Assessment Application and Analysis Report Between November 8, 2013 and November 15, 2013, I taught a math unit

on subtraction from 20, to the first grade class where I student teach. November 8, I

administered a pre-assessment, from their student workbooks; My Math, chapter 4, book 1. I taught lessons 1 though 4 in chapter 4, between November 11, and November 14. On November15, I administered the Check My Progress, which also came from this math book. Student #2 is in Special Education (SPED), as he is behind in all areas of school. He is reading at a beginning of kindergarten level, and still has problems with naming some letters, as well as many sounds. He is trying his hardest to learn, but lacks the attention span. One problem that I ran into while having students work on assignments was him looking at another students paper, or the other student helping him. I know that some of my data is skewed due to this. Student #5 is not in Special Education, but is below in every subject. She is at a low reading level, about level 3; she should be at level 10. She is pulled for reading resource every day. There she is taught the basics to reading, including the letters and sounds. She is often off task, or drawing during instruction. During instruction we often move her to a chair that is away from everything to make sure she is paying attention. This has shown to prove successful, as she is starting to show improvement in most areas of her education. It is as if she all of the sudden has become serious about school. Student #7 is high-functioning autistic. He has an aide who is supposed to come in and help him during math, but she has been on a family leave the past month. He is an average learner, with minor visible debilitations. The only times he will not work is when he has been over stimulated throughout the day or he is hungry. Due to this we have snacks for him to eat and try to keep him focused. The snacks work about 50% of the time.

Assessment Application and Analysis Report Lesson #1 Pre-Assessment My Math Chapter 4 pre-assessment was administered by myself, to my entire class (where I am student teaching) on Friday, November 8, 2013 after the students came in from morning recess. Four students were absent on the day of the pre-assessment, and two students

were at reading recovery, 21 students were present. The students who missed the pre-assessment on November 8th took it on November 11, 2013. The Big Idea for Topic 4 was Subtraction from 20. The purpose of the pre-assessment was to let myself know what the students already know. I used the scores to know which students need to be pulled for extra one on one. I will also spend extra time on each subject, for each pre-assessment question more than 35% of the class misses. Another use for the pre-assessments is for students to see their personal growth within a topic. Student pre-assessments are located in Appendix B. Before I adminstered the pre-assessment I reviewed the math vocabulary from chapter 2, as it had been three weeks since the students worked on subtration. I noticed from the preassessment that we need to go over math signs (+, -, =). I also need to remind the student to pay attention to th sign, as some students added instead of subtracted, others switching between the two. We also need to review how to answer true and false questions.

Analysis The following chart shows the number of correct responses out of sixteen that each individual student scored on the pre-assessment. Since this is a pre-assessment, low scores are typical; analysis of the answer choices will determine what concepts need to be taught during math instruction time.

Assessment Application and Analysis Report

Topic 4 Pre-Assessment
16 14 12 10 8 6 4 2 0 student 01 student 02 student 03 student 04 student 05 student 06 student 07 student 08 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student 20 student 21 student 22 student 23 student 24 student 25 student 26 student 27 Source: Pre-assessment, see Appendix B

The following chart shows the breakdown of how students answered on each specific question. Pre-assessment (whole class) Key: correct response + incorrect response x
Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Total wrong

1M 2M 3M 4M 5F 6F 7M 8F 9F 10 F 11 F 12 M 13 F 14 F 15 M 16 M 17 F 18 M 19 F 20 F

+ + + + X + + + + + + + + X + + + + + +

X X + + X + X + + + + + + + + + + + + +

+ + + + + + + + + + + + + + + + + + + +

+ + + + X + + X + + + + + + + + + + + +

+ + + + + + + + + + + + + + X + + + + +

+ + + + X X + + + + + + + + + + + + + +

+ + + + + + + + + + + + + + + + + + + +

+ + + + + + + + + + + + + + + + + + + +

+ + + + + + + X + + + + + + + + + + + +

+ X + + X X + + + + + + + + + + + + + +

+ + + + + + + X + + + + + + + + + + X +

+ + + + + + + + + + + + + + + + + + + +

+ + + + + X + + + + + + + + + + + + X +

+ + + + + + + X + + + X + + + + + + + +

+ X X + + + + X X + X + X + + + + + + +

+ + + + + + + X + + X X + + + + + + + +

1 3 1 0 5 3 1 6 1 0 2 2 1 1 1 0 0 0 2 0

Assessment Application and Analysis Report 21 M

22 M 23 F 24 M 25 M 26 M 27 F Total

4 X + + + + X +
3

+ + + + + + +
2

X + + + X + X
7

+ + + + + + +
0

+ + + + + + +
2

X + + + + + +
2

+ + + + + + +
2

+ + + X + + +
1

+ + + + + + +
0

+ + + + + + +
3

X + + + + + +
3

+ + + + + X +
1

X + + + + + +
3

X + + X X + +
5

+ + + X X X X
10

+ + + X X X +
6

6 0 0 4 4 4 2 50

Source: Pre-assessment, see Appendix B

Question Breakdown The following section shows how many of each question were answered correctly, and the percentage. Pertains to the pre-assessment only. Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15 Question 16 25/27 or 93% of students answered correctly 20/27 or 74% of students answered correctly 27/27 or 100% of students answered correctly 25/27 or 93% of students answered correctly 25/27 or 93% of students answered correctly 25/27 or 93% of students answered correctly 26/27 or 96% of students answered correctly 27/27 or 100% of students answered correctly 24/27 or 89% of students answered correctly 24/27 or 89% of students answered correctly 24/27 or 89% of students answered correctly 26/27 or 86% of students answered correctly 24/27 or 89% of students answered correctly 22/27 or 82% of students answered correctly 17/27 or 63% of students answered correctly 21/27 or 78% of students answered correctly

The following pie-chart shows the percent each student received on the pre-assessment.

Assessment Application and Analysis Report

Student Scores
62 percent, 2 69 percent, 1 62 percent 75 percent, 3 81 percent, 2 94 percent, 7 88 percent, 5 69 percent 75 percent 81 percent 88 percent 94 percent 100 percent

100 percent, 7

Source: Pre-assessment, see Appendix B

The range of scores is 62% to 100%. Seven students scored 100 % on this assessment, the mode was seven students scoring 100% and 94%, and the mean score was 88%. On this assessment, all students were able to correctly subtract 6-0 (question #3), as well as 3-2 (question #8). The other questions they scored above the benchmark, of 80%, were; question #1 circle the minus sign, questions #4, 5, 6, 7, 8 subtracting from 10, questions #9, 10, 11, 12, 13 write a subtraction number sentence, and question #14 recognizing fact families. On all other questions (2, 15, and 16), the class total scored below the benchmark of 80% correct.

Student Comparison Female students scored slightly higher than male students, with the female students average at 89% of the questions correct and male students average at 88% of the questions correct.

Assessment Application and Analysis Report

Test Scores by Gender

Female Male Male 0% 20% 40% 60% 80% 100% Female

Source: Pre-assessment, see Appendix B

I chose three students for score comparison; one male SPED student (student #2), one female student who is low and I foresee her having an academic IEP in the near future (student #5), and one male student whom is autistic (student #7). Pre-assessment (students analyzed)
Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Total

2M 5F 7M

+ X +

X X X

+ + +

+ X +

+ + +

+ X +

+ + +

+ + +

+ + +

X X +

+ + +

+ + +

+ + +

+ + +

X + +

+ + +

13/16 or 81% 11/16 or 69% 15/16 or 94%

Source: Pre-assessment, see Appendix B

Lesson #2 Count Back 1, 2, or 3 I taught lesson two of the unit on November 11, 2013, after lunch recess. The following chart shows the number of correct responses out of sixteen that each individual student scored on the assignment. The assignment counted as their summative assessment for this lesson. Student #24 was absent on the day of the lesson. I retaught him this lesson on November 12, 2013 before school; all other students were present.

Assessment Application and Analysis Report

Lesson 2
16

12

0 student 1 student 2 student 3 student 4 student 5 student 6 student 7 student 8 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student 20 student 21 student 22 student 23 student 24 student 25 student 26 student 27 Source: Lesson 2, see Appendix C

I feel this lesson went well and was beneficial for the students. We practiced counting back from ten, three times, to prepare the students for the lesson. I feel that helped some of the students link the concept of counting back. Eighty-five percent of the class scored above 80% on this assignment. I took the four students who did not receive higher than 80% and retaught them how to count back, in a tier 2 instruction setting.

Assessment Application and Analysis Report The following chart shows the breakdown of how students answered on each specific question.

Pre-assessment (whole class) Key: correct response + incorrect response x

student absent
Student # M/F Q 1 Q 2 Q 3 Q 4

-Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Total wrong

1M 2M 3M 4M 5F 6F 7M 8F 9F 10 F 11 F 12 M 13 F 14 F 15 M 16 M 17 F 18 M 19 F 20 F 21 M
22 M 23 F 24 M 25 M 26 M 27 F Total

+ + + + + + + + + + + + + + + X + + + + + + X + + + +
2

+ + + + + X X + + X + + + X + + + + + + + + X + + + +
5

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + X + + + + + X + + + + + X + + + + + + + + +
3

+ + + + + X + + + + + X + + + + + + + + + + + + + + +
2

+ + + + + X + + + + + + + + + + + + X + + + + + + + +
2

+ + + + + X + + + + + + + + + + + X + + + + X + + + +
3

+ + + + + X + + + + + X + + + + + X + + + X + + + + +
4

+ + + + + X + + + + + + + + + + + X + + + + + + + + +
2

+ + + + + X + + + + + X + + + + + + + + + + + + + + +
2

+ + + X + + + X + + + + + + + X + + X + + + + + + + +
4

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + X + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + + + + + + + + X + X + + + + + + + + + + +
2

+ + + + + X + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + X + X + + + + + + + + + + + + + + + + + + +
2

0 0 0 1 0 11 1 2 0 1 0 4 0 2 0 3 0 4 2 0 0 1 3 0 0 0 0 35

Source: Lesson #2, see Appendix C

Assessment Application and Analysis Report Lesson #3 Use a Number Line to Subtract

I taught lesson three of the unit on November 12, 2013, after lunch recess. The following chart shows the number of correct responses out of fourteen that each individual student scored on the assignment. The assignment counted as their summative assessment for this lesson. All students were present at the time of the lesson. *Note: Due to an overload that day student #7 did not do the assignment with the rest of the class; therefore his student 07 (A) score reads as zero. The assignment was sent home, where it was completed then returned and input as student 07 (B). Lesson 3
14 12 10 8 6 4 2 0 student 01 student 02 student 03 student 04 student 05 student 06 student 07 (A) student 07 (B) student 08 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student 20 student 21 student 22 student 23 student 24 student 25 student 26 student 27 Source: Lesson 3, see Appendix C

I feel this lesson also went well and was beneficial for the students. Since we learned to use a number line in chapter 3, to add, the students have relied heavily on their number line. I know this lesson helped the students link addition to subtraction, and number relationships. Only one student received lower than 80%, as he did not finish two problems, and answered one problem incorrect. When I had this student answer the two he did not answer, he was able to do so and get them correct on the first try.

Assessment Application and Analysis Report

10

The following chart shows the breakdown of how students answered on each specific question.

Pre-assessment (whole class) Key: correct response + incorrect response x

Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Total wrong

1M 2M 3M 4M 5F 6F 7 M-A 7 M-B 8F 9F 10 F 11 F 12 M 13 F 14 F 15 M 16 M 17 F 18 M 19 F 20 F 21 M
22 M 23 F 24 M 25 M 26 M 27 F Total

+ + + + + + x + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + x + + + x + + + + + + + + + + + + + + + + +
2

+ + + + + + x + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + x + + + + + + + + + + + + + + + + + x + + +
2

+ + + + + + x + + + + + + + + + + + + + + + + + + + x +
2

+ + + + + + x + + + + + + + + + + + + + + x + + + + + x
3

+ + + + + + x + x + + + + + + + + + + + + + + + + + + +
2

+ + + + + + x + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + x + + + + + + + + + + x + + + x + + + + + +
3

+ + + + + + x + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + x + + + + + + + + + + + + + + + + + + + x +
2

+ + + + + + x + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + x + + + + + + + + + + + + + + + + + + + + +
1

+ + + + + + x + + + + + + + + + + + + + + + + + + + x +
2

0 0 0 0 0 0 14 0 1 0 1 0 0 0 0 0 0 1 0 0 0 2 0 0 1 0 3 1 24

Source: Lesson 3, see Appendix C

Assessment Application and Analysis Report Lesson #4 Use Doubles to Subtract

11

I taught lesson four of the unit on November 13, 2013, after lunch recess. The following chart shows the number of correct responses out of sixteen that each individual student scored on the assignment. The assignment counted as their summative assessment for this lesson. Student 12 was absent. On Thursday the 14th, I sent his work home to be completed as homework but he was also absent on Friday the 15th, therfore he could not turn it in. Lesson 4
24 22 20 18 16 14 12 10 8 6 4 2 0 student 01 student 02 student 03 student 04 student 05 student 06 student 07 student 08 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student 20 student 21 student 22 student 23 student 24 student 25 student 26 student 27 Source: Lesson 4, see Appendix C

This is a harder concept for the students to grasp, mostly because not all students understood doubled when adding. We started the lesson by putting addition double facts on the board, I left them there the entire lesson. I feel writing the doubles facts on the board, helped some of the students link the concept of subtracting doubles, but only the students who mastered adding doubles. Ninety-two percent of the class scored above 80% on this assignment. I took the two students who did not receive higher than 80% and retaught them, in a tier 2 instruction setting.

Assessment Application and Analysis Report

12

The following chart shows the breakdown of how students answered on each specific question. Pre-assessment (whole class) Key: correct response + incorrect response x
Absent no score
Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5

-Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20 Q 21 Q 22 Q 23 Q 24

1M 2M 3M 4M 5F 6F 7M 8F 9F 10 F 11 F 12 M 13 F 14 F 15 M 16 M 17 F 18 M 19 F 20 F 21 M 22 M 23 F 24 M 25 M 26 M 27 F

+ + + + + + + + + + + -+ + + + + + + x + + + + + + +

+ x + + + x + + + x + -+ x + + + + + + x + + + + + +

x + + + + + + + + + + -+ + + + + + + + + + + + + + +

x + + + + + + + + + + -+ + x + + + + + x + + + + + +

+ + + + + + + + + x + -+ + x + + + + + x + + + + + +

+ + + + x + + + + x + -x x + + + + + + x + + + + + +

+ + + + + + + + + x + -x + + + + + + + + + + + + + +

+ + + + x + + + + + + -+ + + + + + + + x + + + + + +

+ + + + + + + + + + + -+ + + x + + + + + + + + + + +

+ + + + + + + + + x + -+ + + x + + + + + + + + + + +

+ + + + + x + + x + + -+ + + + + + + + x + + + + + +

+ + + + + + + + + + + -x + + + + + + x x + + + + + x

+ + + + + + + x + + + -+ + + + + + + + + + + + + + +

+ + + + + + + + + x x -+ + + + + + + + + + + + + + x

+ + + + + x + + + x + -+ + + + + + + + + + + + + + +

+ + + + + x + + + + x -+ + + + + + + + + + + + + + +

+ + + + + + + x + x + -+ + + + + + + + + + + + + + +

+ + + + + + + + + + + -+ + + + + + + x + + + + + + +

+ + + + + + + + + x + -+ + + + + + + + + + + + + + +

+ + + + + + + + + + + -+ + + + + + x + + + + + + + +

+ + + + + + + + + + + -+ + + + + + + + + + x + + + +

+ + + + + + + + + + + -+ + + + + + + + + + x + + + +

+ + + + + + + + + + + -+ + + + + + + + + + x + + + +

+ + + + + + + + + + + -+ + + + + + + + + + x + + + +

Source: Lesson 4, see Appendix C

Assessment Application and Analysis Report Lesson #5 Problem Solving

13

I taught lesson fifth of the unit on November 14, 2013, after lunch recess. The following chart shows the number of correct responses out of eighteen that each individual student scored on the assignment. The assignment counted as their summative assessment for this lesson. There were no students absent on the day of this lesson. Topic 4 Pre-Assessment
18 16 14 12 10 8 6 4 2 0 student 01 student 02 student 03 student 04 student 05 student 06 student 07 student 08 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student 20 student 21 student 22 student 23 student 24 student 25 student 26 student 27 Source: Lesson 5, see Appendix C

I feel this lesson went well for the students. We practiced making up our own word problems to prepare the students for the lesson. Eighty-nine percent of the class scored above 80% on this assignment. As I looked at the three students assignments, I noticed two of them forgot to answer the problems on the back page, having them miss three more than they should have. Student #19 had problems writing the subtraction number sentences. I retaught her in a tier 3 setting. She was then able to correctly write the subtraction number sentences, and therefore answer the questions correctly.

Assessment Application and Analysis Report

14

The following chart shows the breakdown of how students answered on each specific question.

Pre-assessment (whole class) Key: correct response + incorrect response x

Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18
Total wrong

1M 2M 3M 4M 5F 6F 7M 8F 9F 10 F 11 F 12 M 13 F 14 F 15 M 16 M 17 F 18 M 19 F 20 F 21 M
22 M 23 F 24 M 25 M 26 M 27 F Total

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + + + + + + + x + + + + + + + + + + x + + + +
2

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + + + + + + + + + + + + + + + + + + + + + + +
0

+ + + + + + + + + + + + + + + + + + + + + + x + + + +
1

+ + + + + + + + + + + + + + + x + + + + + + + + + + +
1

+ + + + + + + + + + + + + + + x + + + + + + + + + + +
1

+ + x + + + + + + + + + + + + + + + + + + + + + + + +
1

+ + x + + + + + + + + + + + + + + + + + + + + + + + +
1

+ + x + + + + + + + + + + + + + + + + + + + + + + + +
1

+ + x + + + + + + + + + + + + + + + + + + + + + + + +
1

+ + x + + + x + + + + + + + + x + + + + + + + x + + +
4

+ + + x + + x + + x + x + + x + + + + + + + x x + + +
7

+ + + x + + + + + + + + + + x + + + + + + + + + + + +
2

+ + + + + + + + + + + + + + x + + + + + + + + + + + +
1

0 0 5 2 0 0 2 0 0 1 0 2 0 0 3 3 0 0 0 0 0 0 3 2 0 0 0 23

Source: Lesson 5, see Appendix C

Assessment Application and Analysis Report Lesson #6 Post-Assessment (Check My Progress) The purpose of the Check My Progress was to give a summative assessment, assessing

15

the knowledge the students gained in the following areas: subtraction vocabulary, subtraction by counting back, subtraction using a number line, using doubles to subtract, subtraction with word problems. The Check My Progress is in preparation for end of chapter test, which is in preparation for the standardized test. I administered My Math, chapter 4, Check My Progress, to the entire class on Friday, November 15, 2013, after the students came in from morning recess. Twenty-five students were present on the day the Check My Progress was administered. Before I adminstered the post-assessment I reviewed the math vocabulary from chapters 1, 2, and 3, as well as played a few review games with the students to help them recall what we had learned the past week.

The next chart (Topic 4 Check My Progress) shows the number of correct responses out of twenty-one that each individual student scored on the Check My Progress. Topic 4 Check My Progress
21 18 15 12 9 6 3 0 student 1 student 2 student 3 student 4 student 5 student 6 student 7 student 8 student 9 student 10 student 11 student 12 student 13 student 14 student 15 student 16 student 17 student 18 student 19 student20 student 21 student 22 student 23 student 24 student 25 student 26 student 27 Source: Post test, see Appendix B *Score of 0 means student was absent

Assessment Application and Analysis Report

16

The following chart shows the breakdown of how students answered on each specific question. Pre-assessment (whole class) Key: correct response + incorrect response X
Absent Student # M/F 1M 2M 3M 4M 5F 6F 7M 8F 9F 10 F 11 F 12 M 13 F 14 F 15 M 16 M 17 F 18 M 19 F 20 F 21 M 22 M 23 F 24 M 25 M 26 M 27 F Total Q 1 + + + + + + + + + + + -+ + + + + + + + + + -+ + + + 0 Q 2 + + + + + + + + + + + -+ + + + + + + + + + -+ + + + 0 Q 3 + + + + + + + + + + + -+ + + + + + + Q 4 + + + + + Q 5 + + + +

-Q 6 + + + + + + + + + + + -+ + + + + + + + + + -+ + Q 7 Q 8 + Q 9 + + + + + + + + Q 10 + + + + + + + + + Q 11 Q 12 + + + + + + + + + + + -+ + + + + + + + + + -+ + + + 0 Q 13 Q 14 Q 15 + + + + + + + + + + + -+ + Q 16 Q 17 + + + + + + + + + + + -Q 18 + + + + + + + + + + + -+ + Q 19 + + + + + + + + + + + -+ + Q 20 + + + + + + + + + + + -+ + + + + + + + + + -+ + + + 0 Q 21 + + + + + Total 5 1 1 0 1 4 0 0 1 2 2 -1 2 6 0 0 0 1 1 0 1 -2 0 2 0 33

x
+ + + +

x
+ + + + + + + + + + -+ + + + + + + + + + -+ + + + 1

x
+ + + + + + + + +

x
+

x
+ + + + + + + + + + -+

x
+ + +

x
+ + + + + + + + -+

x
+ + + + + + -+ + + + + +

x
+ + + +

x
+ + + + + -+ +

x
+ + +

x
+ + + + + -+ + + + + + + + +

x
+ + -+ + + + + + + + + + -+ + + + 1

x
+ -+ + + + + + + + + + -+ + + + 3

x
+ -+ + + + + + + + + + -+ + + + 1

x
-+ + + + + + + + + + -+ + + + 2

x
-+ +

x
+ + + + + + + + + -+ + + + 1

x
+ + + + + + + + -+ + + + 3

x
+ + + + + + + -+ + + + 3

x
+ + + + + + + --

x
+ + + + + + + -+ + + + 1

x x
+ + + + + + + -+ + + + 3

x
+ + + + + + + -+ + + + 1

x
+ + + + + + + -+ + + + 1

x
+ + + -+ +

x
+ + --

x
-+ + + + 2

x
+ + + 2

x
+ + + 4

x
+ 3

x
+ 1

Source: Post-assessment, see Appendix B

Assessment Application and Analysis Report Question Breakdown The following section shows how many of each question were answered correctly, and the percentage. Pertains to the pre-assessment only. Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 Question 14 Question 15 Question 16 Question 17 Question 18 Question 19 Question 20 Question 21 25/25 or 100% of students answered correctly 25/25 or 100% of students answered correctly 23/25 or 92% of students answered correctly 23/25 or 92% of students answered correctly 22/25 or 88% of students answered correctly 24/25 or 96% of students answered correctly 22/25 or 88% of students answered correctly 22/25 or 88% of students answered correctly 24/25 or 96% of students answered correctly 24/25 or 96% of students answered correctly 24/25 or 96% of students answered correctly 25/25 or 88% of students answered correctly 21/25 or 84% of students answered correctly 22/25 or 88% of students answered correctly 24/25 or 96% of students answered correctly 22/25 or 88% of students answered correctly 24/25 or 96% of students answered correctly 24/25 or 96% of students answered correctly 24/25 or 96% of students answered correctly 25/25 or 100% of students answered correctly 23/25 or 92% of students answered correctly

17

The following pie-chart shows the percent each student received on the pre-assessment.

Student Scores
71 percent, 1 76 percent, 1 81 percent, 1 71 percent 76 percent 100 percent, 9 91 percent, 5 81 percent 91 percent 95 percent 95 percent, 8 100 percent

Source: Post-assessment, see Appendix B

Assessment Application and Analysis Report

18

The range of scores is 71% to 100%. Two students scored 100% on this assessment, the mode was nine students scoring 100% and the mean score was 94%.

Student Comparison Female students scored higher than male students, with the female students average at 94% of the questions correct and male students average at 93% of the questions correct.

Test Scores by Gender

Female Male Male 0% 20% 40% 60% 80% 100% Female

Source: Post-assessment, see Appendix B

Assessment Application and Analysis Report Student Analysis I chose three students for score comparison; one male SPED student (student #2), one female

19

student who is low and I foresee her having an academic IEP in the near future (student #5), and one male student whom is autistic (student #7). Pre-assessment (students analyzed - also on page 5)
Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Total

2M 5F 7M

+ X +

X X X

+ + +

+ X +

+ + +

+ X +

+ + +

+ + +

+ + +

X X +

+ + +

+ + +

+ + +

+ + +

X + +

+ + +

13/16 or 81% 11/16 or 69% 15/16 or 94%

Source: Pre-assessment, see Appendix B

Check My Progress (students analyzed)

Student # M/F Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14 Q 15 Q 16 Q 17 Q 18 Q 19 Q 20 Q 21

2M 5F 7F

+ + + + + + + X + + + + + + X + + + + + + + + + + + + + + +

+ + +

+ + +

+ + +

+ + +

+ + +

+ + +

+ + +

+ + +

+ + +

+ + +

+ + +

Source: Post test, see Appendix B

Student #2 scored 20/21 or 96%, student #5 scored 20/21 or 96%, and student #7 scored 21/21 or 100%.

Pre-test vs. Post-test

100 90 80 70 60 50 40 30 20 10 0 Pre-Test Post-Test

Axis Title

Student 2 81 96

Student 5 69 96

Student 7 94 100

Source: Pre-assessment, see Appendix A

Assessment Application and Analysis Report

20

From comparing these students scores, I can see that my SPED student and Low student without SPED both scored 96% scored higher than my regular education and GATE identified students on both the pre-assessment and the post test, while my regular education student showed the greatest improvement.

Synthesis I believe if the Check my Progress were given as the pre-assessment, the scores would be much lower on the pre-assessment. I can see that the students I chose have gained a better understanding of subtraction. The two students who are the two lowest in the class scored higher than eight mainstream students. Using the pre-assessment scores to plan for instruction, I can see the students have learned the difference between the plus and minus signs. On the pre-assessment there were 8 students who did not know the difference between the two signs. Now all students know the difference, but one was confused on the two addition problems on the post-assessment. I know this was a simple error on her part (Student #14). I can tell that the trick I taught the students with using their arm to show the minus, addition, and equals sign, paid off. I am glad I thought of that, and that we reviewed it daily. Overall the class did very well on both the pre-assessment and post assessment. I know that the scores on the pre-assessment and post-assessment are true scores as cardboard offices were put up, and students were scattered throughout the classroom.