Assessment Application and Analysis Report

Assessment Application and Analysis Report
Final Submission
1

Leslie Payne
Dixie State University

Final Submission
2
Classroom Contextual Factors
Jenna Olson is a fourth grade teacher at Santa Clara Elementary in the
Washington County School District. Santa Clara Elementary is not a Title I school.
Mrs. Olsons classroom consists of 29 students, 15 girls and 14 boys (Table 1). These
students are within the age range of 9-11. All students within the classroom are
Caucasian. There are no English Language Learners (ELL) students, and no students
of another ethnicity within the class (Table 2). Jenna Olson, their teacher, is
Caucasian as well.

48%
52%
Gender of Students
Table 1
100%
0% 0% 0%
Ethnicity of Students
Caucasian Hispanic African American Other
Table 2
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There are 5 students in the classroom that have Individualized Education
Plans (IEP); all are in the Special Education program. Four students have IEPs for
Math and Language Arts. These 4 students are pulled everyday from the classroom
for help with Language Arts. One student has an IEP solely for Language Arts. This
student is pulled once a week for help with Language Arts. There are three students
pulled out for speech, and one
student recently graduated from
the speech program (Table 3).
The teacher has identified 6 high
level learners, but they are not
considered Gifted and Talented
(GATE) students, nor are there any within the classroom (Table 4).

16%
10%
19%
55%
Whole Classroom Demographics
SPED Students Speech Students High Level Learners Other Students
Table 4
0
2
4
6
IEP Students
IEP Students
Table 3
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There are 3 students with behavior problems. They speak out of turn, sometime
tease other students, and struggle with staying on task, and completing assignments.
These students do not have any major behavior problems, just a few disruptions
throughout the day.
Mrs. Olson has not yet provided us with students Math, Reading, or CRT
scores yet. She will be getting these to us later this semester.
Classroom Environment
The classroom is large, and fairly organized. The back of the room has a
countertop and cupboards that stretch from corner to corner. This is where most
texts, paper, pencils, etc. are stored. The desks are in two E shapes in the center of
the classroom. There is an ELMO, smart board, and white board in the front of the
classroom and a projector hanging from the ceiling. There is a classroom library for
students in the front of the classroom, and a kidney shaped table in the back left
hand corner for small group instruction. Four computers are located on the left and
right sides of the classroom for students to use. From the left hand side of the
classroom hangs a bulletin board containing vocabulary words, objectives, and goals
for the week.

Final Submission
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Assessment 1
The assessment administered was an end of unit math test, given February 5,
2014. This assessment was a summative assessment, and its purpose was to identify
students understandings of the objectives taught throughout the math unit required
by the core curriculum, and given through the district approved math program, My
Math. Each question from this assessment was lined up directly to a specific core
objective that had been taught throughout the previous weeks. The assessment
determined students abilities to recognize whole digit numbers, number place
value, rounding, add and subtract multi digit whole numbers, multiply and divide 4
and 2 digit numbers, order of operations, solve multistep word problems, and
identify patterns. This assessment is the same as my dyad partner (Mikayla
Mackert). We have not been able to observe other assessments given within the
classroom yet.
Every student (28) was in attendance for this assessment. The assessment
was taken in the classroom. This assessment is taken on the school chrome books or
computers within the classroom. Each student is designated their own computer.
Students have taken assessments like this before, so there was no extra instruction
needed on how to take the assessment. The website for the exam was listed on the
board and students entered it into the browser, selected the correct unit test, and
then began the assessment. They were given scratch paper to use to complete
problems on the exam.
The students had been testing the previous Monday and Tuesday, and were
uninspired to take another assessment. Mrs. Olson promised the students that if
Final Submission
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they did well, and tried really hard they would have a cereal party the following
Monday. This enticed the students and in return made them more excited about
taking the assessment. No students seemed to be nervous or show any sign of
anxiety about taking the exam. They were simply, just ready to be finished with the
exam.
The three students who were chosen to be analyzed by mentor teacher, Jenna
Olson, are Ava, Kyron, and Dan. They are low, medium and high students, and that is
why Mrs. Olson chose them.
Analysis
1) Core Standard: Recognize that in a multi-digit whole number, a digit in one
place represents ten times what it represents in the place to its right. For
example, recognize that 700/ 70=10 by applying concepts of place value and
division.
Class average: 88.2%
# Proficient students: 24 of 29
Non-proficient students: BreeL, Cameron, Brooklyn, Mason, Gracie

2) Core Standard: Read and write multi-digit whole numbers using base ten
numerals, number names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place, using > < and =
symbols to record the comparisons.
Class average: 83%
Non-proficient students: Hallie, Syndney, Gracie

0 5 10 15
Incorrect Answer
Correct Answer IEP Students
Girls
Boys
Final Submission
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3) Core Standard: Use place value understanding to round multi-digit numbers
to any place.
Non-proficient students: Olivia, Cameron, McKenzie, Brooklyn,
Preston, Ava, Jen, Sydney

4) Core Standard: Fluently add and subtract multi-digit whole numbers using
the standard algorithm.
Non-proficient students: Kayla, Brennan, Brooklyn, Hallie, Ava, Kyron,
Damon, Jen, Luke, Sydney, Gracie

5) Core Standard: Multiply a whole number of up to four digits by a one-digit
whole number and multiply two two digit numbers, using strategies based on
place value and operations. Illustrate and explain the calculation by using
equations rectangular arrays, and or area models.
Non-proficient students: Brennan, Olivia, Cameron, McKenzie,
Brooklyn, Preston, Travis, Mason, Jen, Katie, Sydney
0 5 10 15
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
0 20
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
Final Submission
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6) Core Standard: Find whole-number quotients and remainder with up to
four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/ or area models.
Non-proficient students: Brennan, Cameron, Brooklyn, Anna, Travis,
Kyron, Jen

7) Core Standard: Interpret a multiplication equation as a comparison eg.
Interpret 35=7x5 as a statement that 35 is 5 times as many as 7 and 7 times
as many as 5. Represent verbal statements of multiplicative comparisons as
multiplication equations.
Non-proficient students: Preston

8) Core Standard: Multiply or divide to solve word problems involving
multiplicative comparisons eg. by using drawings and equations with a
symbol for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.
Class average: 100%
Non-proficient students: NA
0 5 10
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
Final Submission
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9) Core Standard: Solve multistep word problems posed with whole numbers
and having whole-number answers using the four operations, including
problems in which remainders must be interpreted. Represent these
problems using equations with a letter standing for the unkown quantity.
Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
Non-proficient students: Kalya, Brooklyn, Mason, Luke, Brennan,
Preston, Kyron, Sydney, BreeL, Erin, Lainee, Jacob, Cameron, Anna,
Jen, Roman, Mckenzie, Travis, Katie

10) Core Standard: Find all factor pairs for a whole number in the range 1-100.
Recognize that a whole number is multiple of each of its factors. Determine
whether a given whole number in the range 1-100 is a multiple of a given one
-digit number. Determine whether a given whole number I the range 1-100 is
prime or composite.
Non-proficient students: Kayla, Olivia, Travis, Gracie, Brennan,
Cameron, Hallie, Damon, Roman, Gavin, McKenzie, Luke, BreeL,
Brooklyn, Mason, Sydney, Jacob, Preston, Kyron, Kaleb

11) Core Standard: Generate a numer or shape pattern that follows a given
rule. Identify apparent features of the patter that were not explicit in the ruel
itself. For example, given the rule Add 3 and the starting number 1,
0 5 10 15
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
Final Submission
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generate terms in the resulting sequence and observe that the terms appear
to alternate between odd and even numbers. Explain informally why the
numbers will contunite to alternate this way.
Class average: 100%
Non-proficient students: NA

Synthesis
Together the class did very well as a whole. According to the analysis the
students did not understand the questions 9 and 10. There was a much higher
percentage of students who missed those questions. I will need to reteach those core
standards to make sure students understand the concepts being taught. Re-teaching
factored pairs needs to be done for the entire class. I would need to review the way
we factor numbers and review multiplication facts. Question ten asked students to
solve multi step word problems, which would need to be retaught as well. Id model
by identifying the important information in the word problems, and then review the
order of operations to finish the problem. The class as a whole remained very quiet
throughout the assessment, and made it easy for other students to complete the
exam. Students with IEPs missed a few more questions than other students. I need
to provide better accommodations such as manipulatives, multiplication charts, and
number lines as I teach so that they are able to better understand the math concepts
being taught.
0 5 10 15
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
Final Submission
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STUDENT 1 2 3 4 5 6 7 8 9 10 11
Kayla X X X O X X X X O O X
Brennan X X X O O O X X O O X
Gavin X X X X X X X X X O X
Bree L O X X X X X X X O O X
Jacob X X X X X X X X O O X
Olivia X X O X O X X X X O X
Cam O X O X O O X X O O X
Kenzie X X O X O X X X O O X
Brooklyn O X O O O O X X O O X
Preston X X O X O X O X O O X
Erin X X X X X X X X O X X
Anna X X X X X O X X O X X
Dan X X X X X X X X X X X
Travis X X X X O O X X O O X
Hallie X O X O X X X X X O X
Ava X X O O X X X X X X X
Mason O X X X O X X X O O X
Kyron X X X O X O X X O O X
Lainee X X X X X X X X O X X
Damon X X X O X X X X X O X
ASSESSMENT QUESTIONS X=CORRECT O=INCORRECT
Final Submission
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Jen X X O O O O X X O X X
Emma X X X X X X X X X X X
Luke X X X O X X X X O O X
Sydney X O O O O X X X O O X
Kaleb X X X X X X X X X O X
Gracie O O X O X X X X X O X
Jake X X X X X X X X X X X
Roman X X X X X X X X O O X
Katie X X X X O X X X O X X

Final Submission
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Ava (Analysis)
Ava performs at a low level in the classroom. Ava is very calm and timid, and
rarely shows emotion. Within the 11 common core standards being tested, Ava was
proficient in 8 of 11, and non-proficient in 3 of 11.

Ava (Synthesis)
As far as I could see Ava did not seem nervous, or anxious before taking this
assessment. She finished the assessment
around the same time the majority of
students finished the assessment. She used
a scratch piece of paper, and was
comfortable working on the chrome brook.
Ava will need more practice in the areas of
math that she is non-proficient in, and I
may need to spend extra time working on
those math problems with her. She needs extra practice with adding and subtracting
multi-digit whole numbers, I could review these concepts with her during Math Club
and assign her homework problems that cover factoring pairs 1-100, and rounding
multi-digit whole numbers.

Ava X X O O X X X X X X X
73%
27%
Proficiency Rate
Proficient Non Proficient
1 2 3 4 5 6 7 8 9 10 11
Final Submission
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Kyron (Analysis)
Kyron performs at an average or at benchmark level in the classroom. With
this assessment Kyron was proficient in 7 of the 11 common core standards being
assessed. The assessment took Kyron longer than most students. He struggled with
a few questions, but he rarely asks any questions.

Kyron (Synthesis)
Kyron is a very quiet student. He
hardly shows any emotion. I could not
tell that he was nervous or anxious for
the assessment. He struggled more
than most students with the
assessment and I need to reteach
certain concepts to him. I will need to cover multistep word problems involving
multiplicative comparisons, identifying factor pairs within 1-100, adding and
subtracting multi-digit whole numbers, and identifying 4 digit quotients and
remainders. Kyron needs extra practice with factor pairs which would be helpful to
reteach him in small group instruction with a few of other students who struggle
with the concept. Adding and subtracting multi digit numbers he made very simple
errors, I would show him how to check his work by adding or subtracting before he
moves to the next problem. The other math concepts he struggled with would just
take a few more practice problems which could be done together in Math Club.
Kyron X X X O X O X X O O X
1 2 3 4 5 6 7 8 9 10 11
Proficient
64%
Non-
proficient
36%
Proficiency Rate
Final Submission
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Dan (Analysis)
Dan is our high student; he was proficient in every common core standard
that was tested. He did not miss one question. The classroom average on the overall
assessment was 76.5%. Dan completed the assessment with 100%. Dan tested well
above most students within the class.

Dan (Synthesis)
Dan is a very high learner. He has a reading level above 12
th
grade, and
comprehends math very easily as well. Dan is usually quiet, he is taking medicine for
ADD, and when he has not taken his medicine his behavior in the classroom
dramatically changes. The day of this assessment Dan was very calm and quiet and
wanted to hurry and finish the assessment so he could finish reading his book.
Based on this assessment, Dan needs extra challenges in math. He is very
knowledgeable and capable and needs to be pushed a little more. I need to provide
more challenging math material to push Dan a little harder with math concepts.
Encourage him to apply math concepts to real world problems. I think he would be more
engaged in Math if he could apply it to the books he reads. I need to find more of his
interests and challenge him to use math or apply some math concepts to them.

0
50
100
Percentage
correct
Chart Title
Dan
Class Average
Final Submission
16

Assessment Application and Analysis Report 2
Leslie Payne

Final Submission
17
Assessment 2
The assessment administered April 2, 2014, was a summative vocabulary
lesson assessment. Its purpose was to identify students understanding of the
vocabulary words outlined for that week by the district approved core reading
program, Treasures. Each question from this assessment asked students to place the
correct vocabulary word into the given sentence. The assessment determined
whether students had learned the definition of the vocabulary words: outstretch,
conduct, annoyed, disappointed, reference, and circular, and if students were able to
correctly use them in sentences. Students needed little direction with the
assessment, instructions were given to fill in the blank with one of the vocabulary
words from the box at the top of the page, then to create their own sentence using
the same vocabulary word. No students were confused about how to complete the
assessment.
Many students were missing during the time the assessment was given.
There were 20 of 28 students there for the assessment, five students had been
pulled out and four students were absent that day. This assessment was given in the
mainstream classroom, immediately following a vocabulary lesson. Each student
received the one page vocabulary assessment and had to complete the assessment
independently. The students had been engaged in a 45-minute vocabulary lesson,
which would be followed by another 45-minute lesson. Students were told that once
they finished this assessment they would be allowed a 10 minute recess before they
began the Math lesson being taught next. This made students rush through the
assessment and created some excitement in the room. Many students were excited
Final Submission
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to finish so that they could leave for recess. No student showed any signs of distress
or uneasiness before the assessment was given.
The three students who were previously chosen to be analyzed by mentor teacher,
Jenna Olson, are Ava, Kyron, and Dan. These students are low, medium and high
students, which is why Mrs. Olson chose them. Dan was not in attendance for this
assessment so Mrs. Olson chose Damon to be analyzed instead of Dan, Damon is
another high level student. The assessment was worth 12 points, each question
worth 2 points, 1 for correctly filling in the blank, and 1 for correctly using the word
in a sentence. These students assessments are attached in Appendix A, B and C.
Analysis
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1 X X X X .5 X X X .5 X X X X X X X X X X X
4 X .5 X X .5 X .5 X .5 X X X X X X X X X X X
5 X X X X .5 X X X .5 X X O X X X O X X X X
6 X X X .5 .5 X .5 X .5 X .5 O .5 .5 X O X .5 X .5

Table 2.1
X= Correct vocabulary word, correctly used in a sentence
O= Incorrect vocabulary word, not correctly used in a sentence
.5= Correct vocabulary word, incorrectly used in a sentence

Table 2.1 shows which questions students answered correctly,
incorrectly, and which questions they inserted the correct word but did
not use the word correctly in a sentence.

Final Submission
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Question 1:
Larry was very ___________ because
he conducted the same search
multiple times and still could not
find any gold. (annoyed)
Use vocab word in a sentence.
Which vocabulary
word correctly fits
in the sentence? Is
the vocabulary word
correctly used in a
sentence?

Question 2:
Miners felt ___________ because they
spent hundreds of hours mining
for gold and were unsuccessful.
(disappointed)
Which vocabulary
word correctly fits
in the sentence? Is
the vocabulary
word correctly used
in a sentence?

Question 3:
Larry_____________ his arm to reach
further into the water with his pan.
(outstretched)
Which vocabulary
word correctly fits
in the sentence?
Is the vocabulary
word correctly used
in a sentence?

Question 4:
When panning for gold, the
students were taught to move
their pan in a _____________ motion.
(circular)
Which vocabulary
word correctly fits
in the sentence? Is
the vocabulary
word correctly used
in a sentence?

Question 6:
It is helpful to have a __________
when panning for gold, to make
sure you arent mistaken by fools
gold.
(reference)
Which vocabulary
word correctly fits
in the sentence? Is the
vocabulary word correctly
used in a sentence?

Question 6:
Larry had _____________ the same
search multiple times and began to
get frustrated. (conducted)
Which vocabulary
word correctly fits
in the sentence? Is
the vocabulary
word correctly used
in a sentence?

0 5 10
Incorrect
Correct
Partial
IEP
Students
Girls
Boys
0 5 10
Incorrect
Correct
Partial
IEP
Students
Girls
Boys
0 5 10
Incorrect
Correct
Partial
IEP
Students
Girls
Boys
0 5 10
Incorrect
Correct
Partial
IEP
Students
Girls
Boys
0 5 10
Incorrect
Correct
Partial
IEP
Students
Girls
Boys
0 5 10
Incorrect
Correct
Partial
IEP
Students
Girls
Boys
Table 2.2
Final Submission
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Table 2.2 shows the questions asked for this assessment, and what the
question was specifically asking for. It also shows the analysis between girls, boys,
and students with an IEP, it compares how they did for each question on the
assessment, whether they correctly answered, incorrectly answered, or received
partial credit for inserting the correct vocabulary word, but failing to use it correctly
in a sentence.
Synthesis
Overall the class did very well. According to the analysis slightly over 50% of
the students struggled with question 6, vocabulary word conducted. Students were
correctly able to fill in the blank with the right word, but were unable to correctly
use the word conduct in a sentence. As I was teaching the vocabulary lesson it was
tricky to teach them the correct usage of the word conduct. We discussed how the
word conduct meant to lead, such as a train conductor, or a music conductor, but in
the story that we were reading for this assignment the word conduct meant to plan
and do something, such as conduct an activity. This confused the students and it
shows in their assessment that when I gave those other examples it confused them, I
should have stuck to better examples that would have helped the students
understand the correct definition of the word conduct in the context we were using
it in, rather than compare it to different meanings of the word. When reteaching the
meaning of this word I need to stick only to examples of the correct usage of the
word conduct in the content applicable to the lesson so that students are able to
successfully understand the meaning of the word in that context.
Final Submission
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I did see a lot of success amongst the students and almost 90% were able to
identify the correct vocabulary word, and use them correctly in each of the 6
sentences, which show me their understanding of the meaning of the words. Im
happy with the results Ive seen from this assessment, it shows me that it was a
successful lesson, and students were successfully able to learn new vocabulary
words, and understand how to use them in their own daily communication as well.

Final Submission
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Ava Analysis
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6 X X X .5 .5 X .5 X .5 X .5 O .5 .5 X O X .5 X .5

Ava performs at a below grade level proficiency. Ava received a 50%, 6/12 on this
assessment as the table above shows that she was able to fill in the blank with the
correct vocabulary word, but she was unable to use the word correctly in a
sentence. Ava tested well below the other students in her class on this assessment.
Ava Synthesis
During this assessment Ava did not ask for any help, nor did she ask for any
clarification of what was expected. The assessment did take her 5 minutes longer
than it took the other students. As I was looking over Avas assessment she did
correctly fill in the blank with the right vocabulary word, but she did not follow
instructions. Instead of creating her own sentence with the vocabulary word, which
was clearly stated on the instructions at the top of the sentence, and as I had
instructed students to do as well, Ava just defined the word in her own terms (see
appendix A). Because of the way Ava defined the words, where she was supposed to
write a sentence with the vocabulary word, it seems as though she knows the
meaning of the words, she just failed to follow instructions. I would need to pull Ava
Final Submission
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aside and check to see if she could define the words for me, and have her orally use
them in a sentence for me. That way I could better see if she knows the meanings, if
this in fact shows that Ava does not know the meanings of the vocabulary words and
cannot correctly use them in a sentence re-teaching would need to occur. I used
visuals in the main lesson, and gave very explicit definitions of the words, so I would
need to find better ways for Ava to apply the vocabulary words to her own life
experiences, so that she is able to make a connection to the words and their
meanings. Including more visuals may be helpful for her as well, and allowing her
extra time to verbalize and internalize the words with a partner.

Kyron Analysis
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6 X X X .5 .5 X .5 X .5 X .5 O .5 .5 X O X .5 X .5

Kyron performs at grade level, he would be considered average when
compared to other classmates. This table shows that Kyron performed very well on
his assessment and only missed 1 of 12 points, receiving a 92 percent.
Kyron Synthesis
Kyron is a very quiet student, and did not ask for any help or any extra
assistance to complete the assessment. He completed the assessment at about the
Final Submission
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same time the majority of the class did. The analysis shows that Kyron did very well,
which tells me that he understood the vocabulary words being taught, he knows the
definitions of the words, and can accurately apply and use them within his own
sentences. Kyron was not able to correctly use the word conducted in a sentence, he
applied a different meaning of the word, and that shows me that he was confused
about the meaning in the context we were trying to learn in class just as many other
students were(see Appendix B). I would need to reteach the word conducted and
simple stick to the meaning it was referring to within the text we were using, rather
than bring in other examples and definitions of the word.
Damon Analysis
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a
i
n
e
e

J
a
c
o
b

J
e
n

K
a
l
e
b

P
r
e
s
t
o
n

L
u
k
e

O
l
i
v
i
a

6 X X X .5 .5 X .5 X .5 X .5 O .5 .5 X O X .5 X .5

Damon is a high level learner who proficiently completed this assessment.
Damon was able to answer each question correctly and submit a sentence using the
vocabulary words. Damon received 12 of 12 points, 100 percent, and earned a
higher score than several other classmates. Only 5 students of the 20 that completed
the assessment received 100%.

Final Submission
25
Damon Synthesis
Damon is a very talented students, he finishes all of his assignments quickly,
and has always finished within the top of his class. I was happy to see that 25% were
able to successfully use the word conducted in the context that was taught in class. It
showed me that although 75% were confused, there were still 25% who understood
what was taught. Damons scores show that he proficiently understands the
vocabulary words taught, and can apply them throughout his own conversational
language (see Appendix C). Damon also finished this assessment about 5 minutes
before the rest of his class did and then he was disrupting to some students. I need
to have activities for Damon to do when he has completed his tasks and other
students have not. For this specific occasion I could have had Damon create a story
using the vocabulary words. Damon loves to draw and he would have enjoyed
drawing pictures of the definitions. I need to better apply accommodations for him,
and ones that are aligned with the content being taught and his interests.

Final Submission
26

Assessment Application and Analysis Report 3
Leslie Payne

Final Submission
27
Assessment 3

The administered test was an end of unit, Science: Rocks and Soil Standard III
Common Core Assessment. This assessment was given March 19, 2014 at 10 A.M.
The purpose of the assessment was to determine students understanding of
different types of rocks, characteristics of rocks and minerals, relationships between
rocks and minerals, the rock cycle. This content is required Under the Utah State
Core Science Standard III for fourth grade.
Students had two tests to complete this day. This was the first assessment
students took. Students had grabbed file folders to put up around their desks called
offices so that students were not able to see or cheat off their classmates tests.
Students were told there was to be no talking, and anyone who spoke without
raising their hand would receive a negative on Class Dojo (class point and reward
system). Students were not looking forward to the test, few students said, Do we
have to take it? While others sat quietly waiting for their test to be handed to them.
This was a paper and pencil three-page assessment multiple choice, and short
answer. No student seemed to show any anxiety or nervousness.
Three students were missing in the class. One student arrived late and began
the exam 15 minutes after other students had started. More than three students
asked about the wording of question number 16, in which Mrs. Olson, the classroom
teacher, clarified what the question was asking. Students began finishing around 20
minutes after the test was administered. I do not have the students assessment; my
mentor teacher did not want to give them to me, but I do have the blank assessment
with correct answers attached in Appendix D.
Final Submission
28
Analysis
Table 3. 1 Shows the questions 1-30, and student list of which questions students correctly, and
incorrectly answered. X= correct O= incorrect
Q
u
e
s
t
i
o
n

E
m
m
a

K
a
l
e
b

G
r
a
c
i
e

J
a
k
e

R
o
m
a
n

K
a
t
i
e

H
a
l
l
i
e

A
v
a

M
a
s
o
n

K
y
r
o
n

L
a
i
n
e
e

D
a
m
o
n

J
e
n

T
o
t
a
l

(
1
3
)

M
i
s
s
e
d

1 O O X O X X X O O X X O O 7
2 O X X X X X O O X X O X O 5
3 X X X X O X X O X X O X X 3
4 X X X X X X O O X O X X X 3
5 X X X X O X O O X X O X X 4
6 X X X X X X X X X X X X O 1
7 X X X O X X X X X X X X X 1
8 X X O O X X X X X X O X O 4
9 O X O X O X X X O X O X X 5
10 X X O X X X O O O O O X O 7
11 X X X X O X X O O X O X X 4
12 O O X X X X X X X X X X X 2
13 X X O X X O X X X X O X X 3
14 X X X X X O X X X O X X X 2
15 X X X X X X X X X X X X O 1
16 X X X X O X X X X O O X X 3
17 X O O O O O O O O O O O O 12
18 X X O O O X O O O X O O X 8
19 X O X X X X X O X X X X O 3
20 X O O O O X O O X O X O O 9
21 O O O X O O O O O O O X O 11
22 X X X X X X X O X X X X X 1
23 X O O X O O O X X O X O O 8
24 X X X X X X X X X X X X X 0
25 X X O X O X X X X O O X X 4
26 X O O O O O O O X O O O O 11
27 X O O X O X X X O X X X X 4
28 O O O O O O O X O O O X O 11
29 X X X X X O O O X X O X O 5
30 X X O X X X X O X X X X O 2
Grade 81 67 58 75 56 72 61 44 72 67 53 81 53

Final Submission
29
Table 3. 1 Cont.
Q
u
e
s
t
i
o
n

K
a
y
l
a

B
r
e
n
n
a
n

G
a
v
i
n

B
r
e
e
L

J
a
c
o
b

O
l
i
v
i
a

C
a
m

K
e
n
z
i
e

P
r
e
s
t
o
n

E
r
i
n

A
n
n
a

D
a
n

T
r
a
v
i
s

S
y
d
n
e
y

T
o
t
a
l

(
1
4
)

M
i
s
s
e
d

1 X O X O O O O O X O O X O X 9
2 X X X O X O O X O X X X O O 6
3 X X X X X X X X X X O X O O 3
4 X X X O X O X X O O X X X O 5
5 X O X X X X O X O X O X O O 6
6 X X O X X O X X X X X X X X 2
7 X X X X X X X X X O O X X X 2
8 O O X X O X O X O O X X X O 7
9 X X O O O X X O O X X X O O 7
10 X O X X X O O O O O X X X O 7
11 X O X X X O O O O X X X X O 6
12 X X X X X X O X X X X X O X 2
13 X X X X X O O O X X X X X O 4
14 X X X X X X X O X X O X O X 3
15 X X X X X O O O X X X X O O 5
16 X X X X X O O X X X X X X O 3
17 X O X O X O O O O O O X O O 10
18 X X X O O X O X O O X X X O 6
19 X O X X X O O X X X X X O X 4
20 X O X O X O O X X X O X O X 6
21 O O O O X O O O O O O X O O 13
22 X X X X X X X O X X O X X X 2
23 O X O O X O X O X X O X X O 7
24 X X X X X X X O X X X X X O 2
25 X X X O X O X X X X X X X O 3
26 X X O O X O O X X X O X O X 6
27 X O X O X O O O X X O X O O 8
28 O O X O O O O O O O O O O O 13
29 X O X X X O O X X X O X X O 5
30 X X X X X X X X X X X O X X 1
Grade 86 64 83 59 83 42 39 38 66 72 56 92 53 36

Class Average: 69%

Final Submission
30

Table 3. 2 Shows the question asked to students, and what specifically the question is asking,
Question 1:

Which one of the
following is not the
characteristic of a
mineral?
Which is not a
characteristic
of a mineral?
A. Sedimentary
Question 2:

A fourth grade student
was sorting rocks. She
put sedimentary rocks
in Pile 1, igneous rocks
in Pile 2, and
metamorphic rocks in
Pile 3. Which of the
following rocks would
be in Pile 2?
Which of the
following are
igneous rocks?
A. basalt, obsidian, and
pumice
Question 3:

Sandstone, shale,
limestone, and
conglomerate are
common rocks in Utah.
They form colorful
rock formations and
canyons. What type of
rock are they?
What type of
rock are
sandstone,
shale,
limestone, and
conglomerate
common
rocks?
A. sedimentary
Question 4:

A student wanted to
read about the
differences between
rocks and minterals.
Which part of a science
textbook would best
help the student locate
the page numbers of
these topics?
Which part of
the textbook
would help a
student locate
the page
numbers of
these topics?
A. the index
Question 5:

Which chapter would
probably have the
most information
about the type of rock
where most fossils are
usually found?
Which chapter
would have
the most
information
about the type
of rock where
most fossils
are usually
found?
A. Chapter 2
Question 6:

A rock sample has
been changed by heat
and pressure. It has
wavy folds. What type
of rock is it?
What type of
rock is it?
A. metamorphic
Question 7:

Which one of the
following samples is
not crystalline?
Which one of
the following
samples is not
crystalline?
A. sandstone
Question 8:

Which one of the
following ins NOT a
characteristic of a
rock?
Which one of
the following
ins NOT a
characteristic
of a rock?
A. homogeneous
Question 9:

Tracy found a sample
of a solid material that
was gray, shiny, and
made of all the same
material. What
category does the
sample best fit?
What category
of rocks does
this sample
best fit?
Question 10:

Which part of a science
textbook would a
student use to
compare the
definitions of the
words rock and
mineral?
Which part of a
science textbook
would a student
use to compare
the definitions of
Question 11:

A fourth grade class
observes rocks. One
sample feels rough and
grainy. It has a plant
fossil. What type of
rock is it?
What type of
rock is it?
A. sedimentary
Question 12:

Which of the following
best describes the
relationship between a
rock and a mineral?
Which of the
following best
describes the
relationship
between a
rock and a
mineral?
Final Submission
31
A. Mineral
the words rock
and mineral?
A. the glossary
A. Rocks are made
from minerals
Question 13:

Obsidian, granite, and
basalt are rocks found
in Utah that were
formed from cooled
molten rock. What
kind of rocks are they?
What kind of
rocks are
they?
A. igneous
Question 14:

What is the movement
of weathered materials
called?
What is the
movement of
weathered
materials
called?
A. erosion
Question 15:

What direction does
erosion move Earth
materials?
What
direction does
erosion move
Earth
materials?
A. downward
Question 16:

Which correctly
matches the rock type
with the process
involved in forming the
rock?
Which
correctly
matches the
rock type with
the process
involved in
forming the
rock?
A. sedimentary, erosion
and weathering

Question 17:

shows that soil erosion
is happening?
Which of the
following
shows that soil
erosion is
happening?
A. the soil has deep
gulies
Question 18:

A home has a sloping
backyard. The family
puts in retaining walls
made of large boulders
part way down the hill.
Why?
A home has a
sloping
backyard. The
family puts in
retaining walls
made of large
boulders part
way down the
hill. Why?
A. they keep soil in placce
Question 19:

Sally dug up some soil,
put it in a cup and
weighed it. She put it in
a warm place with no
cover. Two weeks later
she weighed it again. It
weighed less than
before, why?
Why did the
soil weigh less
after being in
warm place
with no cover
after two
weeks?
A. the water evaporated
Question 20:

If plants are not
growing well in a soil
what is one way to fix
it?
If plants are
not growing
well in a soil
what is one
way to fix it?
A. add nutrients
Question 21:

What is the main
reason plant need soil?
What is the
main reason
plant need
soil?
A. to hold them in
place
Question 22:

What is this soil mostly
composed of?
What is this
soil mostly
composed of?

A. rock pieces

Question 23:

If the percentage of
water went up which
other part would most
likely go down?
If the
percentage of
water went up
which other
part would
most likely go
down?
A. air
Question 24:

Which soil layer would
you expect to find the
largest rocks in?
Which soil
layer would
you expect to
find the
largest rocks
in?

A. bedrock
Final Submission
32
Question 25:

What gives the topsoil
its dark color?
What gives the
topsoil its
dark color?
A. Decaying living
things
Question 26:

is NOT a way a rock is
broken down and
weathered?
Which of the
following is
NOT a way a
rock is broken
down and
weathered?
A. carried away by wind
Question 27:

When are soils most
likely to erode?
When are soils
most likely to
erode?
A. when the plant
cover is gone
Question 28:

Explain the difference
between a rock and a
mineral.
Explain the
difference
between a
rock and a
mineral.
A. minerals are made
of 1 material. Rocks
are made of minerals.
Question 29:

What is the difference
between erosion and
weathering?
What is the
difference
between
erosion and
weathering?
Question 30:

Name 2 living things
and 2 nonliving thins
that are found in soil.
Name 2 living
things and 2
nonliving
thins that are
found in soil.
29. Answer:
Weathering is the
breakdown of rocks,
erosion is the
movement of
weathered materials.
30. Answer:
Living- worms, bugs,
etc.
Non living- decaying
animals, rocks, etc.

Question 1: Which one of the following is not the characteristic of a mineral?
Class Average: 41%
# of Proficient Students:11
Non-Proficient Students: Brennan, Bree L, Jacob, Olivia, Cam, Kenzie, Anna,
Travis, Sydney, Emma, Kaleb, Jake, Ava, Mason, Damon, Jen
Question 2: A fourth grade student was sorting rocks. She put sedimentary rocks in
Pile 1, igneous rocks in Pile 2, and metamorphic rocks in Pile 3. Which of the
following rocks would be in Pile 2?
Class Average: 59%
# of Proficient Students: 16
Non-Proficient Students: BreeL, Olivia, Cam, Preston, Erin, Sydney, Emma,
Hallie, Ava, Lainee, Jen, Travis
0 2 4 6 8
Incorrect Answer
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
Final Submission
33
Question 3: Sandstone, shale, limestone, and conglomerate are common rocks in
Utah. They form colorful rock formations and canyons. What type of rock are they?
Class Average: 78%
Non-Proficient Students: Anna, Travis, Sydney, Roman, Ava, Lainee
Question 4: A student wanted to read about the differences between rocks and
minterals. Which part of a science textbook would best help the student locate the
page numbers of these topics?
Class Average: 70 %
Non-Proficient Students: Bree L, Olivia, Preston, Erin, Sydney, Hallie, Ava,
Kyron
Question 5: Which chapter would probably have the most information about the
type of rock where most fossils are usually found?
Class Average: 63%
Non-Proficient Students: Brennan, Cam, Preston, Anna, Travis, Sydney,
Roman, Hallie, Ava, Lainee,

Question 6: A rock sample has been changed by heat and pressure. It has wavy
folds. What type of rock is it?
Class Average: 89%
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
Final Submission
34
Non-Proficient Students: Gavin, Olivia, Jen
Question 7: Which one of the following samples is not crystalline?
Class Average: 89%
Non-Proficient Students: Erin, Anna, Jake
Question 8: Which one of the following is NOT a characteristic of a rock?
Class Average: 59%
Non-Proficient Students: Kayla, Brennan, Jacob, Cam, Preston, Erin, Sydney,
Gracie, Jake, Lainee
Question 9: Tracy found a sample of a solid material that was gray, shiny, and made
of all the same material. What category does the sample best fit?
Class Average: 56%
Non-Proficient Students: Gavin, BreeL, Jacob, Kenzie, Preston, Travis,
Sydney, Emma, Gracie, Roman, Mason, Lainee
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
0 2 4 6 8
Incorrect Answer
Girls
Boys
Final Submission
35
Question 10 : Which part of a science textbook would a student use to compare the
definitions of the words rock and mineral?
Class Average: 48 %
Non-Proficient Students: Brennan, Olivia, Cam, Kenzie, Preston, Erin, Sydney,
Gracie, Hallie, Ava, Mason, Kyron, Lainee, Jen

Question 11: A fourth grade class observes rocks. One sample feels rough and
grainy. It has a plant fossil. What type of rock is it?
Class Average: 63%
Non-Proficient Students: Brennan, Olivia, Cam, Kenzie, Preston, Sydney,
Roman, Ava, Mason, Lainee
Question 12: Which of the following best describes the relationship between a rock
and a mineral?
Class Average: 85%
Non-Proficient Students: Cam, Travis, Emma, Kaleb
Question 13: Obsidian, granite, and basalt are rocks found in Utah that were formed
from cooled molten rock. What kind of rocks are they?
Class Average: 74.1%
Non-Proficient Students: Olivia, Cam, Kenzie, Sydney, Gracie, Katie, Lainee
0 5 10
Incorrect Answer
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
Final Submission
36
Question 14: What is the movement of weathered materials called?
Non-Proficient Students: Kenzie, Anna, Travis, Katie, Kyron
Question 15: What direction does erosion move Earth materials?
Class Average: 78%
Non-Proficient Students: Olivia, Cam, Kenzie, Travis, Sydney, Jen
Question 16: Which correctly matches the rock type with the process involved in
forming the rock?
Class Average: 78%
Non-Proficient Students: Olivia, Cam, Sydney, Roman, Kyron, Lainee
Question 17: Which of the following shows that soil erosion is happening?
Class Average: 19%
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
Final Submission
37
Non-Proficient Students: Brennan, BreeL, Olivia, Cam, Kenzie, Preston, Erin,
Anna, Travis, Sydney, Kaleb, Gracie, Jake, Roman, Katie, Hallie, Ava, Mason,
Kyron, Lainee, Damon, Jen
Question 18: A home has a sloping backyard. The family puts in retaining walls
made of large boulders part way down the hill. Why?
Class Average:48.1%
Non-Proficient Students: BreeL, Jacob, Cam, Preston, Erin, Sydney, Gracie,
Jake, Roman, Hallie, Ava, Mason, Lainee, Damon
Question 19: Sally dug up some soil, put it in a cup and weighed it. She put it in a
warm place with no cover. Two weeks later she weighed it again. It weighed less
than before, why?
Non-Proficient Students: Brennan, Olivia, Cam, Travis, Kaleb, Ava, Jen
Question 20: If plants are not growing well in a soil what is one way to fix it?
Non-Proficient Students: Brennan, BreeL, Olivia, Cam, Anna, Travis, Kaleb,
Gracie, Jake, Roman, Hallie, Ava, Kyron, Damon, Jen
0 5 10 15
Incorrect Answer
Girls
Boys
0 2 4 6 8
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
Final Submission
38
Question 21: What is the main reason plant need soil?
Non-Proficient Students: Kayla, Brennan, Gavin, BreeL, Olivia, Cam, Kenzie,
Preston, Erin, Anna, Travis, Sydney, Emma, Kaleb, Gracie, Roman, Katie,
Hallie, Ava, Mason, Kyron, Lainee, Jen
Question 22: What is this soil mostly composed of?
Class Average: 89%
Non-Proficient Students: Kenzie, Anna, Ava
Question 23: If the percentage of water went up which other part would most likely
go down?
Non-Proficient Students: Kayla, Gavin, BreeL, Olivia, Kenzie, Anna, Sydney,
Kaleb, Gracie, Roman, Katie, Hallie, Kyron, Damon, Jen

0 2 4 6 8
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
Final Submission
39
Question 24: Which soil layer would you expect to find the largest rocks in?
Class Average: 93%
Non-Proficient Students: Kenzie, Sydney,
Question 25: What gives the topsoil its dark color?
Non-Proficient Students: BreeL, Cam, Sydney, Gracie, Roman, Kyron, Lainee
Question 26: Which of the following is NOT a way a rock is broken down and
weathered?
Class Average: 37 %
Non-Proficient Students: Gavin, BreeL, Olivia, Cam, Anna, Travis, Kaleb,
Gracie, Jake, Roman, Katie, Hallie, Ava, Kyron, Lainee, Damon, Jen
Question 27: When are soils most likely to erode?
Class Average:56%
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
0 5 10
Incorrect Answer
Girls
Boys
Final Submission
40
Non-Proficient Students: Brennan, BreeL, Olivia, Cam, Kenzie, Anna, Travis,
Sydney, Kaleb, Gracie, Roman, Mason
Question 28: Explain the difference between a rock and a mineral.
Non-Proficient Students: Kayla, Brennan, BreeL, Jacob, Olivia, Cam, Kenzie,
Preston, Erin, Anna, Dan, Travis, Sydney, Emma, Kaleb, Gracie, Jake, Roman,
Katie, Hallie, Mason, Kyron, Lainee, Jen
Question 29: What is the difference between erosion and weathering?
Class Average: 63%
Non-Proficient Students: Brennan, Olivia, Cam, Anna, Sydney, Katie, Hallie,
Ava, Lainee, Jen
Question 30: Name 2 living things and 2 non-living things that are found in soil.
Class Average: 89%
Non-Proficient Students: Dan, Ava, Jen

0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
0 5 10 15
Incorrect Answer
Girls
Boys
0 2 4 6 8
Incorrect Answer
Correct Answer
IEP Students
Girls
Boys
Final Submission
41

Table 3. 3 Shows the scores per student based on their gender, and scores of IEP students.
Synthesis

According to the analysis students did not do very well on this end of unit
assessment. Sixty three percent of the class (17 students) scored less than a 70% on
the assessment. That is over half the class not proficient within the requirements of
the fourth grace science core standard over rocks and minerals. There are three
fourth grade classrooms, and the students switch into another classroom for the
science instruction. For example there are teachers Mrs. Olson, Mr. Garcia, and Mr.
Bradbury. Mrs. Olsons class would rotate to Mr. Bradbury, Mr. Bradburys would
rotate to Mr. Garcias and Mr. Garcias would rotate to Mrs. Olson. Im unsure if this
is how every science lesson happens, but it would be interesting to see how students
from the other classes that had switched into Mrs. Olsons classroom for instruction
had done on this assessment.
Science instruction happens within the last 30 minutes of school following
the last recess of the day. After analyzing these results Im wondering if students
really handle switching classrooms as well as the teachers had planned. It may be
0
10
20
30
40
50
60
70
80
90
100
0 5 10 15
S
c
o
r
e

Number of Person Per Group
Boys
IEP
Girls
Final Submission
42
good to give them a change, but if students dont comprehend whats being taught
because of the change, then its not a beneficial rotation plan. I also wonder if this
being the last 30 minutes of school, students just werent able to focus because they
were excited to go home. There are multiple factors to consider when analyzing why
students were not proficient on this assessment.
My first step to take after reviewing these results would be to ask students
how they felt they did on this test. If it was hard for them, easy for them, or if some
just hurried through. Based on the results of the analysis it looks as though 60
percent of the class struggled with the assessment. I would focus on the main
questions that students missed. These would be questions 17 and 21(refer to
appendix D). Question 17 asks for an example of soil erosion. This would be a
concept that needs to be re-taught so that students understand what takes place
within soil erosion. Providing visuals of examples of soil erosion would be helpful.
The next question 21, asks students What is the main reason plants need soil? This
was a difficult question to answer because many students answered, to keep them
alive, although the correct answer is to hold them in place. This can be taught by a
simple review that if the soil did not keep the plants in place they would not be able
to get food, nor stay alive. I think the best way to review this test would be to go
over the entire test, review each question and ask students why they struggled on
that question and then reteach based on their needs from the discussion. This may
include simply reviewing material and concepts, providing more visuals of rock
examples, small group instruction with some students, listing differences between
Final Submission
43
minerals and rocks and weathering and erosion. I think this material definitely
needs to be retaught to help students gain a concrete understanding.
Ava Analysis
Ava received a 44 percent on this assessment, lower than most classmates,
and lower than class average of 69 percent, but she was did not receive the lowest
grade in the class. Ava missed explanation questions on the test that many other
students did not miss, showing she lacks comprehension of the concepts being
questioned.
Ava Synthesis
During this assessment Ava was very calm and quiet. It took her thirty
minutes to complete the assessment. When Ava was finished she looked over her
exam for a few minutes and then handed her assessment in. This type of behavior
shows that Ava really is a student who cares, but she does struggle with multiple
subjects in school. Ava needs to be placed in small group interventions for extra
Tier II and even Tier III instruction. I think it would be more beneficial for her to
get extra one on one time with Mrs. Olson and the content being taught,
specifically in this case Science. Ava really struggled in the portion of the test
asking to identify rock types. To accommodate to her needs I think it would be
beneficial if Ava had a hands on experience, for example with identifying certain
rock types, Ava needs to be able to see the rocks hold them and look at them so
she understands what types of rocks they are and can see visual characteristics of
different rocks. She also struggled with understanding soil and erosion. Visuals of
soil erosion could be shown so that she would be able to make a connection
A
v
a

O
O
O
O
O
X
X
X
X
O
O
X
X
X
X
X
O
O
O
O
O
O
X
X
X
O
X
X
O
O
44
Grade
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

Final Submission
44
between soil erosion and the characteristics of erosion. Ava really needs extra help
at school and home to help her understand the concepts being taught.
Kyron Analysis
Kyron received a 67 percent on this end of unit assessment. He scored 2
points below the class average of 69 percent, putting him at just about the same
score of most of his classmates. Kyron missed many questions that most students in
the classroom missed showing that his understanding meets the majority of his
fellow classmates.
Kyron Synthesis
Kyron was very calm as he began the test. About five minutes after
Kyron began the exam he started to look around the class and stare off into space.
He would do this about every minute for 10-20 seconds. He seemed very distracted
and could not focus and finish his test when the majority of students finished
theres. Kyron turned his test in at 10:40, which is 20 minutes later than most
students. Im assuming Kyron had a hard time focusing on his test because he didnt
understand the questions, and had a hard time comprehending them.
Kyron missed 11 questions from the test. A few of these questions were
about understanding the textbook, and the best place to search for certain
information within the textbooks. To review this concept with Kyron it may just be
Score
67%
1 2 3 4 5
6 7 8 9 10 11
12 13 14 15 16 17
18 19 20 21 22 23
24 25 26 27 28 29
30
Final Submission
45
as easy as a quick review with the entire class, and asking if Im searching for the
definition of words in our textbook where would I look, but Id need to call on Kyron
to make sure he understands where these terms would be found within the text. The
next few questions that Kyron missed were questions referring to the graphs (see
Appendix D). This shows me that Kyron has a hard time understanding how to read
graphs and how the information located in the graphs correlates with one another. I
could work individually with Kyron, or as a small group center with other students
who struggled with reading graphs, and model for them the way to read the graphs
and show them how the information correlates directly. The last concepts that
Kyron missed were referring to rocks eroding. This could be taught again as small
group instruction or as a whole class review of the test teaching the students what
soil and rock erosion looks like by providing before and after visual examples of the
process taking place so that Kyron is able to see what erosion looks like within rocks
and soil. Kyron definitely needs extra review over the concepts taught in the
assessment so that he can become proficient within this science standard.
Dan Analysis
Dan received the highest score on the test in the class, a 92 percent. He did
better than the 26 other students who took this exam. This shows that Dan
understood the concepts that were assessed and has shown proficiency within the
Rocks and Minerals Common Core Standard for fourth grade.
Score
92%
1 2 3 4 5
6 7 8 9 10 11
12 13 14 15 16 17
18 19 20 21 22 23
Final Submission
46

Dan Synthesis
Dan is a very high learner; it is not surprising that he did this well on the
assessment compared to his classmates. Dan was the student who arrived late to
school and began the assessment 15 minutes after the rest of the class did. The
assessment took Dan about 30 minutes to complete, and turned it in around the
same time some of the other students who took longer to complete the assessment.
What is interesting is that Dan missed short explanation questions, which is unlike
Dan he usually writes and explains concepts very well. Dan missed question 28, and
30. These questions asked students to explain the difference between a rock and a
mineral (which was a commonly missed question) and to name two nonliving and
living things that are found in the soil.
It was obvious based on the analysis that students did not understand the
difference between a mineral and a rock, so that would need to be a concept
retaught to the whole class. To accommodate to Dan specifically it might be
interesting and challenging to him to see if he could come up with his own example
of a mineral, rock and then explain the difference between the two. This would help
Dan learn the difference and apply it to something he is interested in, rather than
have him disengaged because hes bored with the information being taught. Only
three students missed question 30, which I find odd that Dan missed this question. It
was a fairly easy question and I wasnt able to see what Dan had put for the answer,
but Im interested to see what he put down. I know that Dan can identify 2 living and
24 25 26 27 28 29
30
Final Submission
47
nonliving things that are found in the soil. Just to make sure I could just ask him as a
review and see if he can orally tell me 2 living and nonliving items that are found in
the soil. Dan successfully proved that he was proficient in this assessment, and may
just need a few oral questions and discussion to make sure that he understands even
the couple questions that he missed. He needs to be continually challenged which
can be simply by having him find real life examples and to expound on the
characteristics of those rocks or minerals and asking him probing question that
make him think a little bit deeper.

Final Submission
48
Self Reflection
For this assignment Ive analyzed and synthesized three different
assessments. One of the assessments I was able to give right after a lesson I had
taught. The other two assessments were end of unit assessments Mrs. Olson
administered while I was in the classroom. Just being able to compare these three
assessments Ive found it is much easier to synthesize, analyze, and see
modifications that need to be provided when I am the one giving the lesson that the
assessment covers. I know specifically what was taught to students and then my
assessment showed whether or not they learned that material, which questions
most students struggled on, and what extra modifications I needed to apply for
some students. I really enjoyed being able to analyze and synthesize with the
assessment I administered, but found it extremely hard to do so for the lessons and
concepts Mrs. Olson taught when I was not in the classroom with her.
It has been interesting comparing results of the assessments amongst the
students in the classroom. Its interesting to see that some of the higher students
miss questions that lower students dont miss, and vice versa. Ive also noticed that
there are some questions that students miss even though Ive orally heard them
explain the right answer. There is a lot of confusion just between the way we orally
ask a question and the way it is written. I think it would have been extremely
beneficial for the Science test in particular, to be reviewed beforehand in a way that
the teacher asked the students the questions in the same format that the test did.
Analyzing and synthesizing the three students assessments was interesting
to see exactly how an individual student does when taking exams. Ava is a very
sweet girl, and she is engaged in many of the lessons, but her assessment results
show that she is definitely behind for her grade. When watching her work in the
classroom I never would have guessed that she was behind as a student, but she
definitely needs the extra modifications that Ive listed in her syntheses. Kyron is a
very quiet student, and sometimes I wonder if he does comprehend whats being
taught. His assessments have shown that for the most part Kyron is right where
most students at his grade level are. Hes progressing just as the average student
would be expected to. Being able to analyze his results is comforting to see that even
though he is very quiet he does grasp the majority of the concepts being taught. Dan
has a very complicated home life. Although his home life is a little rough, he is a very
gifted student. Its interesting to me because throughout 90 percent of the day, Dan
is reading his own book. He hides it behind his desk and reads and reads until Mrs.
Olson notices and tells him to put his book away. It seems as though Dan never
hears the lessons, and yet he still knows all the information thats being taught. It
just shows me how gifted he is as a student.
This was very helpful for me to understand different ways to take
assessments that are given to students and break them down a little further to see
specifically what students need within their instruction. I find it will be extremely
helpful when I am in my own classroom and need to analyze my students. It has
helped me see the importance of analyzing assessments for students so that I can
see their growth, what concepts they may not understand, and to determine if
students are really ready to move on to the next step.
Final Submission
49

Appendix A
Avas Vocabulary Assessment

Final Submission
50

Appendix B
Kyrons Vocabulary Assesement

Final Submission
51

Appendix C
Damons Vocabulary Assessment

Final Submission
52

Appendix D
Rocks, Weathering, Soil, Science Assessment

Assessment Application and Analysis Report

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