the key
vocabulary with the students every day during bell work for multiple exposures.
Student 4 is a female. She is below grade level in math. Student 4 scored
seventeen percent on the assessment. She answered one question correct out of the six
questions. She scored below the class average of fifty-nine percent. Student 4 missed
question one, all of the factors of twenty-four. This question was to assess if student
understood how to factor. Student 4 missed question two, fill in the missing factors of
thirty-six. This question was to assess if students understood factors. Student 4 missed
question three, find all of the factors of twenty. This was to assess if student understood
how to factor. Student 4 missed question four, list the first five multiples of the number
four. This question was to assess if students understood multiples. Student 4 missed
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question five, list the first five multiples of the number ten. This question was to assess if
students understood multiples. (See Appendix B)
I choose to analysis Student 4 because my mentor teacher suggested because
Student four has been struggling in math this last chapter. She is a good student, loves
school. But has a rough home life and does not receive a lot of support.
Looking over Student 4s assessment I can tell that she just does not understand
factors or multiples. But she does know her multiplication as you can see in question
number six. Question six was, thee pianist plays eight songs a week. How many songs
does the pianist play in five weeks? Six weeks? Seven weeks? This question was to
assess if student can find a specific multiple of a number. Student 4 can do that. I would
take her and a few other low students and work in small group doing interventions to give
her multiple exposures. I would also give her separate bell work where she could focus
on the essentials.
Student 15 is a female. She is a ELL student, with a level five WIDA level. She is
on grade level in math. She answered five out of the six questions correct. Student 15
scored eighty-three percent on the assessment. This is high compared to the class average
of fifty-nine percent. Student 15 missed question one, all of the factors of twenty-four.
This question was to assess if student understood how to factor. (See Appendix B)
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high student who is also an ELL. Student 15 is very self-conscious. She wants to do well
but is embarrassed by any praise.
Student 15 missed one question on the assessment. She missed number one, what
are the factors of twenty-four. She only missed one of the pairs of factors. This tells me
that she understands factoring but because the way that the questions was worded she
missed it. I feel like it is because when the students learned factoring the day before they
knew how many spaces there were. To correct this I would teach the students to factor
with and without the spaces.
Student 17 is a male. He is on grade level in math. He scored a fifty percent on the
assessment. This is below the class average of fifty-nine. Student 17 answered three
correct out of the six questions. Student 17 missed question one, all of the factors of
twenty-four. This question was to assess if student understood how to factor. Student 17
missed question two, fill in the missing factors of thirty-six. This question was to assess if
students understood factors. Student 17 missed question four, list the first five multiples
of the number four. This question was to assess if students understood multiples. (See
Appendix B)
I choose to analysis student 17 because he is on grade level but his score was
below grade level and below the class average. He is not very social or talkative. He
responds to praise. He wants to feel important.
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He missed number one, what are the factors of twenty-four. He only missed one
of the pairs of factors. This tells me that she understands factoring but because the way
that the questions was worded he missed it. I feel like it is because when the students
learned factoring the day before they knew how many spaces there were. To correct this I
would teach the students to factor with and without the spaces.
Student 17 missed question number two. Fill in the factors of thirty-six. Even
though the student missed this question I still feel like he understands factoring. The
student did not know what to do with six times six. But all of the factors that were filled
were correct.
Student 17 missed question four, identify the first five multiples because he was
trying to factor. I would just remind the student of good test taking strategies like reading
the question carefully.
Assessment Three: Multiply with One Digit Numbers
Assessment Type
This is a multiple choice math assessment. This assessment is part of the math
program throughout the district. So every fourth grader in the district takes the same
assessment. There were twenty-two students who took the assessment. There are fourteen
questions on this assessment. To teach student how to take a multiple choice math tests I
started with the basics test taking etiquette. This is to ensure that all of the students have
the same opportunities and that is fair to all of the students. I told the students to read the
questions to be sure they understood. Then I said, If you have any questions please feel
free to ask.
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Assessment Analysis
Biasi
This is a summative assessment given at the end of the chapter

to assess if the students understood how to multiply with one digit
numbers. There are fourteen questions on this assessment. Each one
assesses multiplication in different way. The assessment should show if
the students retained the information.
As soon as I announced that the students needed to clear their desks and get out a
pencil because we would be talking a test I could tell they students started to stress. They
were quiet and quick. While I was passing out the test I asked a few students if they were
ready they all responded yes. Once the tests were out some of the students stared, some
quickly started to rush through each question, and some just worked at their own pace.
The students seemed to feel comfortable about the test at first and then slowed down as
they came to harder questions. While they were testing it came to library time so they left
their tests to go to the library. When they came back they finished their tests.
Analysis
There were twenty-two students who took this assessment. Eighteen of the
twenty-two students who took the assessment scored a seventy-five percent or higher.
This means that eighty-two percent of class scored on grade level or higher. Four of the
twenty-two students scored below a seventy-five percent on the assessment. The sever
SPED student did not take the assessment.
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Assessment Analysis
Biasi
Mutiply with One Digit Numbe
Chart 17 Multiply with One Digit Numbers

This chart shows that eighteen of the twenty-two students scored above a 75% and four
of the twenty-two students scored below 75%
42
Assessment Analysis
Biasi
All of the students are assignment a number. The chart below shows all of the
students listed by number. It also shows which questions they missed, the total that that
the student got correct, and the students percentage.
43
Multiple
with One
Digit
Number
10x6
Multiple
with One
Digit
Number
Multiple
with One
Digit
Number
Multiple
with One
Digit
Number
33x2
Multiple
with One
Digit
Number
27x3
Multiple
with One
Digit
Number
341x4
Multiple
with One
Digit
Number
1,692x5
Multiple
with One
Digit
Number
3x305
Threetimes Four time

UseChart
as many. as many.
to estimate
Word
Word
timestwo.
Problem. Problem.
x
x
x
x
x
x
x
2x 800
3x4,000
2,038x4
5x500
300x2
on 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12
Biasi
Assessment Analysis
x
x
x
x
x
x
x
x
Question 13 Question 14
UseChart.
UseChart. Timesthree
Timesfour. and
Total
Word
addition. Correct
problem. Word
Problem.
(300x3)+(3,
4x2,018
00x 3)
x
x
x
x
x
x
11
12
13
12
12
11
10
12
14
12
12
12
11
Percent
79%
86%
93%
86%
86%
79%
71%
86%
100%
86%
86%
86%
79%
44
Assessment Analysis
Biasi
Chart 18 Break Down of Assessment by Student

This table shows what each question is asking and which questions
students specifically missed.
Out of the eighteen students that scored above a seventy-five percent nine were
females and nine were males. All four of the students who scored below a seventy-five
percent were male.
Male: Female
Chart 19 Males to Females

In the class there are five ELLs. (See chart 3) All five of the ELLs scored about a
seventy-five percent.
45
Assessment Analysis
Biasi
Number of Students
Non ELL's Below Grade Level
Non ELL's On Grade Level
Chart 20 ELLs On Grade Level

This chart shows that all five ELLs scored 75% or above
At the beginning of the year the classroom teacher tested all of the students in
math to see who is on grade level and who is not. (See chart eight). There are thirteen
students who are labeled as being on grade level based on the benchmark testing. There
are ten students who are labeled as being below grade level. On the Multiply with One
Digit Number Assessment eighteen students scored a seventy-five percent or more. And
four students scored below a seventy-five percent.
46
Assessment Analysis
Biasi
On Grade Level Comparison

This chart shows how the students scored on Multiply with One Digit Numbers compared
to where they are labeled.
Synthesize
Looking back over assessment I feel as if the students have a
strong grasp on multiplying with one digit numbers. Eighteen scored
about seventy-five percent. That is eighty-two percent of the students.
That is right where you want your students. The students really
showed that they had a firm understanding of multiplying with one
digit numbers.
The students did really well on the first part of assessment and
had a harder time with the second half. I observed that once other
students were finished and after going to the library the students were
more distracted and unfocused.
47
Assessment Analysis
Biasi
Sixteen students missed question twelve, estimate using a chart.

Looking at the students responses I realized that most of the student
who missed the question missed it because to in the word problem it
says about how many so the students need to estimate. Eighteen
students missed question number fourteen, use the graph to estimate
how many shells group 1 and 4 collect in all three weeks. Again a lot of
the students found the exact answer instead of the estimated answer.
If the students read that they ended up with a wrong answer. To help
student to correct this I would go over good test taking strategies and
remind them to read the question carefully. I would also during math
talk about estimating and exact answers.
The ELLs in the class all scored at least a seventy-five percent or
higher. I would say that being an ELL did not affect their scores at all. I
would still give these students the option of having the test read to
them just for they feel comfortable. Another thing I as the teacher
would do is have them write down the key words.
Student 1 Analysis
Student 1 is male. He is an ELL with a WIDA level of 4. His is
below grade level in math. Student 1 scored an eleven out of fourteen.
He got seventy-nine percent. This is below the class average of eightyseven percent. Student 1 missed question nine, 1.692 x 5. This
question was testing multiplication skills. Student 1 miss question
number eleven, 2,038 x 4. This question was assessing multiplication
48
Assessment Analysis
Biasi
skills in a word problem. Student 1 missed question fourteen, use the

graph to estimate how many shells group 1 and 4 collect in all three
weeks. This assesses reading a graph, multiplying and ability to follow
word problem. (See Appendix C)
Student 1 Synthesis
After talking with Mrs. Stephenson I decided to analyze Student
1. She suggested him because he is an ELL and he is below grade level
but scored much higher then he normally does. He is a popular
student. He likes any attention even if it negative.
I think this student does not care to try. He does not have a
desire to do well. There are problems that he starts and then guesses
so he does not have to work the rest out. Looking at question nine the
last two digits are the same so he only went as far he thinks he will
need to. Also some of his answers are not reasonable. Which makes
me think he is guessing. To change this in the classroom I would figure
out what would motivate him to do well. I also would not want him to
feel over whelmed so I set small goals.
Student 2 Analysis
Student 2 is a female. She is below grade level in math. Student
2 scored eighty-six percent on the assessment. Just under the class
average of eighty-seven. She answered twelve of the fourteen
questions correctly. Student 2 missed question twelve, estimate using
a chart. 800x 2. This is to assess students ability to use a chart,
49
Assessment Analysis
Biasi
estimate, and multiple. Student 2 missed question fourteen, use the

graph to estimate how many shells group 1 and 4 collect in all three
weeks. This assesses reading a graph, multiplying and ability to follow
word problem. (See Appendix C)
Student 2 Synthesis
I decided that I would analysis Student 2 because Mrs.
Stephenson said that he mom had been working with her at home. She
tries hard to do what the teacher wants her to do. Does extra practice
in class.
Student 2 missed question number twelve, estimate using a
chart. and fourteen, use the graph to estimate how many shells group
1 and 4 collect in all three weeks. because she did the exact number
and did not estimate. This is a simple correction of having the student
take their time and to be sure that they read the question carefully. The
rest of the test shows that this student knows how to multiply with one
digit numbers.
Student 12 Analysis
Student 12 is male. He is an ELL with a WIDA level of 5. His is on
grade level in math. Student two scored an eighty-six percent. Just
under the class average. He answered twelve of the fourteen questions
correctly. Student 12 missed question twelve, estimate using a chart.
800x 2. This is to assess students ability to use a chart, estimate, and
multiple. Student 12 missed question fourteen, use the graph to
50
Assessment Analysis
Biasi
estimate how many shells group 1 and 4 collect in all three weeks.
These assess reading a graph, multiplying and ability to follow word
problem. (See Appendix C)
Student 12 Synthesis
I choose to analysis student 12 because he is an ELL who is on
grade level. He also missed the same questions, as Student 2, which I
thought, would be useful to compare. Student 12 is quiet he is always
on task. He gets frustrated if he doesnt know the answers.
Student missed question number twelve estimate using a chart.
800x 2. This is to assess students ability to use a chart, estimate, and
multiple. I am unsure why but this student multiplied by three not two.
I had to guess it was that the student was working on this problem and
got distract writing the numbers for a lower question. For this I would
be sure that the students have enough time to finish his test without
interruptions. The student also used the exact number and did not
estimate. I think it would have helped this ELL student to have that
question read to him so he picked up on it.
Student 12 also missed question number fourteen, use the graph
to estimate how many shells group 1 and 4 collect in all three weeks.
The student also used the exact number and did not estimate. This is a
simple correction of having the student take their time and to be sure
that they read the question carefully. The rest of the test shows that
51
Assessment Analysis
Biasi
this student knows how to multiply with one digit numbers. I know
they have the skill that I wanted them to learn.
52

Assessment Analysis

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Assessment Analysis

Chart 1 Student Gender

Chart 2 Classroom Layout

Source: Pamela Stephenson, Classroom Teacher

WIDA LEVELS for ELL's

Chart 3 WIDA level for ELLs

Non SPED; 87%

Chart 4 Special Education

Chart 7 Reading Level

receive a three students must score a seventy five percent or above.

Below Grade Level

Approching Grade Level

Chart 8 Math Scores

Chapter Test Form 2B

Chapter Test Form 2B

Chart 9 Chapter Test Form 2B

percent six were male and five were female.

Chart 10 Males to Females

ELL's On Grade Level

Chart 11 ELLs Compared to Grade Level

Chart 12 Benchmark Comparison

Student 12 is male. He is on grade level in math. He scored a ninety-three percent

Assessment Two: Multiple & Factors Quiz

Mutiple & Factors Quiz

Mutiple & Factors Quiz

Students On Grade Level with a 75% or Higher

Chart 13 Multiple and Factors Quiz

Question Question Question

Chart 13 Break Down of Assessment by Student

Correct compared to Incorrect

Chart 14 Correct compared to Incorrect

Chart 15 Females to Males

ELL's on Grade Level

ELL's Below Grade Level

Non ELL's On Grade Level

Non ELL's Below Grade Level

Chart 16 ELLs On Grade Level

On Grade Level Comparison

Chart 17 Benchmark Comparison

I choose to analysis Student 15 because my mentor teacher suggested I choose a

This is a summative assessment given at the end of the chapter

Mutiply with One Digit Numbe

Chart 17 Multiply with One Digit Numbers

Threetimes Four time

Chart 18 Break Down of Assessment by Student

Chart 19 Males to Females

Non ELL's On Grade Level

ELL's Below Grade Level

ELL's On Grade Level

Chart 20 ELLs On Grade Level

On Grade Level Comparison

Chart 17 Benchmark Comparison

Sixteen students missed question twelve, estimate using a chart.

skills in a word problem. Student 1 missed question fourteen, use the

estimate, and multiple. Student 2 missed question fourteen, use the

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