Individual Lesson Assessment Reflec4on-

DIRECTIONS: INCLUDE ALL 2 SECTIONS BELOW

SECTION 1: Reflec6on in Ac6on

1. What were the forma6ve assessment results each day in each of the content lessons? DESIGN
electronic TABLE GRAPHS to iden8fy 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?
LA Forma)ve Assessment Results

Student Answered a Introductory Linking Two facts Completed Comments

question Statement words extra work
about
Covid-19,
Venice and
the water, or
about
personal
experiences
Tae’Von Absent
Elynn 3 3 3 2 Great use of detail. Forgot
fact
Mekhi 3 2 3 2 Did not include
introducAon or fact
Michael 3 3 3 3 3 Wow! Had all elements
and more
Caylee 3 3 3 2 Strengthen wriAng skills
with more detail
Kemon 3 3 3 2 Facts add detail to wriAng

Trae’Von Absent
Nicholi 3 3 3 3 3 Awesome Work. Used
background
MK 3 3 3 2 Details of facts lengthen
wriAng
Aaliyah Absent
Sully 3 3 3 3 Great wriAng about
animals
Lyric 3 3 3 3 3 Great use of detail when
describing Venice

Cummins, L. 2019
Student Answered a Introductory Linking Two facts Completed Comments
question Statement words extra work
about
Covid-19,
Venice and
the water, or
about
personal
experiences
Samiya 3 3 3 3 Good support of facts

Gabrielle 3 3 3 3 Included every element

for strong opinion
statement
Serenity 3 3 3 3 Great job talking about
prior experiences
Jaidyen 3 3 3 3 Wonderful descripAon

Mekkah Absent
Honei’ 3 3 3 3 Included all elements for
opinion statement
Dion 3 3 3 3 3 Phenomenal!

Siannie 3 3 3 2 Great use of detail. Forgot

fact

LA Applica)on of Results
Based upon these results, the students did really well wri6ng opinion statements. However,
there were a few students that didn’t incorporate enough facts to support their ideas. With this
informa6on, it is noted that may need more guidance adding details to strengthen their wri6ng skills.
The students would benefit from a reviewal of the graphic organizer that was created. The students are
able to discuss their ideas, but did not write them down. However, the teacher candidate did expect the
students to include almost every element with the use of sentence frames. Reyes (2015) discusses how
sentence frames are exponen6ally beneficial to the learning and development of students. Sentence
frames provide blank sec6ons that easily allow students to factor in per6nent vocabulary that is being
learned, which will guide their fluency and ability to recall informa6on because of “chunking”
informa6on. The teacher candidate will con6nue to implement sentence frames with the next lesson, as
the students are fairly new to this content are prac6cing add detail.

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SS Forma)ve Assessment Results

Student Positive Creatures in Why is Clean Positive Comments

Effect of water the water water is difference
Covid-19 dirty good in student
environme
nt
Tae’Von Absent
Elynn 123 123 123 123 Great job!

Mekhi 123 123 123 123 Great job!

Michael 123 123 123 123 123 Great job!

Caylee 123 123 123 123 Great job!

Kemon 123 123 123 123 Great job!

Trae’Von Absent
Nicholi 123 123 123 123 123 Great job!

MK 123 123 123 123 Great job!

Aaliyah Absent
Sully 123 123 123 123 Great job!

Lyric 123 123 123 123 123 Great job!

Samiya 123 123 123 123 Great job!

Gabrielle 123 123 123 123 Great job!

Serenity 123 123 123 123 Great job!

Jaidyen 123 123 123 123 Great job!

Mekkah Absent
Honei’ 123 123 123 123 Great job!

Dion 123 123 123 123 123 Great job!

Siannie 123 123 123 123 Great job!

SS Applica)on of Results
The results listed on this graphic say 123 because the students par6cipated in an anonymous
Kahoot quiz. Based on previous observa6ons, some students have a tendency to write inappropriate
language during ac6vi6es. The students chose names at random provided by Kahoot. However, the
teacher candidate did not expect such a low score from the class. Collec6vely, the students only

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answered the ques6ons with about twenty-five percent accuracy. The students were very involved in
discussions, which allowed the teacher candidate to observe their understanding. However, it is noted
that the students have never used Kahoot before and there are also struggling readers. Also, it is noted
that students probably do not understand “all of the above” answers. The teacher candidate did read the
ques6ons and answers aloud, but it appears it wasn’t helpful. The students enjoyed the Kahoot game
and provided a stress-free environment. Dodge (n.d.) describes that technology based assessments are
per6nent within the elementary classroom because they are both engaging and easily detects the level
of student performance. The teacher candidate expected the students to score higher. However, this
informa6on informs the teacher candidate that for the next lesson, the students will benefit from
crea6ng a new graphic organizer that includes new content from lesson two. The teacher candidate will
also include child-friendly ques6ons.
Math Forma)ve Assessment Results

Student Word “take away Number Draw Solve Comments

problem from” phrase sentence counters problem
Tae’Von Absent
Elynn 3 2 3 3 3 Use “how many leX”

Mekhi 3 2 3 3 3 Use “the boy took away”

Michael 3 3 3 3 3 Great job! Word problem

wriZen nicely
Caylee 3 2 3 3 3 Use "the fish ate two”

Kemon 3 3 3 3 3 Great job!

Trae’Von Absent
Nicholi 3 3 3 3 3 Wow!

MK 3 3 2 3 Don’t forget to write

number sentence to solve
Aaliyah Absent
Sully 3 2 3 3 3 Use “the robot takes
away”
Lyric 3 3 3 3 3 Take away sentence great

Samiya 3 2 3 3 2 Use “how many leX”

Gabrielle 3 3 3 3 3 Awesome!

Serenity 3 3 2 3 3 Don’t forget to write

number sentence to solve
Jaidyen 3 3 3 3 3 Phenomenal!

Mekkah 3 2 3 1 1 To help solve problem,

draw counters
Honei’ 3 3 3 3 3 Great job!

Cummins, L. 2019
Student Word “take away Number Draw Solve Comments
problem from” phrase sentence counters problem
Dion 3 3 3 2 3 Remember to draw your
counters nicely
Siannie 3 2 3 3 1 Use "the girl took away”
to solve problem

Math Applica)on of Results

The teacher candidate did not expect these results during the math assessment because
sentence frames had been applied. The student was expected plug in numbers and create a “take away
from” phrase. However, it is noted that the students mostly struggled with the “take away from phrase”.
During prior observa6ons, the students also had difficulty with adding in one-step word problems. As
this is the first lesson, the teacher candidate is aware that this assessment may not be developmentally
appropriate based on the crea6on of a “take away from” phrase. However, the use of manipula6ves
helped the students solve their problems. According to Origo Educa6on (n.d.), Piaget claims that
students who are learning math in the elementary grades greatly benefit from the use of concrete
objects or manipula6ves. Students who are performing at this level are within the preopera6onal stage.
This tool permits students to see numbers as actual quan6ty and not only symbols. Aware of the results,
the teacher candidate will use this informa6on for lesson two to revisit “take away from” phrases. With
the young learners, the teacher candidate will examine one-step word problems with subtrac6on. The
students will not solve, but iden6fy numbers and phrases that will help create number sentences. Virtual
and concrete manipula6ves will be further implemented, as studies show that it helps students process
word problems.
Science Forma)ve Assessment Results

Student Write 3-5 Use two Draw Comments

sentences vocabulary terms
Tae’Von 1 1 1 Did not parAcipate

Elynn 3 3 3 Great use of vocabulary

Mekhi 2 3 1 Describe the experiment using

details
Michael 3 3 3 Detailed descripAon

Caylee 2 3 3 Use the vocabulary to expand

thoughts
Kemon 3 3 3 Great job!

Trae’Von 1 1 1 Did not parAcipate

Nicholi 3 3 3 Wow!

MK 3 3 3 Very nice drawing of the

experiment
Aaliyah 1 1 1 Did not parAcipate

Sully 3 3 3 Great use of vocabulary

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 Student Write 3-5 Use two Draw Comments
sentences vocabulary terms
Lyric 3 3 3 Way to go wriAng five sentences

Samiya 3 2 3 Use vocabulary to explain the

experiment
Gabrielle 3 3 3 Awesome!

Serenity 3 3 3 Phenomenal!

Jaidyen 3 3 3 Great descripAon of experiment

Mekkah Absent
Honei’ 3 3 3 Very nice drawing of the
experiment
Dion 3 3 3 Wonderful job wriAng five
sentences!
Siannie 2 3 3 Your kite looks amazing!

Science Applica)on of Results

The teacher candidate was very surprised by the outcome of the students comple6ng their
science journals. There were students who did not follow all elements, but they were encouraged to
work hard. Where some students had weaknesses, they were stronger in other areas. The students
enjoyed wri6ng and drawing about a virtual experiment they experienced, especially because it related
to their own prior experiences. The students were very involved during this lesson, which explains their
proficient work. Edutopia (2013) examines the idea of mul6ple intelligences within the classroom, which
was proposed by the theorist, Howard Gardner. One of the intelligences he has discussed is kinesthe6c
intelligence, which encourages individuals to use their bodies, or hands, to create products. While the
students did not have the ability to create the experiment used in class, they were given the necessary
informa6on to discuss and create their own kites through journaling. For lesson two, the teacher will
con6nue to use journaling as the students evaluate new scien6fic concepts and vocabulary terms. The
use of journals allows students to freely express their thoughts.
SECTION 1: Reflec6on in Ac6on
2. When reflec6ng on the feedback you provided for the 2 students and the whole class, do you
feel this effec6vely provided them with insight into their learning about the content? Why?
The feedback that the teacher candidate provided was effec6ve when personal comments are
able to be wrieen on the students work in Google Classroom. This was a tool that allowed the teacher
candidate to provide instruc6on and authen6c praise. In a large virtual classroom, it can be difficult to
give the necessary feedback that is effec6ve to student learning. For whole class feedback, the students
responded well, especially when they give applause or use the emojis. The teacher candidate believes
that the two students helped guide their understanding and mo6vated them. However, it would have
been much different if the teacher candidate was able to have conferences and discuss their work. The
teacher candidate’s goal is to provide more beneficial feedback to the students because their
development is per6nent.

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 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.
Because the teacher candidate is not able to personal help the students use their feedback, the
teacher candidate will use concrete ways through whole-group teaching. The teacher candidate will
review misconcep6ons by highligh6ng “take away from” phrases and presen6ng graphic organizers that
allow students discuss ques6ons they might have. However, it is noted that the teacher candidate is able
to post concrete materials onto Google Classroom for student convenience. The teacher candidate will
not point out students who completed assessments incorrectly, but will have students do Thumbs Up/
Thumbs Down if they believe they need to strengthen a par6cular skill during content lessons.
4. Describe what you learned about teaching and learning related to assessment and feedback?
Please be specific and use some concrete professional cita6ons in your answer.
The teacher candidate has learned that it is difficult to provide assessment and feedback to
many students virtually. The teacher candidate has worked in the actual classroom, while providing
assessments and feedback, but it’s not the same environment. While Dodge (n.d.) describes that
technology based assessments are per6nent within the elementary classroom because they are both
engaging and easily detects the level of student performance, the teacher candidate has learned that
they are not able to provide personal and authen6c feedback. The teacher candidate did review
misconcep6ons with the students ager the assessment, but it was not very effec6ve. With the science
journals, the students were able to give peer to peer feedback. According to Fleming (2020), Peer to
peer evalua6ons are helpful among young learners because they enjoy speaking with their friends, but
some6mes students are able to understand informa6on beeer when it comes from a peer, rather than a
teacher. During the math assessment, the teacher candidate understands that providing students with
guidance such as the use of sentence frames and manipula6ves are beneficial to student understanding
and development, as regarded by Origo Educa6on (n.d.) and Reyes (2015). As the teacher candidate is
learning and adap6ng during this 6me, it is per6nent that reflec6on and research is constant. The
teacher candidate must con6nuously observe and understand the students within the classroom to
provide effec6ve assessment and feedback.
5. What would you have done differently during this lesson week? Why? Be specific!
Something the teacher candidate would have done differently during lesson week is not include
as many expecta6ons. Many of these lessons were presen6ng newer informa6on. Based on the data, it is
understandable that some of the assessments provided were too complex for most. Whereas the
teacher candidate had high expecta6ons, it is important to understand the level of student knowledge.
The teacher candidate would have also spent more 6me going over informa6on and having students ask
ques6ons about the content. The students shared their ideas about the informa6on presented, but
when students ask ques6ons to further their understanding, then the teacher candidate is able to
comprehend what informa6on they retained. In future lessons, the teacher candidate will provide
assessments that appropriately gage student understanding, as well having the students ask ques6ons
before assessments are given. This will allow the teacher candidate to complete a short observa6on
before the forma6ve assessment.

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SECTION 2: Student Percep6on Survey
Create a table of some sort to visually iden6fy the results on the student percep6ons survey.

QuesAons Yes Maybe No

My YSU teacher asks me about my feelings. 8 18 4
My YSU teacher really cares about me. 4 14 12
My YSU teacher is nice to me. 23 6 1
We stay busy most of the 6me. 22 6 2
My YSU teacher helps each of us to know what we should be doing. 19 5 6
When my YSU teacher is teaching, we all listen and do what she/he asks. 26 2 2
My YSU teacher explains things in class. 24 3 3
My class understands each topic in class. 6 22 2
My YSU teacher explains things un6l we understand 9 17 4
In class, my YSU teacher makes sure we all do our best. 23 5 2
My YSU teacher makes us all think. 17 12 1
My YSU teacher makes learning just right, not too hard and not too easy. 14 12 4
My YSU teacher makes class interes6ng. 24 8 0
My YSU teacher makes me want to learn more. 19 11 0
What we learn is related to my real life. 27 3 0
My class is allowed to talk about ideas with my YSU teacher. 16 9 5
My YSU teacher likes it when we ask ques6ons. 21 6 3
My YSU teacher asks the class ques6ons to make sure we understand. 17 8 5
My YSU teacher reviews what we learned ager each lesson. 19 5 6
My YSU teacher tells us how we will use our learning in one subject to help us 17 11 6
in another subject.
My YSU teacher lets me know how I am doing in my learning so I can 23 5 2
understand beeer.

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What did you learn about yourself?
The teacher candidate has learned that their strongest skills are capAvaAng and control.
The teacher candidate strived to make lessons interesAng to the students, so this informaAon
was beneficial for the teacher candidate. Due to the large classroom size, the teacher candidate
was unsure if they would have control over the classroom or if students would even listen.
Through this data, more students were listening than the teacher candidate thought. While the
students state that I review informaAon with them, it does not show through assessment data.
The teacher candidate will take this informaAon to provide more effecAve ways consolidate
informaAon. The teacher candidate is glad that the students feel like their voice is validated. The
students sit in class for the majority of day muted, so that others are able to hear the teachers.
The teacher candidate’s goal was for the students to talk more. The teacher candidate knows
that they are caring individual, despite the data. However, it is understood that teaching is
different this semester. The teacher candidate discovered teaching qualiAes that they didn’t
know they possessed.
What will you do differently for the unit and for student teaching based on this data? Use
the informa)on about each area provided with the student survey to guide your reflec)on.
The teacher truly values the skill of care, especially since that characterisAc comes
naturally. While it’s difficult to interact with the students, the teacher candidate will ask the
mentor teacher permission to speak with the students during break. During this Ame, the
students can ask quesAons and share stories, so that rapport created between students and
teacher. This is perAnent for the unit and student teaching, as the teacher candidate learns
alternaAve ways to get to know students. The teacher candidate does well to keep the students
on task and listening. The teacher candidate believes that this is possible through interacAve
acAviAes. For the unit and student teaching, the teacher candidate will use these skills to help
other students succeed and acAvely parAcipate in the classroom. The teacher candidate felt
pressured to present the informaAon in their lesson plan, but did not take enough Ame to fully
comprehend if the students were actually learning. During the unit and student teaching, the
teacher candidate will put the students needs first. The teacher candidate challenges to think
criAcally about the things they learned by using their prior experiences and asking why.
However, the teacher candidate is aware that some of the informaAon taught was above the
understanding level of the students. The teacher candidate will reflect on the lessons for the
unit and student teaching to make sure that all content is developmentally appropriate. It is
perAnent that the teacher candidate knows and understands the students. The teacher
candidate will conAnue to make intriguing lessons throughout the unit and student teaching
that relates to the students lives. The teacher candidate did allow the students speak very oXen
throughout the lesson to share their thoughts and ideas. However, the teacher candidate will
strive for the students to ask more quesAons during the unit and student teaching. The teacher
candidate reviewed the content of each lesson aXer presenAng. However, the teacher candidate
needs to strengthen their skills in regards to moAvaAng the students to understand through

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effecAve feedback, which will be beneficial for the unit and student teaching. The teacher
candidate has learned a lot about their skills through reflecAon and strives to become a teacher
that supports their students in all areas.

Cummins, L. 2019