Assessment Application & Analysis Report (Eled 3420)

A s s e s s m e n t
A p p l i c a t i o n a n d A n a l y s i s
R e p o r t
Prepared for: Dr. Matsubara
Prepared by: Sierra Wall
Final Submission
Assessment Application and Analysis Report Wall 2

East Elementary School Information
East Elementary School
453 South 600 East
St. George, Utah 84790
(435) 673-6191
Principal: Teria Mortensen

Title 1 Developer: Blair Albrecht
Staff Developer: Brooke Porter
ESL Coordinator: Elizabeth Barkley
Classroom Contextual Factors
Classroom Environment
Ms. Paxton is the classroom teacher for a third grade class at East Elementary
School. Ms. Paxton graduated from BYU and has been teaching for over thirty years. As
she began teaching at East Elementary she received an English as a Second Language
(ESL) endorsement to be able to better service her students. As students enter her third
grade classroom they are eight years old and turn nine throughout the year.
Gender
East Elementary is located in St. George, Utah, and is part of the Washington
County School District. There are 546 students currently enrolled at East Elementary,
including Pre-School through fifth grade students. Ms. Paxtons third grade class is one
of the four third grade classes at East Elementary. Her class consists of 23 students, 14
girls and 9 boys. Refer to graph below.
East Elementary Student Body

23
Total Students
Ms. Paxton's Class
546
Source: Washington County School District Website & Ms. Paxton-Classroom Teacher
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In Ms. Paxtons Classroom the boys are very active and quick to run to recess.
They have a more difficult time staying focused on their schoolwork with the anticipation
of getting to lunch or recess. They dont have the tendency to make sure they get the
correct answers; they typically want to go out and begin playing. On the other hand the
girls in the classroom seem to have the opposite mindset. They tend to spend more time
focusing on getting the correct answer before going out to play. The graph below shows
how many boys and girls represent Ms. Paxtons Class.
Ms. Paxtons Students

15
10
5
0
Girls
Boys
Source: Ms. Paxton-Classroom Teacher
Special Needs
Of the 23 students in Ms. Paxtons class, eleven are considered English Language
Learners (ELLs), six girls and five boys. Three students have Individualized Education
Plans (IEPs), none of which are ELLs, one girl and two boys. None of the students are
Gifted and Talented (GATE). Refer to graph below.
12
10
8
Total
Boys
Girls
2
0
ELLs
IEPs
GATE
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The two boys who have IEPs are Specific Learning Disability (SLD) for all
content areas, and one girl who has an IEP for Severe Special Education. The girl is
pulled out of the classroom for a large portion of the day, while the two boys remain in
the classroom all day.
WIDA Levels
Ms. Paxtons class has ten students who are considered English Language
Learners (ELLs). Of these ten students four students are considered fluent in English, one
that is at the expanding level, four are at the developing level, and one who is just
entering the program. Each of these ELL students participates in Imagine Learning either
before of after school. The graph below shows the levels of for each of the ELL students.
WIDA Levels
7
6
5
4
3
2
1
0
1F
2F
7F
19F
21M
6F
13M 14M
18M
22F
Source: Elizabeth Barkley-ESL Coordinator
Ethnicity
Ms. Paxtons students make up a very ethnically diverse classroom. The
classroom has a mixture of different ethnicities including: Caucasian, Hispanic, Native
Americans, and Pacific Islander. In this classroom Hispanic students represent the
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majority of the class, representing eleven out of the twenty-three students. Refer to graph
below.
Ehnicity
PaciPic Islander
Native American
Hispanic
Caucasian
0
10
12
Home Language
Out of the twenty-three students in Ms. Paxtons class twelve of the students have
a home language that is not English. Eleven students speak English at home, eleven speak
Spanish, and one student speaks Navajo. This means half of the classroom has a different
home language then what is spoken in the classroom.
Home Language
1
11
11
English
Spanish
Navajo
Free or Reduced Lunch

East Elementary School is not only located in a very diverse community, but is
also located in a low-socioeconomic area. East Elementary is a Title 1 school. Title I is a
federal education program under No Child Left Behind Act of 2001. Funds are

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distributed to high poverty schools, as determined by the number of students receiving
free and reduced lunch, to provide academic support and learning opportunities for those
students in the areas of reading, language arts, and mathematics. These allocated funds
can be used to hire additional teachers or teaching assistants to provide additional support
for the children (East Elementary Website). The majority of the students who attend
East Elementary live in poverty to middle-class environments. In Ms. Paxtons third
grade classroom twenty out of twenty-three students receive free or reduced lunch. Refer
to graph below.

Total Students
18
19
20
21
22
23
24
Ability Levels
Ms. Paxtons class has a range of ability levels in both language and math.
Currently there are more students who are below level then on or above level. Ms. Paxton
has fifteen students who are below level, seven students who are on level, and one
student who is above level in math. Refer to graph below.
Final Submission

Math Ability Levels
20
15
10
5
0
Below Level
On Level
Above Level
Ms. Paxtons class has similar results in language ability levels. There are eleven
students below level, eleven students on level, and one student who is barely above level.
Students who are below level are receiving extra reading groups in the morning and are
being provided with explicit Tier 1 instruction. Refer to graph below.
Language Ability Levels

15
10
5
0
Below Level
On Level
Above Level
Accommodations and Modifications

Student 6F does not speak any English and needs accommodations and
modifications in all subject areas. Students 1F and 19F need accommodation in both
reading and writing. Students 2F, 7F, 16M, and 19M need basic accommodations for
language skills (visuals). Overall these students are able to easily stay with the rest of the
class. The remainder of the ELL students are fluent and do not need any accommodations
or modifications made for them. Student 11F is pulled out of the classroom for almost the
entire day. She is unable to participate in any third grade content. If she is in the

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classroom she is given a Kindergarten math lesson to work on or is asked to quietly read
to herself or have a partner read to her. Student 10M needs support in all subjects. He
needs someone to keep him working, as he gets easily distracted. Student 22M very
seldom needs accommodations made. Every once in awhile he needs to have the
assignment described to him again.
SAGE Scores
The scores for SAGE testing are not available in Ms. Paxtons third grade class.
Source: Ms. Paxton-Classroom Teacher.
Assessment #1
Type:
Ms. Paxton administered a unit benchmark math assessment on three-digit
subtraction, place value, and estimating on October 9, 2013. The test was multiple choice
and consisted of ten questions. Students had to select the best answer from a, b, c, or d
and f, g, h, or i to correctly answer specific math questions. Because I was unable to be in
the classroom at the time students were taught how to take the assessment I asked Ms.
Paxton how she prepared students. She told me that when teaching students to take this
type of math assessment students were instructed to highlight key words, show work, and
do their best when selecting an answer. Students were taught to use process of
elimination and to look for key words in the passage. Students were taught how to take
this assessment towards the beginning of the school year, but are reminded before each
test. Ms. Paxton does this to help her lower level and ELL students.
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Purpose:
This math assessment was used as a summative assessment for chapters one, two,
and three of their math books. The purpose of this assessment according to Ms. Paxton is
first to provide the district with student ability levels, and second to provide her with
insight on what students know and what students need to relearn. Students learned about
three digit subtraction, place value, and properties of addition. The assessment will
determine whether or not students are able to read the story problems, determine what
math equation they need to do, and be able to correctly solve the problem. During
instruction students are taught how to look for key words in story problems to determine
the type of math problem, whether it is a subtraction or addition problem.
Assessment Administration:
The benchmark assessment was administered to the whole class of twenty-one
students on Thursday, October 9, 2014 around 11:00 am. Twenty-one students
participated in the assessment, while three students did not. Student 12F was in special
education during the time of the assessment. Students 6F and 11M were absent at the
time of the assessment. The assessment was done after students had been in library and
the computer lab. It was also given right before lunchtime; because of this, the students
were restless and had a difficult time sitting still. The room was not quiet and students
didnt seem too worried about the test. It appeared to me that they were more concerned
about everything else going on in the classroom. The boys appeared to have a more
difficult time focusing compared to the females. Ms. Paxton had students move desks
apart to remove the desire to cheat off a neighbor, however the students were still able to
see each others work. Upon finishing their tests students were allowed to get up and
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roam about the classroom. Some students went to the class library to get a book, some
went to do work on the computers, and some students chatted with their neighbors. The
classroom was very chaotic at the time of the assessment.
Analysis #1
The table listed below shows how each student performed on the assessment by
breaking down the information into individual question that appeared on the assessment.
The students completed assessments are located in Appendix A for further review.
Key
Question
Correct
Incorrect
Absent
Student
1F (ELL)
2F (ELL)
3F
4M
5F
6F (ELL)
7F (ELL)
8F
9M
10F
11M (IEP)
12F (IEP)
13M (ELL)
14M (ELL)
15M
16M (ELL)
17M
18M (ELL)
19F (ELL)
20F
21M (ELL)
22F (ELL)
23F
24M (IEP)
Table 1
Q
^
X
-
Q1
X
^
^
^
^
-
^
^
^
^
-
-
^
^
^
^
^
^
X
^
X
^
^
^
Q2
^
^
^
^
^
-
X
X
^
X
-
-
^
^
^
X
X
^
^
^
^
^
^
^
Q3
X
^
^
X
X
-
X
^
^
X
-
-
^
^
X
X
^
X
X
^
^
^
^
^
Q4
^
^
^
^
^
-
^
^
^
^
-
-
^
^
^
^
^
^
X
^
^
^
^
^

Q5
^
^
^
^
^
-
X
^
X
^
-
-
^
^
^
^
^
X
^
^
X
^
^
^
Q6
X
^
^
^
^
-
X
^
X
^
-
-
^
^
^
X
^
^
^
^
X
^
^
X
Q7
X
^
^
^
^
-
^
^
^
^
-
-
^
^
^
X
^
^
^
^
X
^
^
X
Q8 Q9
Q10
X
^
X
^
^
X
^
^
^
^
^
^
^
^
^
-
-
-
X
^
X
^
^
X
^
^
^
X
^
X
-
-
-
-
-
-
^
X
^
^
^
X
^
^
^
^
^
^
^
^
^
^
^
^
^
^
X
^
^
^
X
^
X
^
^
^
^
^
^
^
^
X
Final Submission

Source: Math Assessment Results (Appendix A)
Question Breakdown
The test scores range from 40%-100% on this assessment. Four students scored
100%, seven students scored 90%, three students received 80%, two students received
70%, two students received 60%, and three students received 40%. The average score of
the class was 78.5% on the math assessment. Fourteen students reached the benchmark
score of 80%, while seven students did not, scoring 70% or less. On the assessment there
was not one question that all students were able to answer correctly, however on
questions four and nine there was 95% accuracy, only one student missing each question.
Question number 1, 4, 5, 7, 8, and 9 met the benchmark score of 80% or better. The chart
below shows the number of correct responses for each of the twenty-one students for the
math assessment.
Table 2
24M
23F
22F
21M
20F
19F
18M
17M
16M
15M
14M
13M
12F
11M
10F
9M
8F
7F
6F
5F
4M
3F
2F
12
10
8
6
4
2
0
1F
Questions Answered Correctly
Source: Math Assessment Results
On this particular assessments females scored slightly higher then the males.
Females had an average score of 79% while males had an average score of 78%. Overall
males and females nearly answered the same amount of questions correctly. The average
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of both the females and males was below the benchmark score of 80%. Refer to graph
below.
Table 3
Test Scores by Gender

Males
Females
Males
Females
50
55
60
65
70
75
80
85
Whole Class Synthesis

According to the analysis of the math assessment I found that Ms. Paxtons class
has a variety of math abilities. The results showed that seven students still need more
instruction for chapters one, two, and three because they scored below the benchmark
score of 80%. To better prepare these students for the assessment I would have taught
them key words for addition, subtraction, and estimating. Due to the questions being
story problems I feel that this would have been a great tool to use in determining how to
solve the story problems. Along with better preparing the students I feel that changing the
classroom environment would have had made a large impact on student scores. I felt that
students were unable to focus and put forth their best efforts because they were not in a
quiet and engaging environment. I would have allowed students to use manila folders to
cover their work, I also would have pre-prepared students to have a book ready to read
upon finishing the assessment. This would have eliminated the distraction of students
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walking around the classroom and talking to their peers. I would have set a classroom
rule of no speaking during an assessment.
The results also showed that the ELL students who are not fluent in English
performed below the benchmark score. If I had been the one to administer the assessment
I would have made appropriate accommodations for these students. If possible I would
have read the assessment to these students providing them with verbal instruction, I also
would have provided these students with a manipulative to help them solve the problems.
I feel that this would of made a huge improvement on student scores.
According to the data question number three and ten were the two most missed
questions. As the teacher I would go back over how to solve number patterns and the
signs for less than, greater than, and equal to. Number three asked students to finish the
number pattern of 43, 40, 37,
, 31 To finish the number pattern you must understand
that each number is being subtracted by three each time. To reteach this concept I would
use a lot of visuals and help the students understand that you must look for patterns. I
would provide students with a lot of practice opportunities. For question ten, which is
asking students to determine if the number 138 is bigger than, smaller than, or equal to
the number 143 I would reteach this concept by teaching students about each of the signs
(>, <, =). I would do this by using a storybook about the signs. I feel that this would help
the ELL students by providing them with a story and visuals. I would also encourage my
students to reference back to the number line posted around the classroom to know which
number is bigger or smaller.
Finally I believe it would be a fantastic idea to create math centers for each of the
different math concepts. This would provide the students with more opportunities to
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practice the concept and help one another learn. These centers would be hands on with
plenty of visuals and meaningful learning activities.
Student Comparison
Upon talking to Ms. Paxton, she and I decided on three students to compare and
analyze: one female student who is classified as an ELL (19F), with a WIDA level of 3.3,
one male student who is at the top of the class and above level in math (4M), and one
female student who is classified as an ELL (7F), with a WIDA level of 3.9.
Student Analysis
The table below shows the score break down for these three students. Student 4M
received a score of 90%, only missing question number three. Student 7F received a score
of 40%, missing question numbers two, three, five, sixe, and eight, and student 19F with
a score of 60%, missing questions number one, three, four, and ten.
Table 4
Student
4M
7F
19F
Q1
^
^
X
Q2
^
X
^
Q3
X
X
X
Q4
^
^
X
Q5
^
X
^
Q6
^
X
^
Q7
^
^
^
Q8
^
X
^
Q9
^
^
^
Q10
^
X
X
Compared to the whole class these three students scores represent one at the
bottom of the class, one in the middle, and one towards the top of the class according to
the scores. The table below shows where these students fall according to the class
average.
Final Submission

Table 5
Percent on Assessment
Score Comparison-Students to Whole Class

100
80
60
40
20
0
Whole Class
Average
4M
7F
19F
By comparing these students scores the results show that the two ELL students
scored below average, and the student who is at a fourth grade math level scored above
average. When these students were administered the assessment no language
accommodations were made for the ELL students.
Individual Student Analysis & Synthesis

Student #1:
Analysis: Student 19F was chosen because even though Ms. Paxton has been able
to determine she is great at math, her language abilities are causing her to receive low test
scores. She is unable to read and understand the problems correctly. This student received
a score of 60%, missing questions one, three, four, and ten.
Synthesis: To adjust accordingly for student 19F I would read the assessment to
her as well as provide her with math manipulatives. By doing this I feel her test results
would better reflect her actual math abilities. I would also focus on re-teaching the
concepts in each of these four questions. To do this I would pull this student aside in
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either a small group or one-on-one. I would focus on teaching place value, story problems
using subtraction, number patterns, and comparing numbers based on place value. By reteaching these skills I believe this student would be able to show her true math abilities
and perform well on the assessment. For future lessons I believe it would be a great idea
to pull her aside in a small group to provide more one-on-one instruction.
Student #2:
Analysis: Student 4M was chosen because according to his ability level he is at a
fourth grade level. However his test scores show that he still does not understand
everything, or he has chosen to not put forth the effort. According to Ms. Paxton he gets
very lazy and doesnt put forth all of his effort.
Synthesis: I believe Kael is being lazy because he is bored and not being pushed
to his ability level. I also feel that Kael doesnt have appropriate motivation in place.
Kael needs something to push him beyond what he already knows and to motivate him.
To improve Kaels test scores I would determine what level Kael is at as well as find out
what will motivate him. I will then create a plan to push Kael beyond his current ability
level and provide him with appropriate motivation.
Student #3:
Analysis: Student 7F was chosen because of behavioral purposes. Ms. Paxton has
a difficult time getting this student to talk and interact. Even though she is receiving math
interventions her scores are still extremely low. On this assessment she received a score
of 4/10 or 40%. Missing questions 2, 3, 5, 6, 8, and 10. Ms. Paxton believes this is
Final Submission

because she isnt asking questions or interacting with the teacher or students. This student
is considered an ELL student, but has a WIDA level of 4.
Synthesis: As her teacher I would do my best to find what this student is
interested in and create a relationship with her that encourages her to interact and ask
questions. I would also read the assessment to this student to help with the language
discrepancy. By doing this I believe she would have a better chance at success. I also
believe it would be effective to pull this student aside during instruction for more one-onone instruction. This not only shows this student how much I care about her as a person,
but also allows her to be a safe environment where she may feel she can ask questions
and interact with the teacher.
Overall I feel that these students understand the math concepts they just arent
receiving appropriate accommodations and modifications. By creating a more structured
classroom environment and providing explicit instruction I feel that the math scores
would increase tremendously.
Final Submission

Assessment #2
Type:
Ms. Paxton administered a chapter math assessment on multiplication and how to
use arrays to multiply on October 28, 2014. The assessment was multiple choice and
consisted of ten questions. Students were to select the best answer from a, b, c, or d or f,
g, h, or i to identify the correct math answer. Students were taught how to take this
assessment by using manipulatives to create arrays and use the arrays to solve
multiplication problems. In each lesson students were also shown a video and provided
with visuals. They would then complete a worksheet together as a class and do a
homework worksheet at home. To prepare students for this particular assessment Ms.
Paxton taught students to refer to the models on the assessment, she also encouraged
students to use the word wall for extra help. Ms. Paxton prompted students to check their
work by circling and writing the answer out. She helped students by writing prompts for
question number seven, number nine, and number ten, encouraging students to draw
pictures and write the multiplication facts. Students were prompted to do their best work
and to read each question carefully.
Purpose:
This particular math assessment was used as a formative assessment for chapter
four of their math book. The purpose of this assessment according to Ms. Paxton is to
determine students progress thus far and determine if she is able to move forward to
chapter five in the math book. Below is a table that breaks down each question, analyzing
what each question is asking student to do, determining the purpose of the assessment.
Table 6
Final Submission

Test Question
Question Analysis
#1: 4 groups of 2 =
-Refer to model to understand grouping.

-Counting the groups.
-Refer to array to understand problem.
-Counting the squares on the array.
-Refer to model to understand grouping.
-Counting the groups to understand multiplication.
-Knowing what the Commutative Property of
Multiplication is to solve.
#2: 2 rows of 7 =
#3: 6 groups of 3 =
#4: Which of the following number sentences is the
Commutative Property of Multiplication for
4x6=24?
#5: Which array represents the multiplication
sentence of 5x5=25?
#6: Use the array to find 3x2.
-Refer to model of an array to understand

multiplication.
-Refer to array to solve multiplication problem.
-Ability to count the array.
-Ability to read a story problem.
-Knowledge on groups.
-Ability to multiply.
-Ability to read and create a multiplication sentence
based off a model.
-Ability to count the squares on an array.
-Ability to create a multiplication sentence from an
array.
-Ability to multiply.
#7: Bill has 4 groups of counters with 3 counters in

each group. How many counters does Bill have in
all?
#8: Match the multiplication sentence to the group
of counters.
#9: The array below shows 4 rows of 5 squares.
How many squares in all?
#10: Juan, Maria, and Stephen each have 8 pencils.
How many pencils do they have altogether?
The chapter four math assessment was administered to twenty out of the twentythree students on October 28, 2014 around 11:30 am. Two of the students who did not
participate in the assessment were absent on the day of the assessment while one student
was in special education during the time of the assessment. Student 2F and 14M were
absent and student 11F was in special education. The assessment was given after students
had been in the computer lab and right before students left for lunch. Students appeared
to be very calm and ready to take their assessment. As the assessment began students did
a great job of remaining quiet. Student 6F went into the library to take her assessment,
receiving assistance from Mrs. Thayne. Students 1F and 17F sat at the back table and had
the assessment read to them. The rest of the students sat at their desks, slightly separating
themselves from their peers. As the assessment went on and students began to finish their
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assessments the room began to get very loud, becoming a distraction for students who
were not yet finished.
Analysis
The table listed below shows how each student performed on the math assessment
by breaking down the information into individual questions that appeared on the
assessment. The students completed assessments are located in Appendix B for further
review.
Key
Key
Question
Correct
Incorrect
Absent
Q
^
X
-
Table 7
Student
1F
2F
3F
4M
5F
6F
7F
8F
9F
10M
11F
12M
13M
14M
15M
16M
17F
18F
19M
20F

Q1
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Q2
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Q3
^
-
^
^
^
^
X
^
^
^
-
^
^
-
^
^
^
^
^
^
Q4
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Q5
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
X
^

Q6
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Q7
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
X
^
Q8
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Q9
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Q10
^
-
^
^
^
^
^
^
^
^
-
^
^
-
^
^
^
^
^
^
Final Submission

21F
^
^
^
^
^
^
^
^
^
^
22M
X
^
X
^
^
^
X
^
^
X
23F
^
^
^
^
^
^
X
^
^
X
Source: Math Assessment Results (Appendix B)
Question Breakdown
The test scores range from 60%-100% on this assessment. Sixteen students scored
100%, one student received 90%, two students received 80%, and one student received a
60%. The classes average score on this assessment was 91.5%. Nineteen out of the
twenty students reached the benchmark score of 80%, while one student did not, scoring
60%. On the assessment not one student missed questions 2, 4, 6, 8, or 9, each having
100% accuracy. Questions 1 and 5 each had an accuracy of 95%, with only one student
missing each question. Questions 3 and 10 had an accuracy of 90%, with two students
missing each question, and question 7, being the most missed question had an accuracy of
85%. All questions met the benchmark score of 80%.
Table 8
23F
22M
21F
20M
19M
18F
17F
16M
15M
14M
13M
12M
11F
10M
9F
8F
7F
6F
5F
4M
3F
2F
12
10
8
6
4
2
0
1F
Score (0-10)
Students
Final Submission

On this particular assessment females scored slightly higher than the males.
Females had an average score of 97.5%, while males had an average score of 92.5%.
Both females and males exceeded the benchmark score of 80%. Refer to graph below.
Table 9
Test Results by Gender

Males
Females
Males
Females
90
92
94
96
98

According to the math assessment results I discovered that Ms. Paxtons class is
proficient in using arrays to solve multiplication questions. The results showed that
nineteen students scored above the benchmark score of 80%, with only one student
scoring below the benchmark score. Based on this evidence I feel confident in continuing
on in the curriculum. Students are able to effectively complete the assessment. I however
do believe that students were able to score highly on the assessment because of all the
accommodations and modifications that were made.
Ms. Paxton did a great job of using manipulatives to teach students about arrays.
This is something I would include into my instruction to provide my students with the
best instruction possible. I also would allow my ELL students to have parts of the
Final Submission

assessment read to them to help them do their best work and show their true math
abilities.
Apart from accommodations and modifications I would change the atmosphere of
the classroom during the assessment. The class was very distracted and had a difficult
time focusing on the assessment. Because of this I feel that students arent always
working there hardest and focusing on their assessments. To help create an appropriate
classroom atmosphere during assessments I would model how I would like the class to
act during the time of the assessment. I would also have a procedure of what students
should do when they complete their assessment, such as pulling out a book and or an
unfinished assignment. By making these slight adjustments I feel that all students would
have the opportunities to succeed.
Student Comparison
analyze: one female student who is classified as an ELL (6F), with a WIDA level of QIA,
one male student who has an IEP (22M), and one female who is classified as an ELL
(7F), with a WIDA level of 3.9.
Student Analysis
The table below shows the score break down for these three students. Student 6F
received a score of 100%, answering all ten questions correctly. Student 22M received a
score of 60%, missing questions one, three, seven, and ten and student 7F received a
score of 90%, only missing question number three. Refer to table below.
Final Submission

Table 10
Student
6F
7F
22M
Q1
^
^
X
Q2
^
^
^
Q3
^
X
X
Q4
^
^
^
Q5
^
^
^
Q6
^
^
^
Q7
^
^
X
Q8
^
^
^
Q9
^
^
^
Q10
^
^
X
Compared to the whole class these three students scores represent one student
who scored at the top of the class, one towards the top of the class, and one at the bottom
of the class according to the class average. The table below shows where these students
fall according to the class average.
Percent on Assessment
Table 11
Score Comparison-Student to Whole

Class
150
100
50
0
Whole Class
Average
6F
7F
22M
By comparing these three students scores the results show that one ELL student
scored above average, one scored slightly below average, and the student with an IEP
scored below average. When the assessment was administered some language
accommodations were made for the ELL students.
Final Submission

Student #1:
Analysis: Student 6F was chose because of her ability levels. She has very low
scores in both reading and math. However, on this assessment she was able to receive
100%, answering all ten questions correctly. This particular student has low scores due to
a language deficit. This student doesnt speak or understand English.
Synthesis: I believe that this student was able to do so well on this particular
assessment because appropriate modifications and accommodations were made. The
assessment was read to this student and the assessment its self had images and models for
her to use. I believe that if this student was to receive these
modifications/accommodations on each assessment her scores would rise, and her true
abilities would begin to show. I also believe that if instruction was modified this students
scores would improve. One way to adjust instruction for this student would be to provide
Spanish videos. In the math program there are both English and Spanish videos.
Student #2:
Analysis: Student 22M was chosen because he was the only student in the class
that was unable to reach the benchmark score of 80%, only answering 6/10 questions
correctly or 60%. This student was unable to answer questions 1, 3, 7, and 10 correctly.
This particular student has a resource IEP, but did not receive any accommodations or
modifications.
Synthesis: Based on the test results this student needs more instruction and or
accommodations made for him. To help this student I would take the time to teach
student about key words to solve multiplication problems. Such as grouping, all together,
Final Submission

and how many in all. I also believe it would be a great idea to use manipulatives to help
this student understand arrays and how to use them in understanding multiplication.
During instruction I would like to be able to pull this student aside to provide more oneon-one instruction, allowing him to ask questions and discuss the new content. I am
unable to see this students IEP, but if I could I would make accommodations and
modifications to fit his particular IEP.
Student #3:
Analysis: Student 7F was chosen based on her test results compared to past tests.
In past assessments this student has performed poorly and has a math readiness level of a
second grader. However, this student excelled on this particular assessment with a 90%.
Answering all of the questions correctly, besides question number three. Based on the
assessment question number three appears to be a simple mistake. Student 7F was able to
answer similar questions correctly, such as question number one.
Synthesis: Based on the assessment results student 7F this student needs
motivation and understanding. As her teacher I would try to figure out what she likes and
needs. I would work to create a relationship with this student to understand what she
knows and needs to know. By doing this I would be able to communicate and help this
student succeed. I would also be sure to provide this student with appropriate
accommodations and modifications for her language deficit.
Final Submission

Assessment #3
Type:
Ms. Paxton administered a chapter math assessment on using counters and models
to solve multiplication problems as well as division. The test was multiple choice and
consisted of twelve questions. Students had to select the best answer from a, b, c, or d and
f, g, h, or i to correctly answer specific math questions. I was unable to be in the
classroom at the time of the assessment so I asked Ms. Paxton to explain how she
prepared students to take this assessment. She explained to me that she prepared students
by encouraging them to do their best work. Ms. Paxton also taught students how to look
for key words in reading the assessment. She taught students to highlight these key
words, such as equal groups. Ms. Paxton also taught students to circle the correct answer
write the answer on the line provided, and show work. This gives student an opportunity
to check their own work and allows Ms. Paxton to see students work.
Purpose:
The math assessment was used as a formative assessment for chapter five. The
purpose of this assessment according to Ms. Paxton is to assess what her students have
learned and what students need to be retaught. This assessment provides her with the
knowledge on what students have the knowledge needed to continue forward with math
instruction. Below is an analysis of the assessment itself to determine what it is students
need to know, determining the overall purpose of the assessment.
Table 12
Test Question
Use counters to find how many are in each group:
1. 16 counters, 2 equal groups
Question Analysis
-Ability to use counters to create 2 equal groups.
-Understand the meaning of equal groups.
-Dividing by four.
Final Submission


-Dividing by 3.
-Dividing by 5.
-Dividing by 5.
-Dividing by 2.
-Dividing by 3.
-Understand a number line.
-Understand divisions and how to use a number line
to solve a division problem.
-Understand money.
-Understand groups.
-Know how to read a story problem.
-Know how to use a model to solve a division
problem.
-Understand written division problems.
-Ability to use a model.
-Know what fact families are.
-Understand division and multiplication problems.
-Understand how to create equal groups.

8. Use the number line to find 15/3.
9. Bill has $20 to share equally with his little
brother. How much will each of them receive?
10. Math the division sentence to the groups of
counters.
11. The figure below is a model for 4x5=2. Which
number sentence is in the same fact family?
12. Travis, Garret, and Samantha want to share 18
stickers equally. How many stickers will they each
receive?
The benchmark assessment was administered to the whole class of twenty
students on Monday, November 10, 2014 around 11:00 am. Three students did not
participate in the assessment. Two students were absent during the assessment, while one
student was in special education during the time of the assessment. Student 5F and 23F
were absent, while student 11F was in special education. The assessment was given to
students an hour after school began at 10:00 am. This allowed students plenty of time to
complete their assessments. Because Ms. Paxton didnt have the assistance of practicum
students, appropriate accommodations were not made. As the assessment began Ms.
Paxton had each of the student separate their seats from one another, to help student resist
the urge to cheat from one another. She told students to do their best work and to
carefully read each question and answer. Students did a great job of focusing quietly on

Final Submission

their assessments and completing their work. As students began to finish the classroom
began to get very noisy and students began to get distracted. The boys especially
appeared to be having a difficult time focusing.
Analysis
The table listed below shows how each student performed on the assessment by
breaking the information into individual questions that appear on the assessment. The
students completed assessments are located in Appendix C for further review.
Key
Question
Correct
Incorrect
Absent
Q
^
X
-
Table 13
Student
1F
2F
3F
4M
5F
6F
7F
8F
9F
10M
11F
12M
13M
14M
15M
16M
17F
18F
19M
20F
21F

Q1
^
^
^
^
-
^
^
^
^
^
-
^
^
^
^
^
^
^
^
^
^
Q2
X
^
^
^
-
^
^
^
^
^
-
^
^
^
^
^
X
^
^
^
^
Q3
X
^
^
^
-
^
^
^
^
^
-
^
^
^
^
^
X
^
X
^
^
Q4
^
X
^
^
-
^
^
^
^
^
-
^
^
^
^
^
X
^
^
^
^
Q5
^
^
^
^
-
^
^
^
^
^
-
^
^
^
^
^
^
^
^
^
^

Q6
^
^
^
^
-
^
^
^
^
^
-
^
^
^
^
^
^
^
^
^
^
Q7
X
^
^
^
-
^
^
^
^
^
-
^
^
^
^
^
^
^
^
^
^
Q8
^
X
^
^
-
^
X
^
^
^
-
^
^
^
^
^
^
^
^
^
^
Q9
^
X
^
^
-
X
^
^
^
^
-
^
^
^
^
^
^
^
^
^
^
Q10
^
^
^
^
-
^
^
^
^
^
-
^
^
X
^
^
^
^
^
^
^
Q11
^
^
^
^
-
^
^
^
^
^
-
^
^
X
^
^
^
^
^
^
^
Final Submission
Q12
^
X
^
^
-
^
^
^
X
^
-
^
^
X
^
^
^
^
^
^
^

22M
^
^
X
^
^
^
^
^
^
^
X
23F
-
-
-
-
-
-
-
-
-
-
-
Source: Math Assessment Results (Appendix C)
Question Breakdown
The test scores range from 67%-100% on this assessment. Eleven students scored
100%, four students scored 92%, four students scored 75%, and one student received the
score of 67%. The average score of the class was 91.75% on the math assessment. Fifteen
students reached the benchmark score of 80%, while five students did not, scoring 80%
or less. On this particular assessment every student was able to answer questions 1, 5, and
6 correctly with 100% accuracy. Questions 7 and 10 had an accuracy of 95%, with only
one student missing each question. Questions 2, 4, 8, 9, and 11 have an accuracy of 90%,
with two students missing each question. The two most missed questions were questions
3 and 12 with four students missing each questions, having an accuracy rate of 80%.
Overall all of the questions met the benchmark score of 80% or better. The chart below
shows the number of correct responses for each of the twenty students for the math
assessment.
Table 14
14
12
10
8
6
4
2
0
1F
2F
3F
4M
5F
6F
7F
8F
9F
10M
11F
12M
13M
14M
15M
16M
17F
18F
19M
20M
21F
22M
23F
Score (0-12)
Students
Final Submission
X
-

On this particular math assessment males scored slightly higher than the females.
Males had an average score of 93.5%, while females had an average score of 90.27%.
The average score of both males and females was above the benchmark score of 80%.
Refer to graph below.
Table 15
Test Results by Gender

Males
Females
Males
Females
88
89
90
91
92
93
94
Out of the twenty students who participated in the assessment, ten of them are
considered ELL. These ELL students received an average score of 10.7/12 or 89%.
Together they reached the benchmark score of 80%. However they scored below the
whole class average of 91.75%. Refer to table below.
Table 16
Assessment Score
ELL Students compared to Whole

Class
92%
91%
90%
89%
88%
87%
Class Average
ELL Average
Final Submission

Source: Math Assessment Results (Appendix C)

According to the analysis of this math assessment I found that Ms. Paxtons
students are all on a varying degree of math competencies. The math results showed that
five students still need more instruction for chapter five because they scored below the
benchmark score of 80%. To better prepare these students for the assessment I would
have taught these students key words for solving division and multiplication problems.
By doing this I believe it would help students feel more confident in taking the
assessment as well as providing them with the knowledge they need to solve the
problems.
Based on the analysis questions 3 and 12 were the two most missed questions.
Question 3 had students creating three equal groups with twenty-seven counters and
question twelve had students dividing eighteen sticks into three equal groups. Based on
that information I can see that students are struggling with dividing threes. With that
knowledge I can review division of threes and reteach students. To reteach I would use
manipulatives, such as counters for students to practice dividing them into three equal
groups. While teaching I would be sure to use story problems to help better prepare
students for the assessment.
Upon analyzing the assessment I also found that four of the five students who did
not meet the benchmark score were ELL students. To better accommodate for these
students I would read the test to these students. By doing this I believe I would be
providing these students with a better opportunity of showing their true math abilities. I
would also do a quick review lesson before providing these students with the math

Final Submission

assessment. By doing this I would be able to remind students about what they have been
learning about as well as key words or phrases to look for.
Finally I would change the classroom environment during the time of the
assessment to provide a more structured and relaxing environment. I would provide each
student with a manila folder; by doing this I would eliminate the urge to cheat. I also
believe this would help students stay focused on their assessments. Before the students
began their assessments I would provide students with clear instruction on what to do as
they completed their assessment. I would instruct students to pull out their library books
and read quietly until instruction to do something else.
Student Comparison
analyze: one female student who is classified as an ELL (2F), with a WIDA level of 3,
one male student with an IEP and behavior problems (10M), and one male student who
has a low reading and math ability level (14M).
Student Analysis
The table below shows a question break down for each of these three students.
Student 2F received a score of 67%, missing questions four, eight, nine, and twelve.
Student 10M received a score of 100%, answering all twelve questions correctly, and
student 14M received a score of 75%, missing questions ten, eleven, and twelve. Refer to
table below.
Final Submission

Table 17
Student
2F
10M
14M
Q1
^
^
^
Q2
^
^
^
Q3
^
^
^
Q4
X
^
^
Q5
^
^
^
Q6
^
^
^
Q7
^
^
^
Q8
X
^
^
Q9
X
^
^
Q10
^
^
X
Q11
^
^
X
Compared to the whole class these three students scores represent one student
who scored at the top of the class, one who scored at the bottom of the class, and one who
scored towards the middle of his class based on the class average. The table below shows
where these students fall according to the class average.
Percent on Assesment
Table 18
Score Comparison-Student to Whole

Class
150
100
50
0
Whole Class
Average
2F
10M
14M
By comparing these three students scores the results show that the ELL student
scored below average, the IEP student scored above average, and the other student with
low ability levels scored below average. During the time of the assessment no language
accommodations were made.
Final Submission
Q12
X
^
X

Student #1:
Analysis: Student 2F was chosen because she was the lowest scoring student in
the class. This student scored below the benchmark score of 80%, only receiving a 67%.
This student is an ELL student with a WIDA level of 3. This student-missed questions
number four, eight, nine, and twelve. During the assessment this student did not receive
any accommodations or modifications
Synthesis: Based on the analysis of this student I would have made appropriate
accommodations and modifications for reading. I would have read the assessment to this
student to eliminate the language deficit. Based on the questions she missed I also would
go back and reteach this student about number lines and how they can be used to help in
solving a division problem. I would have done this by using visuals as well as hand on
activities. Along with using visuals to reteach I would cover story problems and what key
words to look for while solving a story-problem. By doing this I believe scores for this
student would improve.
Student #2:
Analysis: Student 10M was chosen because according to his ability level he is
only at a first grade level in math. However he was able to score 100% on this math
assessment, answering all twelve questions correctly. This student did not receive any
accommodations or modifications during the assessment, answering all questions on his
own without any assistance.
Synthesis: Based on the analysis of this student I have found that this student is
proficient in the content of this assessment. I believe this student was so successful
Final Submission

because he found interest in the topic. When this student finds something he is interested
in or has a reason to do well, he does. This student is very motivated through reward and
recess. He loves having time to play outdoors with his peers. Based on that knowledge I
would continue to motivate this student and discover what interested him about this
particular math content and how I can incorporate it into other lessons.
Student #3:
Analysis: Student 14M was chosen based on his math score and the questions he
missed. This student has a math ability level of a first grader. Student 14M received a
score of 75%, missing three out of the twelve questions. This student answered questions
ten, eleven, and twelve incorrectly. At the time of the assessment this student did not
receive any accommodations or modifications.
Synthesis: Based on the analysis of this student I have found that he is proficient
in using counters to create equal groups. I also found that he needs more instruction on
matching division sentences to groups of counters, writing division sentences, and
reading story problems to solve division problems. Based on that information I would reteach this student in writing division sentences. I would continue to use maniuplatives,
but while using them I would have these students write out the division problem out each
time. I could also provide students with more story problems throughout instruction and
teach key words in solving the problem. By making these adjustments I feel I could help
this student excel and become confident in his abilities to deal with division.
Final Submission

Appendix A
Final Submission

Appendix B
Final Submission

Appendix C
Final Submission

Assessment Application & Analysis Report (Eled 3420)

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A s s e s s m e n t

Assessment Application and Analysis Report Wall 2

Principal: Teria Mortensen

East Elementary Student Body

Assessment Application and Analysis Report Wall 3

Ms. Paxtons Students

Source: Ms. Paxton-Classroom Teacher

Assessment Application and Analysis Report Wall 4

Source: Elizabeth Barkley-ESL Coordinator

Assessment Application and Analysis Report Wall 5

Source: Ms. Paxton-Classroom Teacher

Source: Ms. Paxton-Classroom Teacher

Free or Reduced Lunch

Assessment Application and Analysis Report Wall 6

Free or Reduced Lunch

Source: Ms. Paxton-Classroom Teacher

Assessment Application and Analysis Report Wall 7

Math Ability Levels

Source: Ms. Paxton-Classroom Teacher

Language Ability Levels

Source: Ms. Paxton-Classroom Teacher

Accommodations and Modifications

Assessment Application and Analysis Report Wall 8

Assessment Application and Analysis Report Wall 9

Assessment Application and Analysis Report Wall 10

Assessment Application and Analysis Report Wall 11

Questions Answered Correctly

Source: Math Assessment Results

Assessment Application and Analysis Report Wall 12

Test Scores by Gender

Source: Math Assessment Results

Whole Class Synthesis

Assessment Application and Analysis Report Wall 13

, 31 To finish the number pattern you must understand

Assessment Application and Analysis Report Wall 14

Source: Math Assessment Results

Assessment Application and Analysis Report Wall 15

Score Comparison-Students to Whole Class

Source: Math Assessment Results

Individual Student Analysis & Synthesis

Assessment Application and Analysis Report Wall 16

Assessment Application and Analysis Report Wall 17

Assessment Application and Analysis Report Wall 18

Assessment Application and Analysis Report Wall 19

-Refer to model to understand grouping.

-Refer to model of an array to understand

#7: Bill has 4 groups of counters with 3 counters in

Assessment Application and Analysis Report Wall 20

Assessment Application and Analysis Report Wall 21

Questions Answered Correctly

Assessment Application and Analysis Report Wall 22

Test Results by Gender

Source: Math Assessment Results

Whole Class Synthesis

Assessment Application and Analysis Report Wall 23

Assessment Application and Analysis Report Wall 24

Source: Math Assessment Results

Score Comparison-Student to Whole

Source: Math Assessment Results

Assessment Application and Analysis Report Wall 25

Assessment Application and Analysis Report Wall 26

Assessment Application and Analysis Report Wall 27