Jordyn Zura

EDUC 4150- Methods of Teaching Elementary Mathematics Assessment Analysis & Re-
Engagement Lesson Plan

1. Classroom Setting
I am in a Kindergarten classroom in H&M Potter Elementary School. There were
fourteen students that I was able to collect data from for this assignment. The only other teacher
in the classroom besides me is my mentor teacher, Ms. Walstrom. There is 30-40 minutes in
their schedules to focus on math every single day. Math is taught using the curriculum Envisions
in the school of my placement. Usually we use workbook pages, and students have
opportunities to use manipulatives such as, base ten blocks, counters, whiteboards, puzzles,
and cubes. Direct instruction is used often during math. My mentor teacher will teach and model
the new lesson and have students follow along on their workbook pages. My mentor teacher
encourages the students to raise their hand to give an answer, and she will ask the students
how they know that is the answer. My mentor teacher is repetitive in her instruction, making
sure she makes things clear for the students. At the end of the week, students will take a math
assessment that targets where they are with their math skills. My mentor teacher and I look over
them briefly to determine who needs the extra help, and what area it is needed in. The students
complete these assessments independently, but my mentor teacher and I give directions, and
walk around the room in case any student needs the directions repeated.
The students also use the site “Happy Numbers” for them to practice math on. My
mentor teacher is able to see the students’ progress, so this is a great thing to keep the
students focused on for down time. There are three learners in the room who have special
accommodations for LLD, but these students are placed in a different room for math and
language arts. There are a variety of higher-level, mid-level, and lower-level learners, but there
is one student who is extremely low. This particular student has trouble focusing and is currently
in the process of being tested for learning disabilities. My mentor teacher informed me that he
will more than likely be pulled from our class mid-January and be put in a room that better suits
his needs. There are a few students that have stronger skill sets in reading and writing than they
do in math. There are also numerous students who have stronger skill sets in math than they do
in reading and writing. The analysis will help me break down which students are on which
levels, and how I will advance student education.

Central Focus: NJ Learning Standard(s) Targeted:

The main K.CC.A K.CC.B
mathematical A. Know number names and the count sequence.
concept, or the 1. Count to 100 by ones and by tens.
central focus, is for 2. Count forward beginning from a given number within the known
students to be able sequence (instead of having to begin at 1).
to identify, write, 3. Write numbers from 0 to 20. Represent a number of objects with a
and group numbers written numeral 0-20 (with 0 representing a count of no objects).
6-10. Students will B. Count to tell the number of objects.
be able to answer 4. Understand the relationship between numbers and quantities;
mathematical connect counting to cardinality.
 problems that a. When counting objects, say the number names in the standard order,
target number pairing each object with one and only one number name and each
recognition and number name with one and only one object.
counting strategies. b. Understand that the last number name said, tells the number of
objects counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.
5. Count to answer “how many?” questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1–20, count out
that many objects.

Learning Instructional Strategies and Assessment Method(s) -

Objectives: Learning Tasks: Formative and Summative (if
any):

Lesson SWBAT The students were allowed to The teacher went over all the
1: identify use a number line to assist them problems after the students
numbers 6- in answering questions on were done, and the students
10, and their number order. Questions on this marked their answers with
counting assessment would look similar crayon.
sequence to, “6__8”, allowing the students
to fill in the blank for the missing
number. The teacher modeled
instruction for this assessment,
and how to use a number line
properly before the students
began.

Lesson SWBAT write Students had to write the After they wrote all the
2: numbers 6-10 numbers properly, so that the numbers, they were able to
properly numbers were touching each circle the number that they
believe they wrote the best.
one of the specific lines as
instructed by the teacher. They
received “ice cream paper” to
complete this assessment. The
top line was pink (strawberry),
the middle line was off white
(vanilla), and the last line was
brown (chocolate.) For example,
for writing the number 6 the
students would be instructed to
start on strawberry at the starter
dot, curve down to touch
chocolate, and curve back
 around to touch strawberry. Both
my mentor teacher and I walked
around the room to make sure
the students were writing their
numbers properly. We each had
a marker, so if we noticed an
ongoing mistake, we would
rewrite the number how it is
supposed to look with further
explanation on their paper. We
made sure to correct every
minor detail, encouraging the
students to take their time, and
focus on writing the numbers
right.

Lesson SWBAT The students were given a 10-
3: group question assessment that had
numbers 6-10 them answering multiple choice
answering questions, select all that apply
“How many?” questions, to create a group
questions. using counters to match a
number given, to count on, and
to write the number to match the
groups created. The students
completed this independently,
but the teachers walked around
for guidance related to repeating
instructions if it was needed.
teacher broke down each part of
When the teacher read the
directions to the students, she
read them in a way that would
be easier for them to
understand. For example, for
question 10 they were
instructed to “Color the shovels
using red and yellow crayons to
show one way to make a group
of five. Write the number of red
shovels, and the number of
yellow shovels that are colored.
Then write the number that tells
how many shovels in all.” The
this problem and made sure
each student was done and
ready before moving on. By
giving the students a little bit of
the problem at a time, they had
more time to think about what
they had to do.

3. Selected formal, formative assessment

a. Assessment
The formal, formative assessment that I chose for this analysis was from lesson three from the
learning segment overview. I saw that this assessment included rigor through its problems.
There were a variety of opportunities for students to show whether or not they understand
counting and cardinality down to the core. The assessment offered questions that required the
students to select a multiple-choice answer, select all that apply, create a group using counters
to match a number given, count on, and write the number to match the groups created. There
are many ways for the teacher to see where exactly the student is struggling on the
assessment.
b. Specific Standards and Learning objective
The specific standards that this assessment links to are K.CC.A and K.CC.B. Know number
names and the count sequence, count to tell the number of objects, and count to answer “how
many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle,
or as many as 10 things in a scattered configuration; given a number from 1–20, count out that
many objects. The specific learning objective that this assessment measured is, students will be
able to group numbers 6-10 answering “How many?” questions, demonstrate understanding of
number sequence, and write numbers 6-10 properly with 90% accuracy.
c. Evaluation Criteria
The evaluation criteria I will use to analyze the assessment will be a rubric. The students can
earn 0 points, 1 point, 2 points, or 3 points per question, depending on their performance. There
are a total of ten questions. 100% accuracy on this assessment is equivalent to 30 points total.

Rubric 0 Points 1 Point 2 Points 3 Points

Question 1: How - Students left - No partial - No partial - Students

many fish are the question credit is credit is answered their
there? unanswered. available. available. question correctly
- Students by filling in the C
colored in the dot.
wrong answer.

Question 2: How - Students left - No partial - No partial - Students

many turtles are the question credit is credit is answered their
there? unanswered. available. available. question correctly
- Students by filling in the B
colored in the dot.
wrong answer.
Question 3: Which - Students left - No partial - No partial - Students
number tells how the question credit is credit is answered their
many swimsuits? unanswered. available. available. question correctly
- Students by filling in the D
colored in the dot.
wrong answer.

Question 4: Mark - Student did - Student - Student - Student marked

all the answers that not mark any marked the last marked the the first, second,
do not show 9. answers. answer, but first, second, AND third answer.
- Student only also the first, OR third - Student did not
marked the last second, and/or answer, but not mark the last
answer. (The third answer. all three. answer.
last answer - Student did
shows 9) not mark the
last answer.

Question 5: Read - Student did - No partial - No partial - Student drew 8

the number, and not answer. credit is credit is counters/animals
then draw the - Student drew available. available. after reading the
animals/counters more or less number.
to show how many. than 8
counters.

Question 6: Count - Student left - 1 point credit - Student wrote - Student wrote
the fish, and then the question is not available. the number 7 the number 7
write the number to unanswered. but was sloppy. properly.
tell how many. - Student wrote - Student did (The horizontal
any number not write the line up top should
other than 7 number 7 go across the top
properly. blue line; a vertical
(The horizontal line should come
line up top diagonal from the
should go right side of the
across the top horizontal line,
blue line; a making a point,
vertical line and coming down
should come to touch the red
diagonal from line at the bottom.)
the right side of
the horizontal
 line, making a
point, and
coming down to
touch the red
line at the
bottom.)

Question 7: Draw - Student left - Student Drew - Student drew - Student drew ten
ten shells or the question more or less ten shells or shells or counters
counters, and then unanswered. than ten shells counters, and - Student wrote
write the number to - Student drew or counters, but wrote “10” on the number 10 on
tell how many. more or less wrote “10” on the line. the line properly.
than ten shells the line. “10” is written
or counters, - Student drew improperly.
AND did not ten shells or (a straight
write the counters, but vertical line
number ten on wrote a number from the blue
the line. that was not line to the red
“10” on the line. line to
represent the
number 1, and
an oval
touching both
the blue line
and the red
line, leaving no
spaces to
represent the
number 0.)

Question 8: Color - Students did - Student - Student - Student colored

the apples red and not color the colored the colored the the apples and
yellow to show one apples, and left apples, but apples, and answered the
way to make a the answers wrote numbers wrote the question
group of ten; write blank. on the lines that correct accurately. 3 out
numbers to tell did not numbers, but of 3 numbers were
how many apples represent the did not write written correctly.
of each color there apples colored, them properly. - All numbers
are; and write the or wrote only - Student were written
number that tells one number colored the properly.
how many apples correctly. apples, and
are in all. - Student wrote only 2
colored the numbers
apples, but left correctly.
 the answers
blank.

Question 9: Draw - Student did - Student did - Student drew - Student drew
more not draw any not draw 10 the incorrect both the correct
turtles/counters to turtles or counters, but number of number of turtles
show ten, and then counters, the amount of turtles or or counters for
draw counters to leaving the counters in the counters for the both parts of the
show how many question tens frame first part, but question.
turtles in all. unanswered. matches the the correct
- Student drew number of amount of
an incorrect counters drawn counters in the
amount of both on from the tens frame.
the turtles and turtles. - Student drew
counters. the correct
number of
turtles or
counters for the
first part, but
the incorrect
amount of
counters in the
tens frame.
Question 10: Have - Students did - Student - Student - Student colored
students color the not color the colored the colored the all of the shovels,
shovels using red shovels, and shovels, but shovels, and and answered all
and yellow crayons left the wrote numbers wrote the of the questions
to show one way to answers blank. on the lines that correct correctly
make a group of did not numbers, but according to their
five. Write the represent the did not write colored shovels.
number of red shovels them properly - Students wrote
shovels, and the colored. or neatly. all of the numbers
number of yellow - Student - Student properly.
shovels that are colored the answered 2 out
colored. Then write shovels, but left of the 3 spaces
the number that one or more correctly
tells how many answers blank, according to
shovels in all. or only their colored
answered one shovels.
space correctly.

Grading Criteria:

Students have fully mastered the standard while completing this task.
Mastered the Students have shown the ability to count, write, and group numbers
standard (3pts): correctly and properly. Each part of the question has been answered
accurately, and the students are ready to move on.
Students have not yet mastered the standard, but they understand basic
concepts relating to it. Students struggle with higher order questions and
Approaching the are not ready to move on, but will only need to focus on the topic for
Standard (2pts): another day or two.

Students are having trouble understanding why they are completing the
Developing toward task, which could be reason for confusion. Students have not mastered
the standard (1pt): the standard, and have little progression towards it. Students will need
extra one on one help, and learning should be differentiated.
Questions that should be focused on in reviews and future lessons. This
Area of shows what types of questions students have the most difficult time with.
Focus: (0pts) Meetings with the students may help the teacher understand why, or
what it is exactly that is keeping the student from progressing. Teacher
 should review these questions in whole group, and explain how to solve
the problem.

Students who show a 65% or lower. Students do not seem to be making

an effort to progress. Students will need extra help at home, as well as
one on one in school. Conferences should be made with the guardian to
Focus Students
let them know about their child's difficulties. Teachers should conference
with the child as well, giving further explanations, and asking them what
exactly they are struggling with to make appropriate adjustments.

4. Whole Class Analysis

Overall
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 percentage
per student:
Student 1 77%
Student 2 97%
Student 3 100%

Student 4 50%

Student 5 83%
Student 6 90%
Student 7 90%
Student 8 80%
Student 9 97%

Student 10 63%

Student 11 93%
Student 12 93%
Student 13 90%
Student 14 90%
Overall
percentage 86% 86% 93% 90% 86% 93% 86% 76% 71% 71%
per question:

Student Explanation of One Point/Two Points

 Q4: Student marked the last answer, but also the first and second answers.
The questions asked to mark what does not show 9, and the last answer
shows 9.
Q6, Q7, Q8, and Q10: Student had the answer correct, however they did not
write the number properly or neatly according to the standard.
Q9: In order to count on from the turtles shown, the student must draw 7 more
in order to be correct. Student 1 drew 9 more, however they had the amount of
1 counters in the tens frame filled in correctly.
Q10: Student had the answer correct, however they did not write the number
2 properly or neatly according to the standard.
Q7: Student drew the correct amount of counters, however did not write the
correct number on the lines to tell how many.
Q4: Student only marked the second answer. In order to be fully correct,
students had to mark the first three answers.
Q6, Q8, and Q10: Student had the answer correct, however they did not write
4 the number properly or neatly according to the standard.
Q8: Student had the answer correct, however they did not write the number
properly or neatly according to the standard.
Q9: In order to count on from the turtles shown, the student must draw 7 more
in order to be correct. Student 5 drew 11 more, however they had the amount
5 of counters in the tens frame filled in correctly.
Q6, Q8, and Q10: Student had the answer correct, however they did not write
6 the number properly or neatly.
Q7: Student had the answer correct, however they did not write the number
properly or neatly according to the standard.
Q10: Student did not write numbers neatly on the line. Student also left the
7 lines next to “red” blank.
Q8 and Q10: Student had the answer correct, however they did not write the
number properly or neatly according to the standard.
Q9: In order to count on from the turtles shown, the student must draw 7 more
in order to be correct. Student 8 drew 9 more, however they had the amount of
8 counters in the tens frame filled in correctly.
Q8: Student did not write the numbers neatly or accurately on the line. Student
9 9 also wrote “9” on the total line, when it should show “10”.
Q4: Student only marked the second answer. In order to be fully correct,
students had to mark the first three answers.
Q6: Student had the answer correct, however they did not write the number
properly or neatly according to the standard.
Q8: Student colored 3 red apples and 7 yellow apples, making a total of 10
apples. Student wrote that they colored 3 red apples and 5 yellow apples,
10 making a total of 5 apples. Student had one out of three answers correct, but
 the numbers were not drawn neatly or accurately on the line according to the
standard.
Q10: Student colored 3 red shovels and 2 yellow shovels, making a total of 5
shovels colored. Student wrote that they colored 5 red shovels and 2 yellow
shovels, making a total of 5 shovels colored. Student wrote two out of three
answers correctly, and no number was written neatly or accurately according to
the standard.
Q9: Student drew the correct amount of counters after the turtles to make 10,
but only filled in nine out of ten counters on the tens frame.
Q10: Student had the answer correct, however they did not write the number
11 properly or neatly according to the standard.
Q8 and Q10: Student had the answer correct, however they did not write the
12 number properly or neatly according to the standard.
Q7 and Q10: Student had the answer correct, however they did not write the
number properly or neatly according to the standard.
Q8: Student colored 3 red apples and 7 yellow apples, making a total of 10
apples colored. Student wrote that they colored 3 red apples and 8 yellow
13 apples, making a total of 10 apples.
Q9: In order to count on from the turtles shown, the student must draw 7 more
in order to be correct. Student 14 drew 6 more, they also had nine counters
drawn in their tens frame. This showed me the student counted the nine turtles
she had all together, and filled in the tens frame according to her work instead
of the question. Although the answer is incorrect according to the question, the
tens frame she filled in aligns with the amount of turtles/counters she drew.
Q10: Student had the answer correct, however they did not write the number
14 properly or neatly according to the standard.

Students performed as expected showing some mastery of concepts covered, but with
room for improvement. One student completed the assessment at 100% mastery showing that
they have mastered the standard at hand. Eleven students received a grade between 70%-99%
showing that they have almost met the standard, but still show some areas for improvement.
Two students have received a grade between 50%-65% showing several focus areas for the
teacher to consider. The first three questions were simple, count the objects and tell how many
multiple-choice questions. The students who got ⅓ of the multiple-choice questions wrong,
simply miscounted by mistake, and did not check their work. The students who got a majority, or
all of the multiple-choice questions wrong, had difficulty with the basics of the topic practiced;
counting and cardinality. By the time of the assessment, students should have been able to
count in order, and identify numbers 1-10. What should have been a challenge to the group was
the questions that had them creating groups by counting on, and using addition strategies.
Students seemed to struggle most with the last three questions, showing accuracy rates
within the 70th percent tile. These questions require more proof of student understanding and
rigor. Question 9 asks the students to count on from the 3 turtles drawn, and to make 10 turtles’
total. It was obvious that the students were confused on the question, and needed the
instructions repeated a few times. Question 10 asks them to color some shovels yellow, and
some red. Then, the students had to count how many they colored of each color and in total,
and write the numbers on the line. I gave students who got ⅓, or ⅔ answers correct partial
credit. I also gave students who wrote all the numbers correctly, but not properly or neatly,
partial credit. Because most students struggled with writing numbers properly, this showed me
exactly what I need to focus on with my next lesson and task.
Writing neatly and accurately is included in the rubric, and if the students did not write
the numbers as we have been practicing, I took one point off in order to show me that this is still
a skill that the students need to master. Writing the numbers accurately and neatly seems to be
the main cause of error in this assessment. Students also struggled with question seven. This
question had an 86% accuracy rate. It asks students to draw 10 shells/counters and write the
number to show how many. Some students drew an incorrect number of counters, but the
correct number on the line, which resulted in partial credit. Other students drew the correct
number of shells/counters, wrote the correct number on the line, but the “10” that they wrote
was sloppy, or not properly written. This shows me they haven't mastered how to write the
number which is why they received partial credit.

5. Analyze three students’ work

STUDENT 1
Student 1 showed 77% accuracy on this assessment. For questions 6, 7, 8, and 10 they
had the correct answer, however they did not write the number properly, or neatly according to
the standard. As I said before, I added neatness and proper number writing into the rubric
because the kindergartners are just learning to write the numbers during this stage, so it is
important that they are taught the right way. Repetition to show accuracy is the only way they
will be able to master number writing. Student 1 also showed struggle with question 4. They
marked the last answer, but also the first and second answers. The questions asked to mark
what does not show 9 in the tens frame, and the last answer shows 9. This question was a little
bit more difficult because the wording is different than what the students are used to. “Mark all
answers that do not show 9” can be a confusing instruction to a kindergartner who is not familiar
with this type of problem, however it is important that these questions become familiar, because
it shows understanding of counting and number cardinality.
Lastly, the student struggled with question 9. The question instructs the student to count
on from the turtles shown. The student must draw 7 more turtles or counters in order to be
correct. Student 1 drew 9 more, however they had the amount of counters (10) in the tens frame
filled in correctly, leaving them with 2 points for this problem. In order for a student to receive at
least 2 points the rubric states, “Student drew the incorrect number of turtles or counters for the
first part, but the correct amount of counters in the tens frame, or student drew the correct
number of turtles or counters for the first part, but the incorrect amount of counters in the tens
frame.” In this case, the student drew the correct amount of counters in the tens frame, but not
the correct number of counters or turtles to count on from the turtles. Student seemed to master
question 5, which other students got 0 points for. Question 5 has the number “8” on the paper,
and asks students to draw the amount of counters of the number shown. This shows that this
student understands number order up to 8 at least, and can create a group of 8 through
drawings. The student also mastered other counting and grouping questions, which tells me that
their area of focus is writing numbers precisely.
STUDENT 4
Student 4 has shown low leveled preparedness since the beginning of the year. He has
improved, but has not shown enough progression to be able to move on to another topic. This
student received an average of 50% on this assessment. Student 4 is scheduled for a brain
scan to test for autism and other disabilities, but will not receive results until February. During
instruction, student 4 shows little interest and focus, and seems to get distracted easily. One on
one assistance needs to be consistent in order to see improvement in this student's skills.
Student four has trouble writing numbers as well, shown in questions 6 and 7. Student shows
persistence in writing numbers backwards, and not being able to identify numbers by sight.
Like student 1, student 4 also showed difficulty with question 4. They marked the second
answer, but in order to be fully correct, the student needed to mark the first three answers. Due
to work observed prior and post assessment, it appears the student took a guess on this
question. Student needs help with identifying numbers above 5, and number sequence. The
assessment shows proof of this through question 9. This question required the students to draw
more turtles/counters to show ten, and then draw counters in a tens frame to show how many
turtles in all. The student needed to draw 7 more counters to count on from the turtle, and 10
counters in the tens frame to show how many in order to be correct. This student drew 6
additional counters to the 3 turtles given, and colored in 4 spots on the tens frame out of
sequence. This student did not match the amount filled in the tens frame to the amount of
turtles, and did not create anything relating to 10, which was the focus number for this problem.
The students area of focus moving forward is number recognition, and number sequence.
STUDENT 10
Student 10 received an average score of 63% on this assessment. They have
demonstrated a lack of fine motor skills, which explains the difficulty with writing numbers, and
fully coloring things in. Like student 1 and 4, student 10 also struggles with writing numbers
neatly and accurately, and like student 4, he/she struggles with number sequence. This student
was the only student to receive 0 points for questions 1, 2, and 3. These questions were not
designed with rigor therefore, they were multiple choice questions used to test basic knowledge
on the topic of counting. Showing that they got these 3 questions incorrect, I know this student
does not know how to identify numbers. However, student 10 can verbally count to 10 when
using proper sequence, and may be confused on number recognition. For example, question 1
has them count the number of fish and bubble in the number. There are 6 fish, the student may
have counted 6, but may not know what a 6 looked like in order to answer the question correctly
on paper. Although the student could have miscounted, the repeated error in questions 1, 2, and
3 shows otherwise.
By looking at question 8, my assumption is that the student struggles in both areas of
counting visual groups and number recognition. The student was instructed to color the apples
red and yellow, write how many apples were red, how many were yellow, and how many apples
there were total. The student colored 3 red apples, and 7 yellow apples. The student wrote that
they colored 3 red apples, 5 yellow apples, and 5 apples in total. Student 10 seemed to
understand question 7 which asks them to draw 10 shells, and write the number to tell how
many, but 10 is also a more common number for the students to be familiar with. When it came
to question 5, which asked students to draw 8 counters, he/she drew 7. Although this student
could have been rushing through their work, I know through informal assessment that her/his
main area of focus is number recognition and sequence.

6. Develop a re-engagement lesson to address the specific needs described

In order to improve the progress of the 3 students evaluated, a small group re-
engagement lesson will be performed. By the end of the mini lesson students will have a clearer
understanding of number recognition, number sequence, and practice on precise number
writing techniques. The full set of standards from all three lessons are “K.CC.A. Know number
names and the count sequence; Count to 100 by ones and by tens; Count forward beginning
from a given number within the known sequence (instead of having to begin at 1); Write
numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects) and K.CC.B. Count to tell the number of objects;
Understand the relationship between numbers and quantities; connect counting to cardinality.”
From the assessment specifically these students had a difficult time with writing numbers
precisely and accurately, and identifying numbers out of sequence.
The strategy that I would use to benefit the students is to first go over the assessment
and missed questions in a small group with the struggling students. It will be important to go
over frequently misunderstood questions, and lay out any confusion that may be at hand. Then,
everyday, using counting cubes as manipulatives, students will be given a number to create a
group of. For example, I will tell students to create a group of 7. Students will have to count out
7 counting cubes and stack them accordingly. Students will also have white boards to write the
number to show how many cubes they have stacked. I will have a numberline set up for the
students who have difficulty writing the number without a visual. I will have the students repeat
this strategy using different numbers that I give them. I would like to focus solely on numbers 5-
9, since these are the numbers that show a pattern of error in the assessment. We will go
through each number twice out of order for repetition purposes. If the students are still really
struggling to write the number properly, hand over hand guidance, or tracing numbers might be
necessary on the first round. I will be able to see exactly where the area of struggle is coming
from through observations, and if any further assistance will be needed. Once a few days of
practice set in, and students show progress, we will advance in our learning. Students will have
to create a group using only red and yellow counting cubes, and write on their white boards how
many red, yellow, and total cubes they have. This part of the lesson reflects off of questions 8
and 10 from the assessment. Eventually students will be able to create groups of red and yellow
counting cubes for their peers to break apart on the whiteboard. During the small group
meetings, I will be scaffolding student performance as they progress towards the standard
desired to reach.

7. Summary of assessment analysis process

This assessment analysis opened my eyes to see how assessments are used to
improve instruction, and student performance. Assessments allow teachers to track student
progress and make adjustments that are needed for future lessons. It also helps teachers make
connections with each individual student's thinking process. I chose a strong assessment for
this process that included multiple ways for problem solving that aligned to the standard. The
questions required both lower and higher-level responses to show rigor. Although this
assignment felt tedious and overwhelming at first, it felt natural to deeply analyze each student,
and pull out the data I needed to understand their thinking processes. It made me understand
my students' performance clearer, and think about adjustments that need to be made moving
forward. I learned how to analyze student learning by looking deep into work samples, creating
detailed rubrics, and grading work based off the assessment at hand. Lastly, it has also helped
me practice developing a re-engagement lesson that would benefit specific students according
to their performance. This assessment analysis project made me feel accomplished and proud
of my abilities as a future teacher, and encourages me to continue to make sure each student is
getting the differentiated help he/she may need.