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Assessment

Application and
Analysis Report
Sandstone Elementary 3rd Grade
Jaime Farnsworth

Jaime Farnsworth

Assessment Application and Analysis Report


Sandstone Elementary School
850 N. 2450 E.
Saint George, Utah 84790
T: 435.674.6460
F: 435.674.6463

Principal: Mr. Neil Cottam


Staff Developer: Ms. Sue Stewart
Title 1 Coordinator: Mr. Rod Broadhead
Classroom Teacher: Mrs. Bernie Tsosie

Home of the Raptors, Sandstone Elementary school includes all grades from preschool to fifth. It is located
across from Deseret Industries on the north side of St George. It is a Title One School whose focus is:

Help students to achieve academic success in Reading, Mathematics and Science.

Increase student performance in high poverty schools through school wide reform

Build teacher quality through quality professional development and

Enhance parents' abilities to help their children succeed through quality parental involvement
activities
Source: Sandstone Elementary School Website

dstone Elementary Language Arts and Math Scores


90
80
70
60
50
40
30
20
10
G
ra
de
4t
h

G
ra
de
2n
d

G
ra
de
5t
h

G
ra
de
3r
d

LA

Sandstone Elementary School Language Arts and Math Scores Graph shows the average score in
Language Arts and Math per grade level. In Language Arts students in second grade score an average of
81% and in Math 83%. Third grade students scored 72% in LA and 65% in Math. Fourth grade students
scored 69% in LA and 71% in Math. Fifth graders scored 69% in LA and 78% in Math.
Source: KSL.com

Washington County School District


verage Overall Scores from Math and Language Arts in Elemen
100
90
80
70
60
50
40
30
20
10
0

Sc
ho
ol

W
as
hi
ng
to
n

en
ta
ry

Su
n

El
em

Sc
ho
ol
D
ix
ie

Sa
nd
s

to
ne

Sc
ho
ol

Sp
rin
gd
al
e

Sc
ho
ol

Ri
ve
rs

id
e

Sc
ho
ol

Th
re
e

Fa
lls

Sc
ho
ol
in
gt
on

Bl
oo
m

Li
tt
le

Va
lle
y

Sc
ho
ol

Overall

Sandstone Elementary is ranked sixteenth out of twenty-four elementary schools in the Washington
County School District. Little Valley Elementary school is ranked number one with an overall score in
Math and Language Arts of 87%. Sandstone Elementary School is ranked sixteenth with overall scores
at 72% while the Washington Online Elementary Schools is last with overall scores of 60%.
Source: KSL.com

Classroom Demographics
Mrs. Tsosies third grade class is one of five third grade classrooms at Sandstone Elementary
School. Mrs. Tsosie has had 25 years of experience teaching in the classroom. She also has eleven years of
working with special education and uses many of the strategies she learned there to implement in her diverse
classroom. The age range of students is between eight and nine years old. Students are eight when they come into
the classroom and turn nine during that year.

Source: Mrs. Tsosie- Classroom Teacher

Female

Male

10

Classroo
m Gender

There are 17 students in the class; eight boys and nine girls. One of these boys moved into the
classroom at the beginning of October. The boys will typically want to run outside for recess and play
while the girls take their time on assignments. The girls also have a tendency to ask the teacher if they
can help during their breaks. I have noticed some arguments between the boys and the girls during
recess and walking down the halls. There is no discrimination when using playground equipment. Many
boys and girls participate in all of the games like jump rope, four-square, shoot hoops and play on the
monkey bars. One observation I noticed while playing four-square was boys in third grade can scream
just as loud as the girls.
Source: Mrs. Tsosie- Classroom Teacher

World-Class Instructional Design and Assessment (WIDA) Levels in the


Classroom
6
5
4
3

WIDA LEVEL
2
1
0
15M

6F

4F

7M

8M

3F

STUDENT
There are six students in the class that are considered English Language Learners (ELLs). There
are three boys and three girls broken down into World-Class Instructional Design and Assessment
(WIDA) levels. One boy and one girl are classified as WIDA level 2, one girl is at WIDA level 3, one

boy is at WIDA level 4 and One boy and one girl are considered WIDA level 5. WIDA advances
academic language development and academic achievement for linguistically diverse students through
high quality standards, assessments, research, and professional development for educators
(www.wida.us). Through inclusion in the classroom ELL students are given academically and
linguistically diverse strategies to learn the English Language.

Source: Mrs. Tsosie- Classroom Teacher


Home Language
English
Other

Home Language

A diverse classroom also involves the families of students from many backgrounds. 64.7 percent
of the class speaks English at home. 35.3 percent speak another language at home. Many of the students
in the class who speak another language at home will translate for their parents. It is important to
recognize not only diversity in the classroom but at home as well.
Source: Mrs. Tsosie- Classroom Teacher

6% 6%
28%

60%

English

Other

African American

Paiute

Ethnicity

There is ethnic diversity in the classroom. One student is African American, one student is Paiute
Indian, five students are Hispanic and and ten students are Caucasian. 60 percent of the class is
Caucasian, 28 percent of the class is Hispanic with 6 percent African American and 6 percent Paiute.
Source: Mrs. Tsosie- Classroom Teacher

Language Arts
10
8
Language

6
4
2
0
Below

Basic

Proficient

Advanced

Language Arts Levels

In Language Arts there are varying levels of proficiency. Five students are below the level of
proficiency, eight students are basic, four students are at proficiency and one student is advanced
according to the normal third grade proficiency levels. This shows that many of the students in Mrs.
Tsosies third grade classroom are struggling.

Mathematics
6
5
4

Math

3
2
1
0
Below

Basic

Proficient

Advanced

Mathematics Levels

Mathematics levels are; four students are below the basic proficiency level, five students are at a
basic proficiency level, five students are at proficiency level and three students are advanced in
mathematics proficiency.

9
8
7
6
5

Language

Math

3
2
1
0
Below

Basic

Proficient

Advanced

Math and
Language Arts

Students at or above Proficiency Level


Combining both scores on one graph we find that many of the students in Mrs. Tsosies class are
below the proficiency level. In fact only 29% are above the proficiency level in Language and 47% in
Mathematics. These rates show that there is much to do as a classroom teacher to shrink the gap for
these struggling students.

Gifted and Talented Education (GATE) and SAGE


No students in Mrs. Tsosies class are currently considered as Gifted and Talented Education
(GATE). There is one student whose scores, in both Language Arts and Mathematics, have been high
and is considered advanced.
Student Assessment of Growth and Excellence (SAGE) scores are not available for Mrs. Tsosies
3rd grade class.
Source: Mrs. Tsosie- Classroom Teacher

Classroom Environment
Shelves and Cupboards

Window
CD
Player

Trash

Teachers Desk
Window
b

ELMO
Whiteboard
b

Trash

SMARTboard
Book Shelf

Trash

Class Homework
and mail

Art
Window
Supplies
Door
Book Shelf

Student Cubbies
Bulletin Boards

Play
Equip.

Theclassroomisinaportablebutisverycleanandorganized.Thedesksareinthreegroupsofsixinthe
centeroftheroom.Thereisagarbagecansittingnexttoeachtable.ThereisaSMARTboardononewallanda
whiteboardontheoppositewalloftheroom.TheteachersdeskissituatednexttotheSMARTboardundera
smallwindow.ThereisanELMOonthedeskfortheteachertoprojectworkontotheSMARTboard.Ahorseshoe
tableispositionedinfronttothewhiteboardwheretheteachergatherssmallgroupsforinstruction.Thereisa
groupoffourdesksnexttothehorseshoedeskandholdsmanycontainersofpencils,pens,markersandcolored
pencilsforstudentstouse.Thereisashelffullofchapterbooksandanotherseparateshelfforpicturebooks.
Manymanipulatives,gamesandactivitiesareneatlyorganizedonthesideoftheroominshelves.Thereisalsoa
bigTupperwareofplaygroundequipmentforstudentstouse.Thereisonlyonecomputer,otherthantheteachers
andisnotusedbythestudentsthatIhaveseen.Thewallsarefilledwithartwork,wordworkandmanyother
resourcecharts.Therearecubbiesforstudentshomeworkandthingsthatarecorrected.Thereisalsoawater
dispenser,bythedoor,thattheycanfilltheirwaterbottlesup.

Source: Mrs. Tsosie- Classroom Teacher

IndividualizedEducationProgram(IEP)
1
0.9
0.8
0.7
0.6
0.5

Reading

0.4

Math

0.3
0.2
0.1
0
1M

5M

16F

ThreestudentshaveIndividualizedEducationPlans(IEP)inourclassroom.Twostudentsarein
bothreadingandmathandonestudentisinreadingonly.TheseIEPsallowtheteachertoread
questionsontestsandsitnexttothestudenttohelpthemunderstandthematerialorreadinginan
assignment.
Source: Mrs. Tsosie- Classroom Teacher

AccommodationsandModifications
AllEnglishLanguageLearners(ELL)studentsspend30minutesadayatthecomputerlabona
programthathelpswiththeirEnglishlanguage.TheschoolhasalsosetupWINtimeforinterventions.
Studentsaresplitupaccordingtoneedandgotoadifferentteachersclassroomtoreceivetiertwoand
threeinstruction.Theyaretestedeverytwoweeksandgroupsarerearrangedaccordingtoneed.
IEPstudentssitinthefrontoftheroomandtheteachersitsnexttothemaftergroupdiscussions
andlessons.Sherereadsinstructionstothemandasksquestionstomakesuretheyunderstand.Shehas
someELLstudentssittingnexttooneofthemoreacceleratedstudentstoreceivesomeassistancewith
classwork.AdvancedstudentssitnexttoeachotherandworkatafasterpacebutIdontseeany
enrichmentactivitiesbesidesinterventiontime.Nostudentsneedmodificationsinphysicalactivities.

Accomodation and Modification

IEP; 18%
None; 41%

ELL; 35%
New; 6%

Manyaccommodationsandmodificationsareneededinsuchadiverseclassroom.35percentof
theclassisclassifiedasELLstudents.Thesestudentsrequireassistancewithpicturesandgood
explanations.Thereisalso1newstudent(6%oftheclass)movedinabouttwoweeksagothatneeds
extrahelpgettingusedtoproceduresandclassroomstructure.18%ofstudentshaveanIEPandneed
extrahelpwithreadingeachassignmentandassessment.
Source: Mrs. Tsosie- Classroom Teacher

Assessment#1
Type:ThemathcumulativebenchmarktestwasadministeredonThursdayandFriday,
September25,and26,2014.ThistestwasadministeredbyMrs.Tsosie.First,shedidsomereview
duringtheweekthatfocusedonwhattheyhadbeenlearningsincethebeginningofschool.Then,she
administeredapracticetestonWednesdaytomakesurestudentsunderstoodtheformatandtypesof
questions.OnThursdaysheagainreviewedwithstudentswhoneededextrapracticeandgavethemthe

firstpageoftheassessment.Finally,rightbeforethetestshereviewedafewmoreminutesandthen
studentstooktheremainderofthetest.Thissummativepaperandpenciltestcoveredchaptersone,two
andthreeofthethirdgrademathcurriculum.
Purpose:Theassessmentwillexploretheunderstandingofmathconceptsandtheirproblem
solvingabilities.Questionsonthetestwererelatedtoplacevalue,addition,inequalities,andproblem
solving.Thistestwilldetermineifstudentscanaddthreedigitnumbers,andfindplacevaluetothe
nearesttenandhundredwithinfourdigitnumbers.Thetestalsocoversthestudentsknowledgeofthe
commutativepropertyanddeterminingwhetheranumberisgreaterthanorlessthanwiththreedigit
numbers.Thestudentsarealsorequiredtoorderthreedigitnumbersfrombiggesttosmallestandsole
multiplewordproblemswithaddition.
AdministrationofTest:Mrs.TsosieadministeredthetestonThursdayandFridayatabout9:30
am.16ofthe17studentstookthistest.Theonestudentthatdidnottakethetesthadnotcometoschool
yet.Theymovedinthefollowingweek.
BeforethetestIcouldtellthatafewofthestudentslookednervous.Whentheyheardtherewas
goingtobeabigtesttheyooedandawedandtheireyesgotbig.Oneboy,whohasanIEP,seemed
especiallyanxiousandturnedtohisneighborandsaid,Itsabigtest.Manysmilesandgigglesfilled
theroomasstudentspulledoutpencilsandputawaypreviousworkintheirdesk.
Mrs.Tsosiehandedthreefolderdividersateachdeskforthemtohaveprivacy.Thenshetold
studentstohaveapencilintheirhandwithagooderaser.Shehandedoutthetestandtoldstudentsto
workquietlyanddotheirbest.Theclassroomwascompletelysilentandstudentswererequiredtostay
attheirdeskuntiltheywerefinished.MrsTsosiewenttotheIEPstudentsandreadthequestionsto

them,butshedidnothelpthemwithansweringthequestions.Studentsthatwerefinishedcouldbring
theirtesttoherandthengoandgetabooktoreadquietly.Theroomseemedalittlewarmandstuffyat
thetimethetestwasadministered.

Question-Q
Right- ^
Wrong-X
Not Present-

Analysis

Student

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

Q
1

^
^
^
^
^
^
^
^
^
^
^
^
^
^
^
*

Q2

Q
3

x x

Q
4

Q5

Q
Q
Q
Q1
6Source:
Q7 Mrs.
8
9
Q10
Q11
Q12
3
Q14
Tsosie- Classroom Teacher

Q15

Q16

Q1
7

Q18

x ^ ^ ^ x x x ^ ^ ^ ^ ^
x ^
^
^
X ^ ^
X ^ ^ ^ ^
^
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^
X
X
^
X
X
^ X X ^ ^ ^ X X ^
X
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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
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X
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X
X
^ ^ ^ ^ X ^ ^ X ^
^
^
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^
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X
^ X X X ^ ^ ^ ^ ^
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X
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X ^ ^ ^ ^ ^ ^ ^ ^
^
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X
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^ ^ ^ ^ ^ ^ ^ ^ ^
X
^
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^
X
^
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^
^ ^ X ^ ^ ^
X ^
^
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X
^
^ ^ ^ ^ ^ ^ ^ X ^
^
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^
^ ^ ^ ^ ^ ^ ^ ^ ^
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^ ^ ^ ^ ^ ^ ^ ^ ^
^
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^
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X
^
X
X
X ^ ^ ^ X ^ ^ X ^
X
^
^
^
X
^
X
X
^ X ^ X X ^ ^ X ^
X
^
^
^
X
^
X
X
* * * * * * * * *
*
*
*
*
*
*
*
*
Thisgraphrepresentsthequestionsrightandwrongforeachstudent.Thegraphiscolor

Q19

Q20

^
^
X
X
X
X
^
X
^
^
X
^
^
^
X
^
*

^
^
^
^
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X
^
X
^
^
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*

coordinated;blueforboysandpinkforgirls.Fromthisgraphyoucanseethatallstudentsintheclass
gotquestionnumberoneandsevencorrect.Youcanalsoseethatonly7studentsgotquestionnineand
eighteenrightandonly6studentsintheclassgotfifteenandseventeenright.
Source: Benchmark Test One, See Appendix A

Class Benchmark Results


120%
100%
80%
60%
40%
20%
0%

1M 2F

3F

4F 5M 6F 7M 8M 9M 10F 11F 12M 13F 14F 15M 16F

Thetestresultsconcludethatthereisonlyonestudentintheclassthatreceivedaperfectscore
andtwostudentsintheclassdidwellbelowaverage.Thesestudentswillneedremedialattentionto
improvescores.Ninestudentsare70%orhigherandSevenstudentsare60%orloweronthismath
assessment.

Source: Benchmark Test One, See Appendix A


Average
for Boys and Girls

Boys
Average

Girls

10%
0%

30%
20%

50%
40%

70%
60%

80%

90%
100%

Overallthegirlsandboyswereabove70%whichistheBenchmarkScore.Thegirlswouldhave
donemuchbetterifthe25%wasnotontheirchart.Theboysaveragewas74.3%andthegirlsaverage
was70%.

Class Results
120%
100%
80%

Class Results

60%
40%
20%
0%
High

Low

Mean

Mode

Theclassresultsconcludethatthehighscoreonthetestwas100%.Thelowscoreintheclass
was25%.TheMeanoraveragescorewas72%andthemode,ormostpeople(4)received60%.
Source: Benchmark Test One, See Appendix A

120%
100%
80%
Other

60%

ELL
IEP

40%
20%
0%
Statistics

Modifications
andAccommodationsResults

Theresultsfromthisgraphshowthatstudentsintheothercategorydidmuchbetteronthis
assessmentthentheirpeerswhoareEllorhaveanIEP.Theaveragefortheothercategorywas87%.
TheaverageforstudentswithanIEPwas60%andtheaverageforELLstudentswas62%.Onlythree

ELLstudentsreceiveda70%orabovetoprovetheywereproficientwhileeverystudentintheOther
categorywasabovethebenchmark.
Source: Benchmark Test One, See Appendix A

WIDA LEVEL PERCENT ON TEST


WIDA LEVEL PERCENT ON TEST
85%
70%
60%

60%

60%

25%

WIDA 2

WIDA 2

WIIDA 3

WIDA 4

WIDA 5

WIDA 5

TheresultsfromthisgraphindicateWIDAlevel4got85percentonthistest.WIDALevel2
averaged43percentandWIDAlevel3obtained60percent.Oneofthesurprisingfeaturesofthisgraph
isthatWIDALevel5averagedonly65percent.
Source: Benchmark Test One, See Appendix A

Synthesis
IbelievethatMrs.Tsosieusedpropertechniquestoadministerthistest.Sheexplainedthe
proceduresandgavestudentsampletimeandseclusioninansweringquestions.Ireallyappreciatedthat
shecollectedtheassessmentsastheywerecompletedsothatshecouldmakesurethestudentdidtheir
bestanddidntjustrushthroughittobedone.Havingaoneononewiththestudentastheyfinished
wouldhavebeenagreatopportunityforhertoaskhowtheyfeltthetestwentandwhattheydidordid
notunderstand.Iwouldhavequietlyhadashortinterviewtogetapersonaloutlookofthetestthus
determininghowtheyfeltwhentaskingtheassessment.Sometimesnervescanplayaroleinretrieving
informationandIwouldhavelikedtofindoutwhichstudentsstrugglewiththeemotionalaspectoftest
takingsothatwecouldtalkaboutstrategiestohelpyourelax.
DuringthetestIcouldseethatonestudentwasstruggling.Hekeptlookingoverattheadultsin
theroomwiththesepuppydogeyes,pleadingforhelp.Atonepointhelaidhisheadonhisdesk,almost
givingup.HeisanIEPstudentandforsomereasonhasahardtimerememberinghowtodothe
problem.Ihadthedesiretogoandtrytoremindhim,butresistedbecauseitwasatest.Imnotsurethe
policiesandproceduresofhavingpostersprintedaroundtheroomthatcouldbereminders,butIwould
probablytryhavingvisualstohelpstudents.Ihaveseenthisstudent,manytimes,completeworksheets
anddoproblemsontheSMARTboard.Iknowhecandoit,Ijustthinktheteststressedhimout.The
environmentofthetestdefinitelyhadanimpactonthisstudentsoutcome.
Theresultsfromthistestshowedmethatmanystudentsstillneedmorepractice.Sevenofthe
seventeenstudentsarestillnotproficientandonestudent,Icouldntbelieve,butshegotatwentyfive
percent.Thistellsmethatshewillneedanenormousamountofextrahelp.IfIweretheteacher,Iwould

takethesestudentsandgooverthetest.Iwouldevengivethemaquestionnairetoseewhytheythink
theymissedthequestions.Wasitjustamistakeordidtheynotunderstand?ThenImighthavea
conferencewiththosestudentstoseewhatIcandotohelpthemachieveproficiency.Ibelievethat
timelyinterventionisthekeytosuccess.Thesemisconceptionsormisunderstandingsneedtobe
clarifiedandretaughtrightaway.Afterreviewingandreteachingtheinformation,Iwouldhave
studentstakeanothertesttoensureunderstanding.

StudentComparison
Ichosethreestudentsbasedonarecommendationfrommymentorteacher.Ichoseonestudent
whohasanIEP.Itisafemalethatstruggleswithmathandreading.ThenextstudentIchosewasamale
ELLstudentwhodidquitewellonthetest.Iaminterestedinfindingoutwhyhedidsowellin
comparisontotheotherELLstudents.ThelaststudentIwouldliketocompareisthefemalestudent
withthehighestgradeintheclass.

Analysis

Student
7M(ELL
)
13F
16F(IEP)

Q
1

Q
2

Q3

Q
4

Q
5

Q6

Q
7

Q
8

Q9

Q1
0

Q11

Q1
2

Q13

Q1
4

Q1
5

Q1
6

Q1
7

Q1
8

Q1
9

Q20

^
^
^

^
^
^

^
^
X

^
^
^

^
^
X

X
^
X

^
^
^

^
^
^

X
^
X

^
^
^

^
^
X

^
^
^

^
^
^

^
^
^

^
^
X

^
^
^

^
^
X

X
^
X

^
^
^

^
^
^

ThecomparisonofthethreestudentsshowsthatthemaleELLstudentgotquestion6,9and18
wrongreceivingan85%.Onefemalestudentgotallofthequestionscorrectandreceived100%.The
femalestudentwithanIEPgotquestions3,5,6,9,11,15,17,and18incorrectreceivinga60%.
Source: Benchmark Test One, See Appendix A

Student Comparison
13F

7M (ELL)

16F (IEP)

0% 20% 40% 60% 80% 100%120%

Student Comparison

This graph shows three students, of different backgrounds with different struggles, and their
scores on the math assessment. The female with an IEP scored 60 percent while the male ELL student
scored 85%. The female without an IEP, and not an English Language Learner, scored 100 percent.

Source: Benchmark Test One, See Appendix A

Student Comparison
Gender Average on Test
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%

Female

Male

ELL Student Comparision


85%

55%

7M(ELL)

Other ELL's

Student comparison
based on gender reveals that the female average is 73% and the male average is 85%.

Comparing 7M with the other ELL students in the class determines that he was 30% higher than
the average of the other ELL students. He received an 85% while the other ELLs averaged a 55%.

Synthesis
Ithoughtitwouldbenefitmetostudythreedistinctivecharacteristicsaswellasgenderroleand
gradeontheassessment.InchoosingastudentwithanIEP,anELLstudentandthestudentwiththe
highestgradeIcandeterminespecificsaboutthestudentsunderstandingandhowIcanteachinthe
futuretoensuresuccess.
ThefirststudentIwouldliketodiscussisthefemalestudentwhoreceived100%onthetest.
Thisisastudentthatconsistentlydoeswellinmathbuthasneverreceivedaperfectscorethisyear.I
havedeterminedthatshemusthavepaidcloseattentiontothewordinginthequestionsandtookher
timeinlayingoutthemathproblem.Youcantellfromherassessmentthatshecarefullydrewchartsand
stackednumberproblemsinthesamemannerthatshewastaughtbytheteacher.Hertestwasclearly
markedandyoucanevenseethatshecarriedtheoneinheraddition.Thisassessmenttellsmethatshe
understoodthematerialanddoesnotneedanyfurtherexplanationonthetopic.
ThenextstudentIwouldliketocompareistheELLmalestudentwhoreceivedan85%.Imnot
surehowhedidonpreviousassessmentsbutitiscleartomethatheunderstoodthematerial.In
comparingthisELLstudenttotheotherELLstudentsheacquired30%more;thiscoveyshis
understandingofthematerialinspiteofhisEnglishLanguagedeficiency.Whatismostshockingabout
theresultsisthatheisonlyaWIDAlevel4.ThetwostudentsatWIDAlevel5didaboutthesameas
theaverageoftheWIDAleveltwoandthree.Icantellbytheseresultsthatlanguagewasnotthereason
hedidbetterbutlanguagemayhaveplayedaroleinthequestionshegotwrong.Allthreeofthe
questionshedidntgetrightweremorecomplicatedreadingproblems.Thefirstproblemhadfour
answersthatwerewritteninsentences.Thisquestionisdifferentfromanyotheronthetest.Thenext

questionhegotwrongwasaquestionaboutcommutativeproperty.Imnotsureifhereallyunderstood
whatthatwordmeant.Thelastquestionhegotwrongwassimilartotheotherquestionsinthetestbut
hedidnotwriteanadditionproblemnexttothequestionlikehedidinalloftheotherquestions.Ican
tellfromtheresultsofthistestthatheunderstandstheinformationanddoesnotneedintervention.He
maystillneedworkontheacademicvocabularyassociatedwiththistopic.
ThelaststudentIwouldliketocompareisafemalestudentwithanIEPthatstrugglesinboth
MathandLanguageArts.Shereceivedassistancewithreadingthequestionsonthetestbutwasnot
givenanyassistancewiththemathproblems.FromfurtherinvestigationintotheassessmentIcansee
thatshestillneedsfurtherinterventiontounderstandtheinformation.SomethingIfoundinterestingis
thatshemissedallofthesamequestionsthattheELLboymissed.Maybethewordingofthese
questionswasmorecomplex.ManyoftheELLstudentsmissedthosequestions;infact,59%ofthe
classgotquestions9and18wrong.Thesequestionsmayneedsomerewordingbutbecausethisisa
benchmarktestitwouldbemydutytoensureproperinterpretationofthematerial.Shemayneed
manipulativesandextrapracticetobecomeproficientinmath.
InadministeringinterventionsIwouldfocusonthequestionsthatstudentsmissedandreview
material.AfterafewdaysofinterventionsIwouldgiveanotherassessmenttodetermineifstudents
understandthequestionsandcananswersuccessfully.Itbenefitsstudentsifyoucanusemath
throughouttheday,inothersubjects,notjustatmathtime.Thishelpsstudentsreallyunderstand
problemsolvingwithrealworldapplication.Ireallyenjoythecombinedcurriculum.MathandP.E.or
science,forexample,wouldgivestudentswholearnindifferentwaysahandson,activitybased,
learningexperiencethatmaybenefitthemthroughouttheirlife,notjustonatest.

Assessment #2
Type: This is a Chapter Assessment administered after chapter five, on addition. This assessment
was administered on October 14, 2014. The test was administered by Mrs. Tsosie after a quick review of
the material. She administered the test in the afternoon after lunch at about 2:00 PM. This summative
paper and pencil comprehensive test covered chapter five, on addition, for the third grade.
Purpose: This assessment explored the understanding of math concepts and problem solving.
Questions on the test were related to addition and problem solving. This test will determine if students
can add one, two, and three digit numbers with regrouping. It requires knowledge of place value to the
hundreds place. This test also covers the students knowledge of solving word problems. It requires
students to understand what the question is asking and steps that are needed to solve. The students are
also required to understand the concept of adding money with a decimal point.
Administration of Test: Mrs. Tsosie administered the test on Tuesday, October 14, 2014 at about
2:00 pm. 16 of the 17 students took this test. One student was absent. Mrs. Tsosie explained that she
needed the results of this assessment for their teacher collaboration later that day. She seemed a little
rushed in the process because she had forgotten they were putting students into new intervention groups
based on the results of this test.
Before the test Mrs. Tsosie handed out dividers for students to have privacy while taking the
assessment. She asked them to be quiet while students took the test. She also told them to bring the test
to me to correct it when they were finished. There was no review done before the administration of the
test. One IEP student looked especially nervous. He said, Oh nonot a math test!

While students were taking the test the same IEP student kept looking at me for help. No
questions were read to any of the students. Some students finished very quickly and were asked to read.
Other students just sat there with despair on their faces. When it was recess, students who were not
finished just handed in their assessments. I corrected the assessments during recess. After recess the boy
with an IEP came to me he asked, How did I do on the test. When I told him his expression dropped
and he looked disappointed.
Question-Q
Right- ^
Wrong-X
Not Present-

Analysis
Studen
t

Q
1

Q
2

Q
3

Q
4

Q
5

Q
6

Q
7

Q
8

Q
9

Q1
0

Q11

Q1
2

Q1
3

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

^
^
^
X
^
^
^
^
^
*
^
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^
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^
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

^
^
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^
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X
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X
X

Thisgraphrepresentsthequestionsrightandwrongforeachstudent.Thegraphiscolor
coordinated;blueforboysandpinkforgirls.Fromthisgraphyoucanseethattenstudentsintheclass
gotquestionseleven,twelveandthirteenwrong.Youcanalsoseethatonlythreestudentsintheclass

gotquestionsone,threeandsixwrong.Fourstudentsansweredtenquestionswrongandfourstudents
answeredallquestionscorrectly.Onestudentwasabsentforthetest.

Source: Math Addition Test, See Appendix B

Analysis of Questions from Appendix B


Question 1
7
+5
Add seven and five.

Question 4
48
+25
Add forty-eight and twentyfive. This question requires
regrouping and knowledge of
place value to the tens place.

Question 7
1,428
+ 746
Add one thousand, four
hundred and twenty-eight and
seven hundred and forty-six.
This requires regrouping and
knowledge of place value to
the thousands place.
Question 10
On the airplane there are 258
adults and 65 children. How
many people are on the plane?
Add two hundred and fiftyeight and sixty-five. Also

Question 2
15
+ 9
Add fifteen and nine. It
requires regrouping and
knowing place value to the
tens place.
Question 5
387
+256
Add three hundred and eightyseven and two hundred and
fifty-six. This requires
regrouping and knowledge of
place value to the hundreds
place.
Question 8
2,516 + 98 =
Add two thousand, five
hundred and sixteen and
ninety-eight. This requires
knowledge of place value to
the thousands place,
regrouping and stacking the
numbers to add them.
Question 11
Avas mother is buying school
supplies for her and her sister.
Each of them needs 10
pencils, 5 erasers, and 3
notebooks. How many
supplies will her mother buy

Question 3
32
+54
Add thirty-two and fifty-four.
It requires knowledge of place
value to the tens place.
Question 6
421
+565
Add four hundred and twentyone and five hundred and
sixty-five. This question
requires knowledge of place
value to the hundreds place.
Question 9
8,038 + 976 =
Add eight thousand, and
thirty-eight and nine hundred
and seventy-six. This requires
knowledge of place value to
the thousands place,
regrouping and stacking the
numbers to add them.
Question 12
Mrs. Chen has 65 cookies.
Miss Lynch has 45 more
cookies than Mrs. Chen. How
many cookies do they have
altogether?

knowledge of place value and for the 2 girls?


stacking the numbers to add. It
also requires regrouping.
Add three numbers; ten, five
and three, twice. Once for
each of the two girls and then
adding the answers together. It
also requires knowledge of
place value to the tens place
and regrouping.
Question 13
The third graders raised
$565.15 for the school fund
raiser and the fourth graders
raised $387.58. How much did
they raise altogether?
Add five hundred sixty-five
dollars and fifteen cents and
three hundred and eightyseven dollars and fifty-eight
cents. This question requires
knowledge of adding a
decimal and dollars. It also
requires knowledge of place
value to the hundreds place
and regrouping.

This question requires two


steps. First find out how many
cookies Mrs. Lynch has by
adding sixty-five and fortyfive together. Then add both
peoples cookies together; the
answer from the first part and
sixty-five. Knowledge of
place value and regrouping is
needed.

Math Chapter 5 Class Results


100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

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

Thetestresultsconcludethatfourstudentsintheclassreceivedaperfectscoreonthistest.Nine
studentsintheclassdidnotreachthebenchmarkofatleast70%.Thesestudentswillneedremedial
attentiontoimprovescores.Sevenstudentsreceiveda70%orhigherandhaveshownthatthey
understandthematerial
Source: Math Addition Test, See Appendix B

Class Results
100%
80%
60%
40%
20%
0%

High

Low

Mean

Mode

Mode

Theclassresultsconcludethatthehighscoreonthetestwas100%.Thelowscoreintheclass
was23%.TheMeanoraveragescorewas64%andthemode,ormostpeopletiedforthemodewith
fourstudentsreceiving100%andfourstudentsreceiving23%.Thisshowsthatstudentseitherreally
understoodthematerialorreallydidnotunderstandwhattheyweredoing.

Source: Math Addition Test, See Appendix B

Average for Boys and Girls

90%
70%
50%
30%
10%

Boys

Girls

Both boys and girls had about the same average. The girls averaged 61% and the boys averaged
60%. This tells me that there were no gender discrepancies in the test.
Source: Math Addition Test, See Appendix B

Accomodation and Modification Results


100%
90%
80%
WIDA

70%

IEP

60%
Percentage

Other

50%
40%
30%
20%
10%
0%
1

The results from this graph show that the students in the other category did much better overall
on this assessment. One student in the other category did very poorly but the other six students were
above the 70% benchmark. Without the student who scored 23% the average for the other category
would have been 93%. The students with an IEP had an average score of 39%. The ELL students
averaged 58%. One ELL student scored 100% which brought up their average. Overall students did very
well or extremely poor. There were only four students in the middle range.

WIDA Level Results on Test


100%
77%

46%

38%

54%

23%

WIDA 2

WIDA 2

WIDA 3

WIDA 4

WIDA 5

WIDA5

TheresultsfromthisgraphindicateWIDAlevel4got100%percentonthistest.WIDALevel2
averaged42percentandWIDAlevel3obtained54percent.Oneofthesurprisingfeaturesofthisgraph
isthatWIDALevel5averagedonly50percent.Thisisduetothefactthatoneofthestudentsscoreda
23percent.
Source: Math Addition Test, See Appendix B

Synthesis
Ibelievethattheassessmentresultsaredirectlycorrelatedtotheinstructionandadministration
techniques.Ialsobelievethattherearemanyfactorsinvolvedinanindividualsunderstandingofthe
materialandthatallavenuesneedtobeconsideredwhendeterminingtheprogressofstudents.Ithink
thatthisassessmentwasrushedbecauseMrs.Tsosietoldmethatsheneededtheresultsfortheirteacher
collaborationlaterthatday.Theyweregoingtoprovideinterventionsforthestudentsthatneeded
furtherassistancewithaddition.IfIweretheclassroomteacherIwouldhavereviewedthematerialsto
refreshtheirmemories.Ialsowouldhavepreparedthembyexplainingthatsomeproblemsrequiremore
thanonestep.IwouldalsomakesuretoreadthequestionstotheIEPstudentsandtheELLstudents.
Thismighthavehelpedthemunderstandwhatthequestionswereasking.Ibelievethatreadingthe
questionstothesestudentsalsohelpsthemtofeelcalmandcapable.
IcouldalsotellthatstudentswereapprehensiveingivingmetheirassessmentsbecauseIwas
gradingthemrightaway.Somestudentslingeredatrecesstoseeiftheycouldfindouttheirresults.I
probablywouldnthavetoldthestudentsIwasgradingthemrightthereifIweretheteacher.Ithinkit
distractedsomeofthemfromtryingtheirbest.Ialsobelievethatitisimportanttogivesomestudent
extratimeonthetest.Imighthaveinvitedthosethatwerenotfinishedtostayinandfinishduring
recess.
Theresultsfromthistestshowedthatafewofthestudentsunderstoodthequestionsandmaterial
verywell.Scoringninetypercentandabovetellsthattheyhaveagoodgraspofwhatthequestionswere
askingandhowtoanswer.Theyunderstoodadditionevenintheformofastoryproblemwithmultiple
steps.TheresultsalsoshowmethatmostofthestudentsinMrs.Tsosiesclassdidnotunderstandthe

material.Theaverageoftheclasswasverypoorevenwiththefivestudentsthatdidverywell.Manyof
thestudentscouldonlyanswerthreetosevenquestionscorrect.Thistellsmethatthetestwasrushed
andstudentscouldnotperformwellunderthecircumstances.Ifthestudentswerepreparedwitha
reviewbeforethetestandtheatmospherewerealittlecalmer,Ithinkstudentswouldhavedonemuch
better.Afterreviewingandreteachingthematerial,Iwouldadministeranothertestsimilartothefirstto
ensureunderstanding.

StudentComparison
OnthisassessmentIchosethreestudentsfromtheresultsofthetestandfrombehaviorInoticed
duringtheassessment.IchoseoneboywithanIEPthatverballyexplainedthathedidntunderstandthe
material.Hewasalsothestudentthatcametomeafterwardandwasconcernedwithhisresults.He
receiveda23%onthisassessment.ThesecondstudentIchosewasaWIDAlevel5whoreceiveda23%
onthetest.ThethirdstudentIchoseformycomparisonwasaboywithnoIEPorWIDAlevelthat
receiveda23%onthisassessment.Iwanttoanalyzeandsynthesizewhythesestudentsdidsopoorly
andwhattheteachercouldhavedonetohelpthemunderstandthematerialandreceiveabettergrade.

Analysis
Studen
t

Q
1

Q
2

Q
3

Q
4

Q
5

Q
6

Q
7

Q
8

Q
9

Q1
0

Q11

Q1
2

Q1
3

1M
8M
17M

^
^
^

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

Theresultsofthiscomparisongraphshowthatthethreestudentsareboys.Allthreeofthe
studentsgottenofthethirteenquestionswrongonthetest.Allofthestudentsgotquestiononecorrect.
Source: Math Addition Test, See Appendix B

Student Comparison
17M (New Student)

1M (IEP)

8M (WIDA 5)
0%

20%

40%

60%

80%

100%

Thisgraphshowsthreestudentswhocomefromdifferentbackgroundswithdifferentstruggles
thatreceived23%onthetest.OneofthestudentsisatWIDAlevel5,onestudenthasanIEPandone
studentisrecentlynewtotheclass.Allstudentsreceivedaverylowgrade,wellbelowthebenchmarkof
70%.Allstudentsneedfurtherinstructionandassessmenttoratifythisproblem.
IcannotshowanydifferenceingenderbecausetheyareallboysandIcannotshowdifferences
inscoresbecausetheyallreceivedthesamegradeontheassessment.Furthersynthesismayhelp
concludewhythesestudentsdidsopoorlyonthistest.
Source: Math Addition Test, See Appendix B

Synthesis

Iwantedtolearnmoreaboutwhythesethreestudentsscoredsolowonthisassessment.Ifelt
likechoosingthreeboyswhoscoredthesamegradewouldnarrowtheparameters.Indeterminingthe
causeIhadtodelvedeeperintotheirpersonalitiesandthecharacteristicsthatmayhavecontributedto
theresults.TherearesometimeshiddenreasonswhyastudentdoespoorlyinschoolandasaresultI
foundoutmoreaboutthestudentsfrominterviewingtheteacherandobservingreactionstoassessments.
IwouldliketodescribethecharacteristicsofthefirstboywithanIEP.HestrugglesinMathand
readingandneedshelpfocusingduringlessons.Heusuallyreceivesassistancewithreadingthe
questionsonassessments.Althoughmostofthequestionswerenumberproblemshedidnotreceive
assistancereadingthefourwordproblems.Ibelievethiscontributedtogettingthreeofthosequestions
wrong.HeisalsoaverysensitiveboyandIbelievehecouldsensethestressandpressuretheteacher
hadingettingtheresultsofthetestrightaway.Thedistractionofmegradingthepaperswhiletheywere
workingcouldhavecausedhimtomakemistakesduringtheassessment.Hemayalsohaveneededmore
timetofinishtheassessment,eventhoughallofhisquestionswereanswered.Imighthavereminded
himtocheckhisanswersandalsogivehimencouragement.Sometimes,evenwithallofthesechanges,
somestudentsmaystillfallbehind.
ThenextstudentIwouldliketosynthesisistheELLmalestudentwhoalsoreceiveda23%on
theassessment.Itiscleartomethathedidnotunderstandthematerial.Whatissurprisingtomeisthat
henormallydoesverywellinmath.Ihadtolookdeeperatthebigpicture.AftertalkingwithMrs.
TsosieIrealizedthathishomelifemighthavebeenafactorinthisassessment.Hecomesfromasingle
parenthomewherehismotherworksintotheevenings.Asathirdgraderhehadtheresponsibilityof
caringforhistwoyoungersiblings;afirstgraderandkindergartener.WhenMrs.Tsosiefoundout,she
wenttotheprincipalandtheyworkedtogether,withthemother,tofindadaycareforthechildrentogo

toafterschool.Icantimaginethestressandresponsibilityplacedonthisboysshouldersatsucha
youngage.Maybesomethingaffectedhimthatday,orremindedhimofhisresponsibilitiesathomeand
hecouldnotperformwellonthetest.Thisis,ofcourse,justaguess,butrealizingtheenvironmentof
theclassroomatthetimethetestwasgiveniswhyIthoughtaboutthisfactor.Gettingtoknowyour
studentscanhelpyoutodeterminehowyoucanhelp.Iwouldhavetriedtomaketheenvironmentofthe
testalittlemorecomfortablebygivingstudentsareviewandenoughtimetofinish.Ialsobelieveitis
importanttoremindstudentstogetenoughsleepandnourishmentbeforeschoolsotheirbrainsareat
alert.
ThelaststudentisanewstudentthatarrivedinourclassattheendofSeptember.Hewasstill
gettingusedtobeinginschoolatthetimetheassessmentwasadministered.Hewashomeschooled
previoustohiscomingtoSandstoneElementaryandwasnotusedtotakingtests,especiallywithout
reviewingthematerial.Adjustingtoanewenvironmentandrequirementsishardforanyone.Healso
receivesa23%onthisassessmentandIbelievehewasunfamiliarwithtesttakingstrategies.Icantell
thathestillhasproblemswritinghisnumbers.Icouldalsotellhegotalloftheanswerscorrectthatdid
notinvolveregrouping.EventhequestionshegotwrongIcouldseeapatterninthathecouldaddthe
number,hejustdidntknowhowtocarrytheone.Iwouldhavespenttimewithhimexplainsometipsto
dowhentakingamathtest.Sometimesdrawingpictureshelpsandothertimesithelpstoimaginga
pictureinmyhead.Iwouldhavealsoreadthewordproblemstohimandgivenareviewbeforethe
assessmentwasgiven.
Manyfactorscontributetothesuccessofthestudentsintheclass.Issuesathome,the
environmentoftheclassroomandeventesttakingstrategies,thatshouldbetaught,playamajorrolein
theirachievement.Itisimportantforteacherstogettoknowtheirstudentsandhelptheminareasof

concernduringassessments.EventhoughIrealizethatmistakes(likeforgettingtoleaveenoughtimefor
assessment)occur,itisalsoimportanttobepreparedandnotrushassessment.

Assessment#3
Type:Themathcumulativebenchmarktest2wasadministeredonthreedifferentdays;Tuesday,
WednesdayandThursday,November18,19,and20,2014.OnTuesday,November18,2014,Iwasable
toadministerthefirstpageoftheassessment.BeforetakingtheassessmentMrs.Tsosieaskedmeto
makeupquestionssimilartothetestquestionsandshowthemontheELMO.Iwasabletoadminister
thereviewbeforewetooktheassessment.DuringthereviewIwasabletoclearupanymisconceptions,
giveideasonhowstudentscoulddrawpicturestohelpthemandgooversimilarquestionsthatinvolved
multiplyinganddividing.Thebenchmarkassessmentcoveredchaptersseven,eightandnineofthethird
grademathcurriculum.Itisamultiplechoiceproblemsolvingassessment.
Purpose:Theassessmentwillexploretheunderstandingofmathconceptsandtheirproblem
solvingabilities.Questionsonthetestwererelatedtomultiplication,division,solvingfortheunknown,
readinggraphs,makingcombinationsandsolvingwordproblems.Thisassessmentwilldetermineif
studentscanmultiplysingledigitnumbersofthemultiples0,1,2,3,5,and10andsolveproblems
relatedtodividingthereciprocal.Thestudentsarealsorequiredtofigureouttheimportantinformation
ofawordproblemandsolve.
AdministrationoftheTest:IadministeredthefirstpageofthetestonTuesday,November18,
2014at1:00PM.Thiswasrightafterlunch.Allstudentswereinattendanceforthisportionofthe
assessment.Mrs.Tsosieadministeredtheremainderoftheassessmentinincrements;onepageaday.
DuringlunchMrs.Tsosieaskedmetoprepareareviewbylookingatthequestionsonthetest
andwritingsimilarquestionsonapieceofpaper.Afterlunchweusedthesequestionstodoareviewfor

theupcomingassessment.AswewentthroughthereviewIwasabletoanswerquestionsandclearup
misconceptionsaboutwhentomultiplyandwhentodivide.Iwasalsoabletoreviewthestepsof
drawingpicturestohelpstudentsfigureoutquestions.Byhavingavisual,Itoldthem,itcanhelp
organizetheinformation.
IhandedoutfilefolderdividerssostudentscouldhaveprivacyandItoldthemtodotheirbest
andiftheyneedhelptoreadaquestion,tojustraisetheirhand.Itoldthemwhentheywerefinished
theycouldquietlyworkontheirwriting.ThenMrs.TsosiecalledbackthethreeIEPstudentsandWIDA
leveltwostudentstoworkatthehorseshoedesknexttoher.Mrs.Tsosiealsorequiredstudentstodraw
pictures,oftheirthinking,onthetest.Theroomwasquietandstudentsbusilywrotetheiranswers.
Source: Jaime Farnsworth and Mrs. Tsosie- Classroom Teacher

Analysis

Student

Q
1

1M
2F
3F
4F
5M
6F
7M
8M
9M
10F
11F
12M
13F
14F
15M

^
^
^
X
^
X
*
^
^
^
^
^
^
^
^

Q
3

Q
4

^ ^

^
^
^
^
^
^
*
^
^
^
^
^
^
^
^

Q2

^
^
^
^
^
*
^
^
^
^
^
^
^
^

^
^
^
^
^
*
^
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^
^
^

Q5

^
^
^
X
^
^
*
^
^
^
^
^
^
^
^

Q
6

Q7

Q
8

Q
9

Q10

Q11

^
^
X
^
X
^
*
^
^
X
X
^
^
^
^

^
^
^
^
^
^
*
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^
^
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^
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^

X
^
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*
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^
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^
^
^
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^

^
X
^
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^
*
^
^
^
^
^
^
^
^

^
^
X
^
X
*
^
^
^
^
^
^
X
^

^
^
X
^
^
*
^
^
^
^
^
^
^
X

Q12

Q1
3

Q14

Q15

Q16

^
^
^
^
^
^
*
^
^
^
^
^
^
^
X

X
^
^
^
^
X
*
X
^
^
^
^
^
^
^

^
^
^
X
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*
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^
^
^
^
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^

^
^
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*
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^
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^
^
X
X
^
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*
^
^
^
^
^
^
^
^

Q1
7

^
^
^
X
^
^
*
^
^
^
^
^
^
^
^

Q18

Q19

Q20

^
^
^
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16F
17M

^
^

^
^

X
^

^
^

^
^

^
X

^
^

^
^

X
^

^
X

X
X

^
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^
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^
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^
X

X
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X
^

^
^

^
^

Thisgraphrepresentsthequestionsrightorwrongforeachstudent.Thegraphiscolor
coordinated;blueforboysandpinkforgirls.Fromhisgraphyoucanseethatonestudentwasabsentfor
theassessment.Heactuallymoved.Youcanalsotellthatmoststudentsdidwellbuttherewereafew
questionsthatwereproblematic.Sixstudents,outoftheseventeen,gotquestionsixwrong.
Source: Benchmark Test Two. See Appendix C

AnalysisofQuestionsfromAppendixC
Question1

Question2

Question3

Question4

Question5

Thereare3boxes
oftoykittens.
Thereare3toy
kittensineach
box.Howmany
toykittensare
thereinall?

Ericbought5
postersfroma
bookstore.Each
postercost10$.
Whatwasthetotal
costofthe5
posters?

Paigehas60flyers
shehasorganized
inpiles.Thereare
10flyersineach
pile.Howmany
pilesarethere?

Whichnumber
representsthe
unknownfactor
below?
8X+0

Thereare35
campersequally
sharing5tents.
Howmany
campersarein
eachtent?

Studentsare
requiredto
multiply3X3.
Theyneed
knowledgeof
multiplicationfact
os3.
Question6

Studentsare
requiredto
multiply5X10.
Theyneed
knowledgeof
multiplication
factsof5
Question7

Miguelmakes
animalsoutof

Ethanwantsto
checkthedivision

Studentsare
Studentsare
requiredtofind
requiredtodivide themissingfactor.
60by10.They
Theyneed
needknowledgeof knowledgeof
multiplyingfactof multiplication
10.
factsof0.

Studentsneedto
divide35by5.
Theyneed
knowledgeof
divisionfactsof5.

Question8

Question9

Question10

Jakedid4
crunchesthefirst

Whichnumber
representsthe

Conradhiked36
milesin4days.

^
^

pipecleaners.He
uses3pipe
cleanerstomake
oneanimal.Look
atthetableon
AppendixC.How
manypipe
cleanersdoesit
taketomake8
animals?

problembelow.
6/3=2.Which
numbersentence
representsthe
inverseoperation
hecanuse?
Studentsneedto
understandwhat
theinverse
operationis.

Studentsneedto
multiply8X3.
Theyalsoneed
knowledgeof
multiplication
factsofthree.

Question11

Question12

Gregcanwear
eitherayellow,
blue,orgreen
soccerjerseywith
blackorwhite
shorts.Howmany
jerseyandshort
combinationscan
Gregmake?

Morganhas12
dolls.Sheputsan
equalnumberof
dollson2shelves.
Howmanydolls
didsheputon
eachshelf?

Studentsare
requiredto
multiply3X2.
Theycouldalso
makeanarrayto
findthecorrect
numberof
combinations.

Studentsare
requiredtodivide
12bytwo.They
needknowledgeof
divisionfactsof2.

dayofexercise
class.Hedid8the
secondday,12the
thirdday,and16
thefourthday.If
thepattern
continues,how
manycrunches
willJakedoonthe
fifthday?

unknownfactor
below?
8X=40

Hehikedthesame
numberofmiles
eachday.How
manymilesdid
Conradhikeeach
day?

Studentsare
requiredtofind
themissingfactor.
Studentsneed
Studentsare
knowledgeof
requiredtodivide
multiplication
36by4.
factsof8or5.

Studentsneedto
knowtheir
multiplesoffour
andcountwhatthe
differenceis
betweeneach
numberinthe
sequence.
Question13
Question14

Question15

Whichnumber
sentenceistrue?
0/3=0
0/3=3
3X0=3
3/1=1

Ninebicyclesare
inabicyclerack.
Thereare2wheels
oneachbicycle.
Howmanywheels
arethereinall?

Studentsneedto
understandthat
dividing0byany
numberwill
alwaysequal0.It
wouldalsobe
goodto
understandthe
multiplesofthree.

Danbought6
boxesofpuzzles.
Thereare10
puzzlesineach
box.Howmany
puzzlesarethere
inall?
Studentsneedto
multiple6X10.

Studentneedsto
multiply9X2.
Theyalsoneedto
knowthatnine=9.

Question16

Question17

Question18

Question19

Question20

Karasellsfriendship
braceletsfor$4
each.Shesold70
bracelets.How
muchmoneydidshe
make?

Ernestoishanging
12pictures.He
hangs3picturesin
eachrow.Which
numbersentencecan
Ernestousetofind
howmanyrowsof
pictureshecan
make?
RefertoAppendix
C.
Studentsare
requiredtodivide12
by3.

Mandyhas18
charms.Shewants
togive3charmsto
eachofherfriends.
Howmanyfriends
couldequallyshare
thecharms?

Manualbought6
packsofbuttons.
Thereare5buttons
ineachpack.Picture
providedon
AppendixC.How
manybuttonsare
thereinall?

Oliviahas16animal
picturesinher
scrapbook.There
are4animal
picturesoneach
page.Howmany
pagesofanimal
picturesarein
Oliviasscrapbook?

Studentsneedto
multiply70X4.This
isatensplace
multiplicationfact.
Theycanmultiply
4X7andaddazero.

Studentsneedto
divide18by3.

Studentscould
countthebuttonsin
thepictureor
multiply6X5.

Studentsare
requiredtodivide
16by4.

Benchmark 2 Results
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

1M 2F 3F 4F 5M 6F 7M 8M 9M 10F 11F12M13F 14F15M16F17M

ThisgraphrepresentstheresultsfromtheBenchmarkTwoAssessment.Theresultsconclude
thatallbutonestudentmadeatleastbenchmarkstatusof70percentorhigher.Onestudentdidnottake

theassessment.Thatstudentmovedandwillnolongerbeattendingtheclass.Fourstudentsreceived
100percentandonestudentdidpoorly.Thisstudentmayneedsomeextrahelptoimprovescores.

Source: Benchmark Test Two. See Appendix C

Average for Boys and Girls


Girls

Boys

0%

10%

20%

30%

40%

50%

60%

70%

80%

90% 100%

Overallthegirlsandboysaveragewasalmostthesame.Thegirlswouldhavedonemuchbetter
ifthe50%wasnotintheiraverage.Theboysaveragewas89%andthegirlsaveragewas87%.

Chart Title
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

High

Low

Mean

Mode

The class results conclude that the high score on the test was 100%. The low score was 50%. The
mean or average score was 88% and the mode, or most students (5), received 85% on this assessment.
Source: Benchmark Test Two. See Appendix C

Accomodations and Modification Results


100%
90%
80%

IEP

70%

WIDA

60%
Percentages

Other

50%
40%
30%
20%
10%
0%
1

The results on this graph show that the students in the other category did much better on this
assessment then their peers who are IEP and ELL. The average for the other category was 94%. The
average for students with an IEP was 85% and the average for ELL students was 80%. All students in
the class received a 70% or higher to prove they were proficient while only one student still needs to be
retaught the information to progress.
Source: Benchmark Test Two. See Appendix C

WIDA Level Results


100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

WIDA 2

WIDA 2

WIDA 3

WIDA 4

WIDA 5

WIDA5

The results from this graph indicate that students in Wida level 2 both received an 85% on this
test. The WIDA level 3 struggled the most on this test with a 50% One WIDA level 5 received an 85%
and one received a 95%. One of the surprising feaqtures of this graph is that WIDA level 3 did worse
than both students with WIDA level 2. This graph also shows that one of the ELL students was not in
attendance for the test. He moved to another school.
Source: Benchmark Test Two. See Appendix C

Synthesis
I believe that proper techniques were used in administering this assessment. Plenty of review was
provided before the test. The procedures were explained and students were given ample time and
seclusion in answering question. I thought it was unique to only give one page of the assessment at a
time. This facilitated students in not becoming overwhelmed with four pages. I think it is a good idea but
maybe does not prepare students for longer, more intensive, state testing requirements. I thought it was

appropriate and effective for Mrs. Tsosie to require students to draw pictures, of their understanding, on
the test. I think I would like to give some assessments in this fashion when I teach.
The test questions were appropriate and well worded. They required reading the question and
then working out the word problem. Many of the questions required reading which I thought may cause
problems with some of the ELL students in the class, as well as the three students with IEPs. I felt like
all students did extremely well on this assessment except for one student. I think it could be due to the
fact that it was reduced into smaller portions. This allowed students to focus on smaller amounts of
information. They were not overwhelmed by the test. I also felt like students were busily working during
the test. No one was sitting there confused.
The results of from this test are very encouraging. All students in the class, but one, did very
well. I would like to further analyze and synthesize this student in the next portion of this paper. If I was
the teacher I would feel very good about the results of this assessment. I believe that the results are due
to the fact that Mrs. Tsosie did one page at a time and reviewed similar questions before each portion.
There were a few students, that after looking at their assessments I talked to them. I could tell they
understood the question because in their picture they answered it correctly, but they filled in the wrong
bubble on the multiple choice answers. Mrs. Tsosie said to mark it correct, and I believe this is suitable
for this type of test, as long as they showed understanding in their work.
One student in the class needs extra help and more review. This student could receive extra
intervention and practice during class and at recess. After reviewing and re-teaching the information, I
would have her take another test to ensure understanding.

Student Comparison
I chose three students based on the results of this assessment and recommendation from my
practicum teacher. One student received at 50%. She is one student I would like to analyze because after

looking at her assessment; it looks like she gave up on the last page. She is an ELL student who
statistically does poor on assessments. The next student I would like to analyze is a boy with an IEP who
has done very poor on assessments. In fact, I analyzed him before. He got an 85% on this test and I was
very impressed. The last student I would like to analyze is a female that received 100 percent on this
assessment. She normally does about average on assessments.

Analysis
Student

1M(IEP
)
2F
4F(ELL
)

Q
1

Q
2

Q
3

Q
4

Q
5

Q
6

Q
7

Q
8

Q
9

Q1
0

Q1
1

Q1
2

Q1
3

Q1
4

Q1
5

Q1
6

^
^

^ ^

X
^

^
^

^
^

^
^

^
^

X
^

^
^

^
^

^
^

Q1
7

Q1
8

Q1
9

Q20

^
^

^
^

^
^

The comparison of the three students shows that the female ELL student got 10 out of the 20
questions wrong. She received 50% on the assessment. One female got all of the questions correct and a
boy with an IEP only got question eight, nine and 13 wrong giving him an 85%.
Source: Benchmark Test Two. See Appendix C

Student Comparison
4F (ELL)

2F

1M (IEP)

0%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

This graph shows three students, of different backgrounds with different struggles, and their scores on
the math Benchmark #2 assessment. The ELL female scored 50% and the other female received 100%.
The boy with an IEP scored 85%.
Source: Benchmark Test Two. See Appendix C

3 Assessment Comparison for


3 Students
100%
Test #1

80%

Test #2

60%

Test #3

40%
20%
0%

1M

2F

4F

This graph shows the three students being compared with the results of the three assessments in
this report. You can see that 1M did 60% better than on the second assessment and 20%better than the
first assessment. The results are encouraging. 2F did relatively the same on assessment one and two but
received 30% better on the last assessment. 4F progressively did worse on each consecutive assessment.
She went from 60% to 54%.
Source: Benchmark One, Math Chapter Test and Benchmark Two. See Appendix A, B and C

Synthesis
On this assessment there was only one student who received below a 75%. She is an ELL student
at WIDA level 3. I found her results for all three tests, in this report, to be relatively the same. The
results could have almost been predicted but the rest of the class did so well, why didnt she? I took a
closer look at her paper and realized that on the first three pages of the assessment she would have
received a 66 percent but it appears like she gave up, because the last page is all wrong. I dont have
enough information to make a true conclusion but I believe she may have been overwhelmed and given
up. I believe the affective filter was in place and she couldnt keep going. Even though the test was
broken into chunks, as Krashen suggests avoiding the affective filter, it still might need to be smaller
chunks for her. I have noticed in class that she tends to doodle on her paper, when she doesnt think we
are watching, instead of completing her work. I am also thinking that her culture may have something to
do with the situation; I would need to research the Paiute more intensely or talk to her parents to find out
more. In order to resolve this issue, I would need to talk to her and find out what she was thinking. A
self-assessment interview would be appropriate. Then I would need to reteach the material or give her
another chance at the last page.

The next student I would like to synthesize is a boy with an IEP. He usually does poorly on
assessments, in fact he is usually in the bottom 5% of the class, but on this test he achieved an 85%. This
is out of the ordinary and I would like to discuss some of the factors, I believe, contributed to his
success. First, he was given the test in sections. Breaking the information into chunks allowed his
cognitive abilities to keep up. Before each section there was a review which gave him the opportunity to
refresh and activate his memory. I believe he processes slower than other students in the class and needs
a little extra time. I also believe that the teacher allowed the setting of the assessment to be comfortable.
Yes, it was a test, but it was issued like a worksheet. These factors contributed to his success.
The last student is a female that received 100 percent on this assessment. She normally does
pretty average on math tests but exceeded the expectation on this assessment. Again, I believe that it had
something to do with the testing procedure. I believe it is a good idea to separate the pages on the test
and take one at a time. I also believe that this may not always be feasible and will not happen on state
testing. To find out if students are really comprehending the material it is a good way to check
understanding. I believe this student would benefit from taking all of her tests in this fashion. I would
need to do further analysis and synthesis on more assessments to back up my hypothesis.

Personal Reflection
I have very mixed feeling about this assignment. I found myself feeling extremely overwhelmed
with the amount of work it takes to fully analyze and synthesize assessments and three students. I also
discovered how beneficial doing this report has been in giving me insight into different tests and
students. There are many factors that contribute to the success or failure on an assessment and I felt like
this report helped me to see them more clearly.
I want to share my personal feelings as to how immense this project has been for me. I am
amazed at the hours and thought I invested into this report and I really hope it shows. I know,
sometimes, it is nice to have input and reflection from students to help in future classrooms, so I share
my opinion freely. I know it is important to fully understand the immensity and impact that assessments
have on our students but I really feel like two assessments would have been enough for me.
I also want to share the valuable information I learned from doing this assignment. Although
overwhelming, at first, I found that breaking apart the assessment and graphing the results helped me to
ask questions about certain students and the outcomes. Some results were much different than I expected
and some were predicted. By looking at the results and how they compared to previous assessments it
allowed me to look deeper into the character and struggles of the student. By examining personal habits
and asking the classroom teacher questions, I was able to make assumptions about what happened on the
test.
I found that ELL students and IEP students generally do much poorer than the standard student.
They have a disadvantage coming into the test and should be given assistance to help level that playing
field. There are many ways to facilitate this; giving extra time, breaking up the assessment into chunks,
having a good review before the test and reading questions to them. These things can easily be done
without much preparation and also benefit the average student. From the results of the three
assessments, it shows, that these ideas do help and the class average was much better with the extra help
than without these assistances. I would definitely encourage anyone to make these accommodations in
their classrooms.
Assessments are pretty tricky business. The wording of test questions needs to be appropriately
taught to students. Instruction should be aligned to the assessment. By giving students a review before
the test it helps them draw the learned information from their memories. Some students may need to be
retaught and re-assessed. I also believe that not every test is perfect and that I can make a difference by
reviewing the test before I give it to students to illuminate errors in understanding.
I feel like I have gained valuable evidence from this assignment that I can use in my future
classroom. It has taught me how to take the results from a test and really understand what is happening.
It has shown me how valuable a graph is in analyzing results. By putting the information into a graph I
could see different problems or concerns. It also helped me to realize just how much IEP and ELL
students struggle. It has given me insight into how much accommodations really help. I was lucky to
have found two assessments that were taught so differently. One test was given without the
accommodations and the other was given with them. It was amazing to see the results and just how
much better most students did with a little help.
I am encouraged by the information that I have gained, but also feel the weight of an
overwhelming responsibility, as a teacher, to do this kind of analysis for all assessments given in my
classroom. I look for more help as I struggle with the complexity of time management and
effectiveness. I think it is essential to get to know your students and find ways to help them all succeed. I
believe it will take time and energy to fully understand the complexities involved with teaching diverse

children with our ever changing curriculum. I am pleased that I have been given this opportunity to learn
as much as I can in order to benefit my future students.

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