Lincoln Portfolio Experience

Post-Assessment Goal:
• The goal of our post-assessment was to see how our students did during our instruction.
Did they learn? Did they understand the content? We also wanted to see if they did better
than when we did the pre-assessment. Our plan is to use the data received to drive our
instruction for the future. Some remediation will need to be done.
• Skills that were assessed were telling time to the minute (14-1), elapsed time (14-2), and
word problems with time (14-3). We also talked about the difference between an analog
clock and digital clock. We assessed these through a bingo review game and through
different interview questions. We then gave the students the same test they did for the
pre-assessment. This was to see their improvement during the two weeks of our
instruction.

Post-Assessment Validity, Reliability, and Bias:

• The test was valid, reliable and didn't have any bias. We knew our students better but we
didn't have the halo effect for any of them and told them to each do their best.
• Validity: The test was valid. It was to the common core standards as well as the Envision
curriculum that the school is using. The test measured what we said it would measure and
what we had instructed our students on. There were no surprises or tricks on our
assessment.
• Reliability: We did a test-retest with two weeks between using the same assessment. This
made our test stable. We also had the two examiners on the same page. We knew the
standards, the test items, and had each of our students take the test the same way without
exceptions. The test was also consistent throughout all of the items.

Administration Conditions:

Day: 3/25/18 Time: 9:15 Administration: Small groups Time: 30 min.

Post-assessment was done both verbally (bingo review), observation (recording on a grid), and
through assessment and writing (test). We gave the students about five more minutes to take the
assessment. The students still seemed to be rushing through the test. We could have given them
maybe five more minutes to have been more adequate. If there is one thing I would change, it
would've been to have done a review with more variety in a fun activity type of way.

Scores and Observations:

The students mostly mastered telling time to the nearest minute. The average score was a 6 for
the first six questions on telling time to the minute. This is a strength still for our group. The
most frequent score that occurred is a 12. This is higher than the 9 or 11 that was achieved on the
pre-assessment. However, most of the students seemed to stay the same or get more incorrect.
For example, Colton, who got a perfect score on the first exam, missed a question on this post-
assessment. The total number correct is an 83 whereas the score total on the pre-assessment was
a 84. Most students got the questions on word problems incorrect. This is still a weakness.
Remediation should occur in the future for this concept (14-3).
These results could be possibly because the students were usually in a hurry to get to recess. Our
instruction possibly wasn't clear enough for our students to understand certain concepts. We tried
hand over hand with Enoch, however, he still struggled and didn't get any correct on the pre- or
post-assessment.

Post Assessment Reflection:

For our post-assessment, we played a game. I printed out bingo boards and counters. We then
had the whole group get together and they put different times randomly on their board. After
that, we played bingo for about ten minutes. We also gave the students the same test they took
for their pre-assessment. Lillian and I continued to record and observe the students on how they
were understanding the concepts. This assessment was to show their knowledge on concepts
from 14-1 to 14-3. These concepts included telling time to the minute, elapsed time, and word
problems with time. Based on the post-assessment data, it was consistent that our group was still
low and needed remediation. We had one student who was very high and got nearly every
question right. He scored at least six above his next closest peer. He mastered the material.
However, most students still struggled with elapsed time. Most of our students struggled
behavior wise and had a hard time paying attention. This could possibly be why they didn’t do
too well.

I would adjust the unit in the following ways to make it better and to meet more of our students
needs. I would’ve done one or two activities. I would’ve had the bingo boards ready to go before
hand for review so they could have more time to review. I also would’ve focused two days on
elapsed time instead of one day. I learned a lot from this analysis of learning. During the pre-
assessment, it was harder to plan our instruction. This stressed me out. However, once we got to
the post-assessment, I knew our students and it was easier to plan for them. For example, Dallin
had a misconception about the hands of the clock. He said, “they don’t matter.” Once we
addressed this misconception, it showed in our post-assessment. He approved by a couple
questions. Even though it was only a couple questions, it was a lot for a shorter period of
learning time. We saw that using assessment in learning really does help drive decisions. This is
why it is so important to pre-assess and post-assess. Without it, you don’t realize how or where
your students are at. This would almost make your instruction worthless because you wouldn’t
know if your students actually needed it. Another one of our students, Jahasia, did a few
questions better as well. She had a misconception that you just write the number on the clock
instead of what the number represents. We saw her actually writing the time in our last lesson.
She needed some help but could do it. Another little girl, Olivia, understood telling time to the
minute but struggled with elapsed time. She would get the problems wrong and be frustrated. I
listed to her questions and she seemed to understand the concept more. This showed as she got
two more questions correct on the post-assessment than the pre-assessment.