Individual Lesson Assessment Reflection-

DIRECTIONS: INCLUDE ALL 2 SECTIONS BELOW

SECTION 1: Reflection in Action

1. What were the formative assessment results each day in each of the content lessons? DESIGN
electronic TABLE GRAPHS to identify the results for each content. How would you use the
results the next day in your planning and why: Be very specific and correlate your reasoning
with sound research/readings from what you know about young children and learning? Did
you expect these results? Why or Why not?

Science:

Donald Melissa Jaxon Jake Henry Lorianne Nevin Mahala Dylan

Student yes no yes yes no yes yes yes yes

described the
most accurate
size of their
leaf.
Student yes yes yes yes yes yes yes yes yes
choose the
color crayon
that matched
their leaf
best.
Student yes yes no yes yes yes yes yes yes
described the
type of tree
the leaf came
from
accurately
using the
outline
provided.
Science Results: During this science lesson I was very shocked with how well the students scored on
their assessments. The students were trying to accurately find a color to match their leaf. The students
even were using two crayons to color their leaf trying to get the color to match perfectly. I expected
more students to have a difficultly with using the outline to analyze what type of tree the leaf was from,
however all but one student was able to complete that task accurately and independently. As stated by
Rick Wormeli, formative assessments are wonderful tools for teachers to utilize, however, you must
make those necessary adjustments in your lessons to benefit the students (Wormeli). If I were to

Cummins, L. 2019
 continue to into a following day of teaching, I would use these results by having the students complete a
more advanced task, as the results show all the students are ready to continue to move forward.

Language Arts:

Donald Melissa Jaxon Jake Henry Lorianne Nevin Mahala Dylan

Students have yes yes yes yes yes yes yes yes yes
included a
drawing that
represents
their personal
Halloween
tradition.
Students have yes yes yes yes yes yes yes yes yes
included their
Halloween
tradition on
the correct
side.
Student have yes no yes yes yes yes no yes yes
drawn what
they learned
from the text
about why
Halloween
began.
Students used yes yes yes yes yes yes yes yes yes
details in their
drawings.
Students yes no yes yes yes no yes no yes
when asked
can give the
teacher
candidate an
idea of what
the drawing
represents
and how it
relates to the
lesson.
Language Arts Results: I would use these results in to inform my next day teaching. This data shows that
the students are understanding how to recall information from a text and draw/write about what they
learned from the read aloud. This data shows that some students may need some support moving
forward, which the teacher candidate will provide. I did expect these results. I feel as though I create a
lesson and formative assessment which gave my kindergartener’s some challenges but not too many

Cummins, L. 2019
where they felt as if they could not overcome them. In this lesson I used the knowledge I have learned
about developmentally appropriate practices and students’ zone of proximal development to guide
lesson planning and assessments (Rhode Island Department of Education).

Social Studies:

I can explain what I can tell you why I can tell you my
tradition means. Halloween began. personal Halloween
traditions.
Donald no yes yes
Melissa no yes yes
Jaxon yes yes yes
Jake yes Yes Yes
Henry Yes Yes Yes
Lorianne Yes Yes Yes
Mahala Yes Yes yes
Dylan Yes Yes yes
Nevin Yes No yes
Social Studies Results: I would use the results from this assessment to inform my next lesson plan. If I
were to continue teaching a following lesson the next day, I would understanding that most of my
students have a solid understanding of what a tradition is and how to apply the knowledge of knowing
what a tradition is to talk about their own personal Halloween traditions. I would say that I was
expecting this result. A few of my struggling students were able to tell me what their Halloween
tradition, however, they could not explain what the word tradition means. I was looking for the students
to say something along the lines of “something that repeats over time.” Based on my knowledge of
student learning I would believe that it would be beneficial for the class to continue in moving forward
in the lessons. However, the couple of students who are struggling I would continue to work with them
and help them to create their own definition of the word tradition so they too will have a deeper
understanding.

Math:

Donald Melissa Jaxon Jake Henry Lorianne Nevin Mahala Dylan

Sorts yes yes yes yes yes yes yes yes yes
leaves by
color
category
Correctly yes yes yes yes yes yes yes yes yes

Cummins, L. 2019
 counts
number
of leaves
in color
category.
Identified no yes no yes yes yes no yes yes
greater
than
column
in bar
graph.
Identified yes no yes yes no yes yes yes yes
less than
column
in bar
graph.
Math Results: This lesson was a little more challenging than I had hoped it would be. Reflecting on the
lesson, I feel that I was asking the students to do too many things without giving them enough direction
and time to do so. I gave the students another assessment asking students to identify the l=column with
less than and the column which has greater than in the bar graphs and all the students answered
correctly. If I would teach a following lesson to this one, I would do a review to assure the students are
understanding the learning objectives. I did not expect these results, I expected the students to do
better in regard to less than or greater than however, I feel that I was asking them to complete too
many tasks within a short time frame. Students need to have a longer wait time to be able to progress
what they are being asked to do and then work on completing that task (Kelly).

2. When reflecting on the feedback you provided for the 2 students and the whole class, do you
feel this effectively provided them with insight into their learning about the content? Why?
Reflecting on my feedback that I provided to the 2 students and the whole class, I feel
that I gave them effective insight into their learning. When giving the students feedback,
I give them feedback by explaining what they are doing well and how they are achieving
that. I explain to the students what it is that they are doing that is helping them to
achieve in learning a concept. Wormeli discusses this in his formative assessment video,
it is important to explain to the students what it is specifically that they are doing well so
they can continue to do that (Wormeli). Also, when I gave the students feedback I am
explaining to them what I am looking for what criteria is it that is going to determine
their level of understanding.
3. How did you or will you help students use this feedback? You will want to discuss the
concrete ways you will use to remind them of the feedback and the teaching strategies you
will incorporate to then have them use the feedback.
I used concrete ways to help my students use this feedback. When able, I taped picture
reminders to the students’ desks to remind them of the feedback they have received. In
language arts, while practicing writing sentences, I printed a picture of a period and a
spaceman as a way the student can then use this as a checklist when he is finished
writing. He can ask himself did I use the finger space, did I put a period at the end? In my

Cummins, L. 2019
 field I am working with Kindergarten so it would not be developmentally appropriate to
place checklists with words as the students are limited with the words they can read.
4. Describe what you learned about teaching and learning related to assessment and feedback?
Please be specific and use some concrete professional citations in your answer.
I feel that throughout this course as well as in the field my understanding of formative
assessment has grown. I learned through watching Rick Wormeli in the Formative and
Summative Assessment video the importance of Formative assessment.
Wormeli discusses how effective formative assessment is not enough to get student
learning and understanding to increase, there needs to be descriptive feedback that
follows with the assessment. When students are given a formative assessment to
determine their level of understanding of a topic it helps the teacher to make changes in
their lesson planning. But, when teachers give students descriptive feedback in response
to the formative assessment and then allow students to be reevaluated with some re-
teaching in between it is mor impactful, studies have shown this to be true.
In field I am placed with Kindergarten, at this age group there is a lot of formative
assessments my mentor teacher completes every day. In observing her classroom, I am
learning that descriptive feedback to students is so important to the students. When a
student is explained what exactly they are doing correctly and what needs improvement
it gives them guidance on what to work on. As much as it is difficult this semester with
the current pandemic, my school district has cut the class size down to half (9 students)
and face to face five days a week. This classroom structure makes giving descriptive
verbal feedback easy to implement during lessons because there is enough time to walk
around the room and stop at each student and give descriptive feedback that is
beneficial for all students. 
5. What would you have done differently during this lesson week? Why? Be specific!

During lesson week I would have definitely taught my math lesson differently. I feel that
this lesson was very rushed because I was not being cognizant of the time. I asked the
students to complete too many tasks at one time without properly modeling each step
because I was running out of time. I feel that just before the lesson closure I was
beginning to get the students’ back on track and end with a strong closure so they could
walk away from the lesson and have a recap of what the learning objectives I was asking
them to focus on but, as I was about to lead into my lesson closure the speech therapist
and RTI teacher came in the room and 5 of my 9 students got right up and walked out. I
feel that stressed me out because I only needed two more minutes and I wished the
other teachers would have waited until their scheduled time to open the door, so the
students did not walk out and create chaos in the end of the lesson. After that it was
very difficult to refocus the remaining four students because during the time more than
half the class is gone the students are able to play games on their computers.

Cummins, L. 2019
SECTION 2: Student Perception Survey

Create a table of some sort to visually identify the results on the student perceptions survey.

Questions Yes Mayb No

e
1.My YSU teacher asks me about my feelings. 9 0 0
2. My YSU teacher really cares about me. 9 0 0
3. My YSU teacher is nice to me. 9 0 0
4. We stay busy most of the time. 6 2 1
5. My YSU teacher helps each of us to know what we should be doing. 7 2 0
6. When my YSU teacher is teaching, we all listen and do what she/he 9 0 0
asks.
7. My YSU teacher explains things in class. 9 0 0
8. My class understands each topic in class. 6 3 0
9. My YSU teacher explains things until we understand 7 2 0
10. In class, my YSU teacher makes sure we all do our best. 9 0 0
11. My YSU teacher makes us all think. 9 0 0
12. My YSU teacher makes learning just right, not too hard and not too 8 0 1
easy.
13. My YSU teacher makes class interesting. 9 0 0
14. My YSU teacher makes me want to learn more. 9 0 0
15. What we learn is related to my real life. 9 0 0
16. My class is allowed to talk about ideas with my YSU teacher. 9 0 0
17. My YSU teacher likes it when we ask questions. 9 0 0
18. My YSU teacher asks the class questions to make sure we understand. 8 0 1
19. My YSU teacher reviews what we learned after each lesson. 8 0 1
20. My YSU teacher tells us how we will use our learning in one subject to 6 1 2
help us in another subject.
21. My YSU teacher lets me know how I am doing in my learning so I can 7 0 2
understand better.

What did you learn about yourself? What will you do differently for the unit and for student teaching
based on this data? Use the information about each area provided with the student survey to guide
your reflection.

Through this student survey I learned a lot about myself. I have learned that in the classroom I
am doing a good job in making the students feel comfortable around me. I also have learned that the
students do feel how much I care for them. I truly care for the students, even if I don’t see them after
this semester, they are truly a great group of kids who I love! Something I will definitely do differently
when teaching my unit is make sure I am connecting what is being learned throughout all contents
because really everything can be connected. I will also make more of an effort to ask students more
guiding questions to assure the class is understanding the topics during my lesson. While teaching I feel
that I am getting a little too focused on following my lesson plan and not always looking for student cues
that they are need of a differentiated strategy in the moment.

Cummins, L. 2019
 References:

Kelly, M. (2020, April). Importance of Wait Time in Education. Retrieved October 09, 2020, from
https://www.thoughtco.com/importance-of-wait-time-8405 \

Rhode Island Department of Education. (2020). GUIDANCE FOR DEVELOPING AND SELECTING QUALITY
ASSESSMENTS IN THE PRIMARY CLASSROOM. Retrieved November, 2020, from
https://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-
Educators/Educator-Evaluation/Online-Modules/Quality-Assessments-Primary.pdf

Wormeli, R. (2010, November 30). Rick Wormeli: Formative and Summative Assessment - YouTube.
Retrieved from https://www.youtube.com/watch?v=rJxFXjfB_B4

Cummins, L. 2019