Dixie State UniversityELED 3650

Table of Contents:
Introduction
Description of Assessments

Assessment 1 Math Chapter Test

Assessment 2 Body Systems Assessment
Assessment 3 Comprehension Assessment

Student A

o
o
o

Student Description
Analysis
Assessment 1 Math Chapter Test
Assessment 2 Body Systems Assessment
Assessment 3 Comprehension Assessment

Student B

o
o
o

Student Description
Analysis
Assessment 1 Math Chapter Test
Assessment 2 Body Systems Assessment
Assessment 3 Comprehension Assessment

Plan for Student A

o
o
o

General synthesis
Analysis
Assessment 1 Math Chapter Test
Assessment 2 Body Systems Assessment
Assessment 3 Comprehension Assessment

Plan for Student B

o
o
o

General synthesis
Analysis
Assessment 1 Math Chapter Test
Assessment 2 Body Systems Assessment
Assessment 3 Comprehension Assessment

*Samples of the assessments will be turned in as a hard copy in

class.

Introduction
The students being analyzed are third grade students in Mrs. Shepherds class at East
Elementary. The assessments that are addressed in this project include one math assessment that
is administered by the classroom teacher, a health assessment that is administered by me, and a
literacy/comprehension assessment administered by my dyad partner and me.

Description of the Assessments

Assessment 1: Math Chapter Test
The assessment being given is a math assessment produced by the math program by
McGraw Hill, and administered by the classroom teacher. This is a fourteen question multiple
choice test. To prepare for this assessment, the students were given a practice take home test. The
practice test was similar to the actual test, which the students took home the night before the test
was given. Right before the test was actually given, the teacher reviewed the entire take home
test with the students. When she reviewing the test, she reminded them how to answer each
question. She also pointed out some of the wording in the test and showed them how to narrow
down their choices on the multiple choice sections. When the test was given, it was in the late
morning before the students went to lunch. The teacher read the test to the entire class and they
all worked at the same pace. The assessment given to the student was the same assessment given
to everyone in the class. This test assessed the students skills on subtraction (100s and 1000s),
rounding (100s and 1000s), and estimating.

Below are the results from the class overall:

Student Name

Score

Percentage

Student B

10/14

71%

Kaleesha

10/14

71%

Bergen

14/14

100%

Kayelee

14/14

100%

Bella

13/14

93%

Gary

14/14

100%

Cristal

14/14

100%

Skylie

14/14

100%

Student A

14/14

100%

10

Richard

12/14

86%

11

Mylene

5/14

36%

12

Jordy

7/14

50%

13

Edni

14/14

100%

14

Staci

13/14

93%

15

Joselin

13/14

93%

16

Francisco

13/14

93%

17

Caleb

13/14

93%

18

Luis

7/14

50%

19

Jocoby

13/14

93%

20

Nikolas

14/14

100%

21

Lyssa

14/14

100%

22

Victor

11/14

79%

23

Juan Carlos

13/14

93%

Average

87%

The students that are highlighted on this assessment did not take the assessment the same time as
the rest of the class, so the environment in which they took the assessment is different than the
rest of the students.

Assessment 2: Body Systems Assessment

This assessment was created and administered by me. It was given to the students after a
lesson about the respiratory, circulatory, and digestive system. On the assessment that was given,
I provided the students with a picture of the body systems, and they were asked to write the name
of the body system and describe the function. Six of the twenty- four students were given a
modified assessment which had the sentence structures already set up for them.
On the next page, there is a chart giving the results for the class overall. The students that
are highlighted in the yellow are ELL (English Language Learners) students who were given a
modified assessment. The students that are highlighted in the blue are students who were not
assessed due to being absent.

Stu
den
t
Na
me

Stu
dent
B
Kale
esh
a
Ber
gen
Kay
elee
Bell
a
Gar
y
Cris
tol
Skyl
ie
Stu
dent
A
Rich
ard
Myl
ene
Jord
y
Edni

Nam
e of
the
Circ
ulat
ory
Syst
em

Nam
e of
the
Resp
irato
ry
Syst
em

Na
me
of
the
Dig
esti
ve
Sys
tem

Func
tion
of
the
Circ
ulat
ory
Syst
em
x

Func
tion
of
the
Resp
irato
ry
Syst
em
x

Fun
ctio
n of
the
Dig
esti
ve
Sys
tem

x
x

x
x

Stac
i
Jose
lin
Fran
cisc
o
Cale
b
Luis

Joco
by
Niko
las
Lyss
a
Vict
or
Juan

x
x

x
x

x
x

To
ta
l
S
c
or
e

3/
6

Assessment 3: Comprehension/
Literacy Assessment

2/
6

This assessment that was

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

given was created and

administered by myself and my
dyad partner. We created a
graphic organizer for the students
to fill out during the
comprehension lesson that we
planned together. The lesson was
on a story from the Treasures
reading program called Dear
Juno. Throughout the lesson, the
students needed to record the
thoughts that they were having
about their reading during their
reading. This was used to teach
and assess the following
comprehension strategies:

6/
6
6/
6
4/
6

0/
6
3/

questioning, making
comments/connections, and
making predictions.

After the story, the students were given two questions to respond to that corresponded
with their graphic organizer. The students were asked the following questions:

Were any of the questions that you asked, answer? Tell what happened.
Did any of your predictions come true? Tell what happened.

Along with the questions that the students needed to respond to, they were given an example by
myself of how to set up their response. I told them to set up their response by saying, I
wondered___________ but _______________, and I thought__________________,
but____________. This example was given to them to model what the response should look
like and so that they would expand on their thinking and have more elaborate responses.

Student A:
Description:
This student is consistent in participation during instruction and has positive interactions
with the teacher and the students in the classroom. Based on a learning profile questionnaire
given to the students, Student A is an interpersonal learner that likes working in a quiet learning
environment.
Student A demonstrates leadership within the classroom and is very helpful to the teacher
and his classmates. Based on notes and observations, he is the first person to remind the teacher
about activities that come next in their classroom routine, finishes his work quickly and correctly,
and help the other students that sit at his table with their work. The students in the class also
come to him when they need help or want to know what time it is.

Student A is a student that is eager to read and to learn. During his library time, he has
been observed selecting more challenging books. Also during his library time, he shows interests
in the lessons given by the librarian and seeks more information.
Another example of this students eagerness of knowledge would be the contributions he
gives to classroom discussions. During math instruction, he offers different ways to reach a
solution, and during a literacy lesson he can often times offer different viewpoints or give the
other definitions that are correct for the vocabulary for the week.

Analysis
Assessment 1:
Student A scored a 100% on this test given. He was one out of nine students that scored a
100% on the assessment. This score was above the class average and received the highest score
possible. The chart below shows Jaspers results in comparison to the class average and the
highest score possible.

Student A
100
95
90
85
80

Student A

Average

Student A's Score

Highest Score Possible

Highest Score Possible

Average Class Score

Assessment 2:
This student received a six out of six score on this assessment. He was one out of nine
students that received perfect scores. He was able name each body system and their functions
based off of the picture. (Refer to the score sheet used under the Assessment 2 description)
Assessment 3:
Student A completed the graphic organizer, and responded to the questions on the back.
He questions things that some of the other students did not, and started the class discussion about
the envelope that was red and blue. He questioned this and it lead into a discussion. On the back,
he did not fully elaborate on the questions he needed to respond to about the story.

Student B:
Description:
This student does not often participate in classroom discussion. He has positive
interactions with the students in the class, but does not always have positive interactions with the
teacher. He has had to write his name on the board because of talking to the student next to him.
Based on a learning profile questionnaire given to the students, Student B is a bodily kinesthic
learner who prefers working in groups.

Based on observations, Student B often spends instruction and independent working time
not engaged. He sits in the back of the classroom next to a student that consistently talks to
Student B. Student B does not always seem to have an interest in the content that is being taught
in the class.

Analysis
Assessment 1:
Student B scored a 71% on this test given. He was one out of five students that scored
below the class average. The chart below shows Student Bs results in comparison to the class
average and the highest score possible.

Student B
100
80
60
40
20
0

Student B

Average

Student B's Score

Highest Score Possible

Highest Score Possible

Average Class Score

Assessment 2:
Student B received a 50% on this assessment. He got a score of three out of six. Student
B was only able to name the system and its function for the respiratory system. The other two
systems, he did not name them correctly and did not write the correct function. (Refer to the
score sheet used under the Assessment 2 description)
Assessment 3:
Student B completed the graphic organizer throughout the lesson. He wrote the example
used from the class discussion, as well as came up with his own. He also responded to the
questions that were prompted on the back. On one of the questions, he did not elaborate on the
answer (tell whether or not his question was answered).

Plan:
Student A:
General Synthesis:
Student A is consistent to finish his work quickly and done correctly. This student needs
opportunity to explore content areas deeper. This students seems to know most of the content
before it is even taught. If he does not know it right off, he will understand the concept after a
short lesson. He needs something that will challenge him and foster the eagerness to learn.
He also needs other meaningful activities that he can work on when he finishes his work
early in class. The teacher always has the students read their library books when they finish their
work early. This is not always meaningful and this student is not continuing the learning.

Assessment 1:
Student A is a student that is on a higher learning level of than the other students. He
scores the highest in the math class. Each math test he has taken are scored at 100%. Each math
test is read by the classroom teacher and all of the students are expected to work at that pace that
the teacher is setting. This student often works ahead and finishes before teacher and class. This
student is scoring above average on most of his assessments. This student needs a modified
assessment with problems that give him more of a challenge. For example, this assessment
assessed the student on rounding 10s, 100s, and 1000s, he could have had practice rounding
higher numbers (10,000s) or rounding the 10s within a 100s place number (round to the nearest
10 in the number 564).
This student also needs other learning activities to do when he finishes early.

Assessment 2:
Student A received a perfect score on this body systems assessment. One thing that was observed
was his excitement during the lesson. He was very engaged and consistent to raise his hand to
participate when questions were asked to the class. This student caught on quickly to the content
being taught, he could have used something deeper. This could include deeper information about
the respiratory, circulatory, and digestive system. For example, the different organs found within
each system and possibly other things that could happen to each system (heart attacks, hiccups,
blood clots, etc.). This student also needs anchor activities like research projects or a variety of
resources to read when he is finished early.
Assessment 3:

On this assessment, Student A did not elaborate on the questions that the students were
asked to respond to. He wrote the exact sample that I have, and did not elaborate further.
Although he did not elaborate in the writing at the end, he elaborated in the class discussion.
During the lesson, Student A questioned the color of the envelope in the picture. At the
moment, it did not occur to me to explain that the envelope was a different color because it was
used for international mail. Student A was questioning other parts of the story that I did not even
think about when teaching lesson.
This student could have had a deeper understanding of the characters and where they are
coming from if he would have had addition information such as the knowledge of the envelope.
He wants to be engaged, so make the information deeper. As the teacher of this student, know
that he will explore the details within the text and pictures.

Student B:
General Synthesis:
Student B sits next to a student that he likes to talk to throughout the day during
instruction time, test taking time, and independent work time. He seems to be competitive with
the other student next to him when it comes to how much they write, how many questions they
answer correctly, and who finishes their work the quickest. From these observations, this student
seems to compare his work and the time it takes him to complete it, with the other students in the
classroom. I think that the classroom environment needs to be evaluated. This student needs to
know that its okay to need more time to do an assignment, and he also needs to know that not
everyone will finish at the same time. Also he needs to be grouped with students that
demonstrate more cooperative learning/ working rather than competitive learning/ working.

Another thing that would help this student would be to give consistent formative
assessments to capture things that he did not understand throughout the lesson, so that those
things can be retaught before taking a cumulative assessment such as the math assessment that is
being analyzed.
Assessment 1:
During the test, Mrs. Shepherd read the test aloud and she would ask the students to raise
their hand if they needed more time to complete each problem. Throughout the assessment, this
student was consistent to raise his hand for many of the problems. One thing that was noticed
was that half way through the test, he would only raise his hand for more time if there were other
students that needed more time. He seems to be under stress when he is consistently the student
who needs more time on each problem. This student needs to take the test at his own pace.
Allowing this student to work independently on the math assessments would help his
performance.

Assessment 2:
Student Bgot each some of the body system names and functions mixed up on his
assessment. This student needs to be pulled back to have a mini lesson to clarify which body
systems are which. It is also important for to pay attention to the formative assessments that are
given to this student because often times, this student is only understanding parts of a lesson.
It is also important to keep this student engaged during the lesson because he will talk to
the person next to him when he gets bored or does not understand the concept.
Assessment 3:

Student B was able to record his thoughts during the reading. He contributed some ideas
that were not shared in the class discussion. For example writing an example letter that Juno
might write in the story. During this assessment, I noticed that Student B wrote down different
ideas but did not share in class. Going back to the general synthesis of Student B, I feel that he is
not comfortable sharing in class or he is afraid of what his peers will say. Student B needs more
opportunity to be engaged and participate in class discussions.