Julia Biasi

ELED 3650
Students Performance Assessment
Over the course of the last semester I have been a practicum
student in a fourth grade classroom. While at the school I have
observed two students. I also have collected three assessments from
each student. I collected a math, literacy, and a informational survey. I
wanted to get a broad view of each student. Looking at the student
from these different angles has helped me to better understand the
needs of each student. For this assignment I will call the students I
observed Student 1 and Student 2.
Student 1 is a female. I choose Student 1 because on the first
day of class she took a nap on the couch. She had not slept the night
before because her mom had been arrested. I thought it would be
interesting to see how a difficult home life affected her schoolwork. As I
spoke with my practicum teacher she suggested that is would good to
look at a student who is on grade level so I would have a better idea
where four grade students generally look like. At the beginning of the
year Student 1 tested on grade level in math and in reading. I thought
Student 1 would be a good student to assess how I could better
address her needs.
Student 2 is a male. I choose this student because he is an
English Language Learner (ELL). He is also below grade level in reading
and in math. The first day of class the teacher told us that the student

had been in Mexico for the last month. The teacher said this student
would definitely be interesting. I thought it would be interesting to look
at what I could to help strengthen this student.
I choose these two students because I was looking for an
overview of the different student in the class and even though it is a
small sample they are two fourth graders with different abilities,
strengths, weaknesses, interests and backgrounds.
Assessment One
Assessment one is an informal survey and a questionnaire. (See
Appendix A) I will refer to both as one assessment because they were
given together to get an over view of the students interests, ways of
learning, information on the students life, and overall who the student
is beyond my classroom. This assessment was given to understand the
student not to evaluate. To administer this assessment we let the
students fill out the questions at there own pace. Some of the
information that will be given was through verbal communication with
the student or speaking with the mentor teacher.
Student 1 lives with her mother and her grandparents. She has
eight brothers and two sisters. But only two siblings live with her. She
is on grade level in reading and in math. Student 1 is a good student
works hard to get her work done. Is in class everyday. School seems to
be an outlet for her. Even when she plays at home she plays school.
She is very social enjoys time to work with other students. She would

rather learn in a structured environment where she can ask the teacher
for help. Her interests are reading, school and education. She likes to
play with friends but sometimes does not know how to make friends.
Student 2 lives with his parents. He is eight. He has three
brothers. He is below grade level in math and in reading. He is an ELL.
Both of his parents are from Mexico. Student 2 does not have an
interest in school. He does not care to do well in school. There have
been a lot of complaints about him bullying other students. Student 2
is a very good soccer player it is his only interest that he talks about.
Student 2 does not like there to be distractions while he is working.
Often he will says that he can not handle the situation he is in. He likes
when he is pressured to do his work because that means he will do it.
Student 2 would rather work in groups even though he is easy
distracted in groups.
Assessment 2
Assessment two is a literacy assessment. It was a summative
assessment to check students understanding of mountain men. It was
a writing assessment. The assessment assed the students ability to
use vocabulary words in complete sentences. (Sees Appendix B) In
class we read about mountain men. The students were given until the
end of the day to finish the assessment. Then the students were asked
to create their own mountain man and write a story about him using
the vocabulary words. The students were required to have complete

sentences that made sense. Students where graded on a scale of one

to three. A one would be, one vocabulary word, and sentences are not
complete. A two would be, vocabulary words are used some
incorrectly, and sentences are not complete. A three would be,
vocabulary words are used and there are complete sentences.
Student 1 scored a two on this assessment. Student 1 scored a
two because the vocabulary words are used incorrectly. The student
had one complete sentence but two of the vocabulary words were used
incorrectly. The assessment was partly on writing a complete sentence
but it was also was in part on use the vocabulary words correctly.
Student 2 scored a two on this assessment. This student scored a
two because he did not use complete sentences. The vocabulary words
were used and were used correctly but his sentences were incomplete
and not on a four grade level.
Assessment 3
Assessment three was a math assessment. This is a
summative assessment given district wide. It was a benchmark
assessment on the first through third chapter. This is to
assessment if the students still have retained the information they
have learned over the last three chapters. There were twenty
questions on this assessment. This chapter went over expanded
form, grater than, less than, equal to, place value, estimate, rounds,
all of the properties of addition, addition and subtraction and

addition. The students were given forty-five minutes to finish the

assessment. It was open to the whole class to have the test read to
them if they would like. (See Appendix C)
Student 1 scored a twenty out of twenty on this assessment.
This scored a hundred on this assessment. This shows that this
student has an understanding of these concepts.
Student 2 scored a nine out of twenty. That is forty-five
percent. This student missed a lot of the question where there was
a lot of reading. He missed a wide verity of questions.
Education Plan Student 1: There are different things that I can do to
help Student 1. Each part of the plan comes from the different
assessment. Student 1 does best with no distractions. It would be very
difficult to have no distractions all day long. But for assessments I will
have to be sure that the class is quiet and in there seats until the
whole class finishes with their assessments. Student 1 also does well
with attention and praise. I have noticed that student responds well
when she is praised or is given attention. For this I need to be sure that
I praise this student for her hard work not meaningless things. Student
1 also need support making friends. To help with this I will have her
work in groups. Where I can structure how the students interact. From
assessment two I would focus on vocabulary understanding. I would do
this by pre teaching the words so the student gets multiple exposures.

Student one did really well on the third assessment. The only thing that
I would work on with this assessment is multiplication facts, because
the student could use this in the future.
Education Plan Student 2: Student 2 needs no distractions. I have
seen his scores go up with he has no distractions. To do this I would
have him do the assessment separate from the class. This student
needs to be monitored for bullying. He does not know appropriate
ways to interact with students. To do this I would have the students
work in groups so I can structure and motor there interaction.
Student also needs support in math, I think that because the
student is an ELL it would be most helpful to give him the test
orally. The student also needs to memorize his multiplication facts.
This student needs support in his writing. He does well with writing
if he is talked through it. There are times that he just rushes
through. It would be most helpful to have the student take a lot of
time so that he is not rushed.