Force and Motion Assessment Results

5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4
Score (Out of 5)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15* 16 17 18 19 20 21 22 23*
Student #

1. 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.

After reviewing the results of this assessment, I noticed that though most of the students were

able to effectively explain both force and motion and demonstrate it with their traps, there were

still 10 students (about 43%) that were unable to clearly define force on their exit slip. Because

the concept of motion seems to have stuck with the students, the following day will consist of

more explicit instruction on what force means and how it can be applied through either a push or

pull. The students that struggled to grasp this concept could benefit from being retaught the

information on the following day, however, with the information on force presented in a different

way. Robert J. Marzano (2010) explains that reteaching is most effective when educators use a

different approach than the one that was used initially and that it should build on previous tasks

but “focus on the omissions or errors in student thinking that resulted from these activities”.
Therefore, the next day’s lesson will have an explicit focus on the different types of force with

examples. The students will be provided a graphic organizer with both “Push” and “Pull” titling

two columns. The students will be given cut out cards with different examples of pushes and

pulls and they will need to place the image or the sentence under the correct type of force. This

will emphasize the part of force that students were omitting, which was that this can be either a

push or a pull.

2. Did you expect these results? Why or why not?

I personally did not expect these results. When planning this lesson, I felt confident in

number of resources that I had provided for the students to grasp both concepts (motion AND

force). The students participated in a think-pair-share about the terms and after a short

discussion, I presented the students with definitions and examples of each term. After this, the

students watched a video explaining force and motion before creating their leprechaun traps. I

felt that this was enough information to begin the STEAM activity, which I felt would emphasize

these concepts. However, the concept of motion seemed to stick with the students more than the

concept of force.
 Social Studies Assessment Results
Handout (Out of 4) Biography (Out of 1) Details (Out of 2)

4
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3
scores

2
2 2 2 2 2 2 2 2 2 2 2 2 2 2

1
1 1 1 1 1 11 1 11 1 11 1 11 1 1 1 11 1 1 1 1

0
1 2 3
0 4 5
0 6 7 8
0 9
0 10 11
0 12 13 14 15* 16 17 18
0 19 20 21 22 23*
0

student #

1. 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.

The results of this assessment showed that 7 students still were unable to define biography at

the end of the lesson. What this told me was that I did not spend enough time explaining

biographies or providing examples to the students. Because the objective of this lesson was to

ensure students were able to understand what a biography is and what kind of information, we

can get from reading them, I think the best thing to do moving forward is to teach a lesson which

focuses more on biographies themselves instead of a specific biography about Saint Patrick. I

believe that the students would benefit from an additional lesson on biographies, using a video to

explain what a biography is and then providing the students with plenty of examples of different
biographies about people that they would be familiar with. The only information that the students

were presented with previously was the definition and some details that you would expect to

learn from a biography. However, I have many visual learners and think that including an

interactive video to teach this concept would help the students better understand what a

biography is moving forward. Alber (2019) explains that it is important to present information in

different modalities to reach all types of learners. Using a video to enhance a lesson helps build

students’ background knowledge, enriches a text, and deepens and solidifies students’ learning.

2. Did you expect these results? Why or why not?

I would say that prior to teaching this lesson, I did not expect these results. However, as I

began to teach and assess the students, I was made more aware of the gaps in their understanding

while presenting them with the information about biographies. It was during the middle of the

lesson that I began to realize that I should have included more information regarding what a

biography is before handing the students a biography and expecting them to understand what was

so important about it.

 ELA St. Patr ick 's Day A s s es sm ent
Res ults
Correct Incorrect
23 0 1 0 0 0 0
21 3
5 6
19 9
17
Total Students

15
13
23 22 23 23 23 23
11 20
9 18 17
7 14
5
3
1
1 2 3 4 5 6 7 8 9 10
Question #

1. 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.

I am satisfied with the results of this assessment; however, I think that the whole class could

benefit from using a graphic organizer to better understand the correlation between the main idea

of a text and the key details that support it. I also think that the students would benefit from more

explicit instruction on the academic language main idea and key details in next day planning.

Using a graphic organizer helps to engage students in a more hands-on learning experience by

allowing them to use both sides of the brain (Arnholz 2021). The students will be given first a

graphic organizer to help them organizer their thoughts about the definition of both terms (main

idea and key details) and what they can do to determine those things in a text. Then, when

working with a text in next day planning, the students will be given a graphic organizer to use
while reading to write the main idea and key details while reading. Then, students can use the

organizer to answer their assessment questions.

2. Did you expect these results? Why or why not?

I expected these results because I could tell that the students were engaged throughout the

lesson. They really seemed to enjoy the topic of St. Patrick’s Day, I just wish that they would

have been able to take away more about the understanding of the correlation between the main

idea and key details when reading an informational text. However, they were able to pull the

details enough to, as a class, do well with the online assessment. I expected those that scored

higher to score that way and those to score in the middle to score that way. There were no low

overall scores on this assessment for any individual student.

 Math Assessment Results
12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12
11 11 11

9
Score (Out of 12 Points)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15* 16 17 18 19 20 21 22 23*
Student #

1. 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.

Reviewing the results, I am able to see that about 95% of the class have reached mastery in

using the correct academic language to accurately compare two three-digit numbers. There are 4

students that still struggle with the language and at times will say the words “bigger than” rather

than “greater than” but other than this mistake, are answering the questions correctly and using

the other academic language. In planning for the next day, I feel that it would be appropriate to

move forward with the lesson and have the students begin to physically write the symbols and

academic language themselves. The students will be given two three-digit numbers and using

their white boards will need to write the correct symbol along with the academic language

(greater than, less than, equal to). This will build on what the students already have learned,

helping them make a connection between previous and current learning (Ferlazzo 2021).
 2. Did you expect these results? Why or why not?

I expected the results of this assessment because after observing this classroom for over 150

hours so far this semester, I have noticed that the students usually excel with math concepts. The

students were able to quickly grasp the concept of three-digit numbers and how place value plays

a role in comparing them. Additionally, the students complete regular math activities using the

iReady Math curriculum and through this program, I can monitor the students’ progress. Prior to

this lesson, the students completed activities on iReady that involved the comparison of two-digit

numbers and all the students have reached mastery in that area. Because of this, I can honestly

say that I did expect the students to do well during this lesson given their background

knowledge.
 1. 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?

After reflecting on the feedback that I provided to the two individual students as well as the

whole class, I felt as though the feedback was effective and improved their learning and

understanding moving forward. There were some areas that I feel as though I could improve on

when providing feedback, specifically when addressing both the students’ strengths and

weaknesses. It is easy for me to forget to remind students of both when I see an obvious strength

or obvious weakness. However, I also felt that the feedback that was provided was effective in

that the students were very engaged in understanding their results, especially when they missed a

point in a certain area. During free time, some students came up to my desk to discuss their

results further which made me feel that they were truly engaged in their learning and working

hard to build on their knowledge moving forward. It seemed that as a whole class, the students

were happy to receive the feedback and fix their mistakes in following lessons/activities. Student

1 that was observed seemed to take well to the feedback given to them and even asked if they

would be able to redo their math assessment for a higher grade, which was evidence to me that

they understood their feedback well and were motivated by the positive feedback as well. It

definitely was a good idea for the written feedback to be read aloud to the student so that they

could fully understand what their feedback was. Though I do feel that Student 2 benefitted from

the feedback given, they were also unresponsive to the feedback presented to them about their

strengths. They showed little motivation to improve these results or to try harder in the future.

The student typically hyper-focuses on positive feedback and ignores when being given
suggestions about their weaknesses. Student 2 has a lot of behavioral issues that need to be

addressed to better provide feedback in a way that will help the child grow.

2. 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 have chosen various concrete ways to remind students of their feedback moving forward

with future lessons. In science, the students will be given their child-friendly rubrics back with

written feedback to tape into their science journals. This will allow for the students to use their

journals in future lessons and refer to this feedback to activate their background knowledge and

overall improve their learning. This will benefit students in the follow up lesson in which the

class will dive deeper into the concept of force as either a push or pull. For ELA, the students are

given a graphic organizer to explicitly show how key details support the main idea in a text while

also defining the two terms. The students will be able to use this when working on future

informational text readings and assignments. In social studies, the students will create a poster

using the feedback they got regarding the importance of a biography and what can be learned

about a person from a biography. This will help students in the follow up lesson in which they

will find their own biography in the library and present it to the class. Finally, in math, the

students work together to create a poster that will be displayed in the classroom regarding the

comparison of two numbers. The students will hold a discussion about all the “dos and don’ts”

when comparing two three-digit numbers as well as the academic language associating with it.

This will benefit students as they progress into the concept of comparing numbers and begin to

use the academic language more and begin to use the symbols associated with each type of

comparison.
 3. 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.

Through this experience, I have gained so much insight related to assessment and feedback

and its immense importance in the classroom. One of the most important pieces that I have

personally learned, is that feedback should address both the students’ strengths and weaknesses.

It is important to address both when giving feedback to students whether that is orally or written

and when addressing weakness, it should be done in a positive manner. Susan Grover and Anne

Hendricks (n.d.) suggest that, especially when working with students with learning disabilities,

educators should first build on the students’ strengths and then, help them cope with their

weaknesses through positive feedback.

Something very crucial that I have learned about regarding various assessment tools in the

classroom is how many different forms of formative assessments can be provided to students

outside of traditional pencil and paper assessments. It is important to address all different kinds

of learners when assessing students on what has been learned. Not all students are going to be

able to effectively complete paper and pencil assessments and therefore, it is important for

educators to consider the options that are available to formatively assessing their class. Using

assessments such as mind mapping or word clouds can help visual learners better present their

knowledge on paper through drawing or assessments such as experiments or role-playing assist

kinesthetic learners in relaying information learned (Kinesthetic assessments n.d.).

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

Something that I would have done differently during lesson week is gone in with a better

plan on providing feedback to the students throughout the lessons and assessments. As I have
mentioned previously, an area that I need to work on is my ability to provide efficient positive

feedback about not only the students’ strengths but also their weaknesses. This is something that

I additionally discussed with my mentor teacher and supervisor, who agree that this is something

that will require some work as we move into unit week. I think I struggle in this area because I

often get absorbed in my students’ strengths that I forgot to make sure to positively address the

problem areas as well. Another thing that I would have done differently is make sure that my

lesson objectives are clearer to the students at the beginning of the lesson and consistently

throughout the lesson because I have observed how quickly that they get off task and think they

could benefit simply from being reminded more often about why they are doing what they are

doing.
References

Alber, R. (2019, March 18). Using video content to amplify learning. Edutopia. Retrieved 2022,
from https://www.edutopia.org/article/using-video-content-amplify-learning.

Arnholz, J. (2021, May 14). Is Hands-On Learning Better? Build Your Future. Retrieved 2022,
from https://byf.org/is-hands-on-learning-better/.

Ferlazzo, L. (2021, March 5). The whys & hows of activating students' background knowledge.
Education Week. Retrieved 2022, from
https://www.edweek.org/teaching-learning/opinion-the-whys-hows-of-activating-students-
background-knowledge/2020/06

Grover, S., & Hendricks, A. (n.d.). Accommodating specific learning disorders in the
classroom:  minor effort, major benefits. Accommodating Learning Disabilities in the
Classroom. Retrieved 2022, from
https://kairos.technorhetoric.net/7.1/coverweb/grover_hendricks/accomodating.htm#strengt
hs

Kinesthetic assessments. Plymouth Community School Corporation. (n.d.). Retrieved 2022, from
https://www.plymouth.k12.in.us/formative/kinesthetic-assessments

Marzano, R. J. (2010, October 1). Art and science of teaching / reviving reteaching. ASCD.
Retrieved 2022, from https://www.ascd.org/el/articles/reviving-reteaching