Natalie Egan

Assessed Sample of P-12 Student Work

Biography of Student
This particular student is very eager to learn, meets classroom expectations, and gets all
her work in on time. Based on comments made by the student, it appears her mother has very
high expectations regarding her performance in the classroom. After speaking with her mother
during parent/teacher conferences, I learned the student is expected to receive grades no lower
than a B-. Prior to learning of the students mothers high expectations, the student displayed
motivation and initiative to learn and succeed. In the 1st quarter, the student received a B in
science and currently has a B+. When she has questions or does not understand a concept, she
seeks help and isnt hesitant to do so.
Formal Pre-Assessment (Page 29)
The textbook/workbook the students use is interactive and contains breakout questions
throughout each lesson. Prior to beginning a new lesson, there are pre-assessment questions to
see what the students already know. The pre-assessment questions nudge the students to begin
thinking of the content theyll begin to learn.
This particular student did quite well on the pre-assessment. She received 8 points out of
10. The pre-assessment is comprised of true or false questions, a short answer question, and an
activity in which students synthesize, forming an educated guess on the meaning of a compound
word based on meanings of the two separate terms.
How I Taught the Lesson (Pages 30-39)
There are three textbooks/workbooks the students use throughout the year. Each book
contains units consisting of lessons. Each lesson varies in length, but are generally 10-15 pages.

Each lesson includes a pre-assessment, followed by content regarding the lesson and break-out
questions. The lesson ends with the visual summary and lesson review.
Depending on the length of the lesson, it generally takes a little over a week to complete.
My cooperating teacher and I strive to include an experiment during each lesson as well. This
particular lesson is focused on erosion and deposition by water. Prior to the students completing
the pre-assessment, as a class we discuss what we have previously been studying. This assists
students in completing the pre-assessment because it connects previous learned material to
upcoming content. Following the pre-assessment, as a class we will begin reading the material.
When suitable, discussion will occur. I try extremely hard to connect the material to the
students lives and community. I utilize the Promethean board by displaying pictures, videos,
and animations of concepts the students learn.
The experiment included in this lesson demonstrates erosion created by water seeping
into soil. First, I poked holes in the bottom of a plastic, clear cup; three groups of three holes,
similar to a triangle. Next, I placed small pebbles and rocks in the cup. Third, I placed the cup
on top of three sugar cubes; the sugar cubes representing soil. Lastly, I poured water into the cup
and the students observed what occurred. This experiment assists students in understanding how
water acts as an agent of erosion, above and below the surface.
Formal Post-Assessment (Pages 40-41)
The formal post-assessment consists of two parts: a visual summary and the lesson
review. The visual summary involves labeling pictures and a short answer question. The lesson
review includes a vocabulary activity, completing a table on key concepts, analyzing a graph,
and completing short answer questions. This student did quite well overall. She received 7
points out of 7 on the visual summary. As for the lesson review, she received 14 points out of 17.

Summary
Each lesson has two separate grades. There is a grade for the content questions leading
up to the lesson review, including the visual summary and a grade for the lesson review. For this
particular lesson, Erosion and Deposition by Water, pages 30-40 has a grand total of 47 points
and the lesson review, page 41, has a total of 17 points. The pre-assessment is not calculated into
the students grade, however it does serve as bonus points. The pre-assessment, page 29, is
worth 10 points. After the student has totaled his/her score pages 30-40, he/she will add the
additional points earned from the pre-assessment to that total. In this instance, a student can
receive up to 57 points out of 47. Points earned from the pre-assessment can provide additional
points to the students overall grade, but it cannot harm the students grade.
This particular student did very well overall. Based on her grade earned on the preassessment, she had quite a bit of previous knowledge prior to the lesson. It is clear she applied
concepts previously learned in Lessons 1 & 2 to answer the pre-assessment questions to the best
of her ability. I will also point out that my cooperating teacher and I grade on students answering
in complete sentences when specified, which it is clear this student did so on the pre-assessment.
Moving into the content questions, pages 30-40, this student earned 46 out of 47 points,
including the additional points of the pre-assessment. If we were to subtract the 8 points she
earned on the pre-assessment, her score would be 38 out of 47 points. As a percent, this is
approximately an 81%. It appears she lost points on understanding and not lack of answering in
complete sentences.
Reviewing her work, it appears the area in which she lost the most points is on page 31,
interpreting a graph and answering questions. This tells me she may need additional practice in

being able to analyze and interpret a graph or chart and answering questions. In the future, I
would try to implement more of these activities in assessment.
This students strength is answering is complete sentences and in detail. Often, students
do not enjoy answering short answer questions, however it is evident this student takes the time
to write a full response with proper punctuation, grammar, and specificity. It is also evident this
student can form answers in her own words rather than write an answer verbatim.
As for the lesson review, the student received 14 points out of 17. Based on the questions
she missed points on, I would say she is right on track and understands the material fairly well.
One point she missed due to not writing a complete sentence. The two other points were simply
not full comprehension of vocabulary words. Id advise the student to go back in her book and
review what each term is and its significance to water as an agent of erosion.