Chantel Bahn Professor Cummins

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 that you
taught? DESIGN electronic TABLE GRAPHS to identify the results for each content.

Math: For my math lesson, the students were formatively assessed by completing boom cards. Below
one can see the results of the boom cards (what students scored based off of their results). Most
students scored 80% or above for this assessment.

ELA/SS: For my ELA/SS lesson students were assessed by way of comprehension questions. Below the
results show that most of the students scored 70%-80%.

Science: For my Science assessment the students were formatively assessed by completing a drag and
drop activity which demonstrated their comprehension of the life cycle lesson. Most students scored
80% or above, but significantly more scored in the 70% or lower range due to low
participation/incompletes.

Formative Assessment data 25 Regularly Attending Students

18
16
14
12
10
8
6
4
2
0
Math Boom Cards ELA/SS Comprehension Life Cycle Drag & Drop Activity
Questions

Scored 80% or above Scored 70-80% Scored below 70%

Cummins, L. 2020
Chantel Bahn Professor Cummins

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? It is expected that you have 3 citations.

Math: I would use the results that I got in math to plan a quick review for students on addition with
regrouping double-digit numbers before moving to addition with regrouping triple digit numbers. The
majority of the class excelled in the math assessment. This would help me to know that I could take
things a step further and do triple digit regrouping. I would mix the double and triple digit with
regrouping problems and place the students in ability groups during small group time so that they can
work with their classmates that are on a similar ability level. The more advanced students could have a
few 4 digits with regrouping challenge questions if they are progressing quickly.

Citation: [ CITATION Del1 \l 1033 ]

Science: I would use the results that I got in science to plan more options for students. I was aware that
some students did not engage well with the drag and drop activity. I would create multiple activities for
the next science lesson so that students could choose from more than one assessment based on what
they feel most comfortable with doing. This would be good for students such as my IEP student whose
reading level is very low. He did not do well on the drag and drop activity, but if he had had pictures with
the words he was dragging, it may have helped him.

Citation: [ CITATION Den \l 1033 ]

ELA/SS: I would use the results that I got on the ELA/SS comprehension assessment to plan to prepare
for the next reading and information comprehension activity. The students listened to the text but I was
aware that they were not engaged throughout the whole lesson. Given the results of this assessment I
learned that the students need much shorter texts read to them and need to learn to refer back to the
text for key details. I would use this information to formulate my new ELA lesson. In addition, I would
include something for Social Studies that does not include as much reading as well. Students responded
better to call and response when being asked questions about the Social Studies content within the
lesson, so I would find a way to better incorporate call and response into the SS assessments.

Citation: [ CITATION The \l 1033 ]

Did you expect these results? Why or Why not?

Math: In math I was not very surprised by the results. I have gotten to know the students and their data
thus far and the students who do notoriously well in math were more successful in completing the
Boom Cards.

Science: I was a little bit surprised that so many students had trouble with the drag and drop activity but
looking back on it I can see why. Since many of these students struggle to decode even basic sight
words, of course they would struggle with more complex word phrases.

Cummins, L. 2020
Chantel Bahn Professor Cummins

When reflecting on the feedback you provided for the 2 students and the whole class (students you
taught), do you feel this effectively provided them with insight into their learning about the content?
Why?

Math: In math I provided the students with the feedback of reviewing the Boom Cards with the
students. I do feel like this feedback was effective because students who struggled (especially my Child 2
student who is low in math) were able to see where they were making errors and have the opportunity
to see the right answer and how it is found.

Science: In science I provided the students with the feedback of teacher guided work and verbal
praise/correctives when necessary. As the students worked, I was available to answer questions and
give help when asked. I feel as though I could have given them a more concrete form of feedback and
will incorporate that into my unit week.

ELA/SS: In ELA/SS I provided the students with the feedback of having access to chat me in the chatroom
during the lesson. This was beneficial in a lot of ways but also was distracting. During my next lesson I
will most likely not give this option in the same way, but I was happy about how the students responded
to having complete access to ask me questions.

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 have
them use the feedback in a follow-up lesson.

I will use my experiences of give more concrete feedback to students now that I am aware of how they
respond to certain assessments and feedback. The best form of feedback that I provided to the students
was the review of the Boom Cards. I plan to use an “I do. We do. You do.” Approach/Teach Strategy
during my lesson unit week. This will make it easier for me to provide feedback in the follow-up lessons.

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 like I learned a lot about putting assessment and feedback into practice during this lesson week.
Sometimes you need a plan B, and C and D and even a plan E. Some assessments and feedback look
good or sound good on paper but do not work as well with specific students or just might not work out
like the educator had hoped. The biggest lesson that I learned about assessment in this lesson week is
that I need to have more than one ready. Even the simplest of formative assessments need
differentiated for students. I also learned that I need to further research online teaching feedback
strategies. I do feel as though mine were weak. Even though the strategies that I used were effective in
some ways, there is definitely room for improvement and more concrete strategies would have been of
greater benefit for the students. Bridging the COVID-19 Assessment Gap

I want to better incorporate UDL (the Universal Design for Learning) [ CITATION Den \l 1033 ] into my
Lesson Unit Week that I will be creating in the future. That will include multiple means of action and
representation, engagement and just being overall more intentional about reaching all students in their
own unique way of learning.

Cummins, L. 2020
Chantel Bahn Professor Cummins

What would you have done differently during this lesson week? Why? Be specific!

If I could go back and recreate my lessons I would try and make them more interactive. I feel as though
my lessons, because of the confines of the Zoom platform, suffered a lot. In my future lessons I would
like my presentation and engagement to improve exponentially. I know that I have a lot of work to do
and that I need to learn and grow more in my knowledge of online learning and online learning
strategies.

References:

Denise C. Decoste, E. D. (n.d.). Universal Design for Learning in the Classroom.

https://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_intro.pdf.

Seigle, D. (n.d.). What Educators Need to Know. https://nrcgt.uconn.edu/wp-

content/uploads/sites/953/2015/04/A9201P.pdf.

Teachers, T. C. (n.d.). 50 Fun Call and Response Ideas to get Students Attention.
https://thecornerstoneforteachers.com/50-fun-call-and-response-ideas-to-get-students-
attention/ .

SECTION 2: Student Perception Survey

Student Perception Survey Results from Google Forms :)

Cummins, L. 2020