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Practicum Post-Assessment Analysis

5 Senses Unit
by
Madison Mancini
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Post-Assessment: 5 Senses Unit

Administered: November 30th and December 2nd, 2015
Administrator: Madison Mancini Wanner
PART I
Goals:
The purpose of this post-assessment was to analyze what the students have
learned about the five senses and how to use descriptive language. The unit
overview was about the five senses and how they are used, but the focus of the unit
was to expose students to descriptive language and give them an opportunity to
use it.
Biases, Reliability, Validity:
The kindergarteners can not yet read or write, therefore, the students were
given an oral assessment individually. The students were pulled throughout the day
and verbally asked a set of seven questions. There were two children who were
pulled during an engaging math sing-along activity. This distractor could have lead
to the children not having their whole focus on the assessment they were be
administered.
There was one question that could have lead to bias results. The students
were asked to tell me about their best friends using three kind words. The focus of
this question was to see if the students could use descriptive language. Some of the
students said they dont have a best friend, one particular student told me
descriptive words but they were unkind because he was telling me about a child
who lives next-door to him. If the children used three describing words I recorded
them as positive responses, one positive response for each kind word.
Standards assessed:
K.S.1.6.1: Understand Scientific Inquiry and develop critical thinking skills by
making observations.
K.S.2.11: Students use their senses to investigate patterns in the world
around them and describe a variety of objects. Using their senses to describe
matter.
RI.K.7: With prompting and support describe the relationship between
illustration and the story, in which they appear.
RI.K.3: With prompting and support describe the connection between two
individuals, events, ideas, or pieces of information in a text.
SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
SL.K.6:
Speak audibly to express thoughts, feelings, and ideas.
K.SS.4.1.3: Identify personal traits such as courage, honesty, and
responsibility

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All of the standards used in the unit were assessed in the post-assessment.
There were seven CORE standards that were central to the unit. Because of their
frequency they helped structure the unit and therefore needed to be assessed on.
I made the post-assessment more detailed and used a variety of question and
answer techniques. There was multiple media required for the students to use in
their responses. This gave the students different ways to express themselves. For
example, the students were asked to draw, point, and verbalize.
I expected the students to have a greater knowledge of the content now
than from the pre-assessment, therefore assessed the students on more than just
the five senses. The pre-assessment lead me to see that the students had some
prior knowledge of the five senses and the associated body parts but needed more
help in the area of descriptive language. Because the unit focused heavily on the
use of descriptive language there were more in depth post-assessment questions
based on the use of descriptive language.
Section 2: Post-Assessment Analysis

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Data Analysis & Summary

Comparing the post assessment to the pre-assessment the data shows the
students scored higher in content knowledge. The children were able to answer
more of the questions correctly and in a variety of medias. The students struggled
verbalizing their thoughts in the open-ended questions, which were:
1. Tell me what the five senses are and which body parts are used for each
sense.
5.How would you describe a rock to me if I had never seen one before?
6. How would you describe mud in one word?
7. Tell me about your best friend using three kind words. (3 points)
These specific questions had the least amount of correct responses, which can be
interpreted to say that the students struggle in formulating original audible
sentences. That information could be used in planning further units.
Questions which solicited specific response were:
2. Draw something you would like to taste.
3. Name an object that is dangerous to touch.
4. Point to something you would not like to smell.
The specific response section of the assessment was answered almost
completely correct by every student. There was one student who missed one
specific response. Teagan was asked to draw something he would like to taste and
he drew an eraser. I asked a follow up question to check for clarity, because there
was a chance he might have just been curious what it tastes like. I asked him,
Would you want to taste an eraser? He responded, No! That would be
disgusting. After clarifying that he did not what to taste an eraser I marked his

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response incorrect. I did so because in addition to giving an incorrect response part
of the assessment is following directions. This question specifically was used to
check understanding and mastery of the following standards:

K.S.2.11: Students use their senses to investigate patterns in the world

around them and describe a variety of objects. Using their senses to describe
matter.
RI.K.7: With prompting and support describe the relationship between
illustration and the story, in which they appear.
SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.

Student Learning
The average score or the mean of the class was about 78%. 72% of the class
scored within one standard deviation of the mean. It can be noted that content in
this unit was mastered by six of the students, who scored 100% on the assessment.
The data demonstrates that the students who were unable to name the five
senses scored the lowest. Charles and Cooper were taken to speech therapy during
several of the unit lessons. This may have resulted in them scoring low. Teagan had
also been pulled out of class for assessments during at least three of the six unit
lessons and scored a 39% of the post-assessment.
Unit Design
To help the students better remember the five senses and the associated
body parts I would have liked to introduce the unit by presenting a song that the
students could sing at the beginning of each lesson as a review. Perhaps a glove
could have been used and after each lesson about the sense we stick on a small
image of the associated body part. For example, after teaching sight we put an eye
on the glove. At the end of the unit all five figures would have a sense. This would
have increased the learning for visual and tactile learners, as well as take the place
of counter or organizer.
Insights/Reflection
I appreciated the use of multiple media responses on the pre- and postassessment. I was able to use a variety of question and answer techniques to help
the students present their knowledge. We know that all students learn differently
and consequently all students produce responses differently. Theses assessments
gave the students multiple ways to express their learning. This helped the outcomes
as well because I was able to formulate the unit instruction around what the
students weaknesses were in the pre-assessment. Then, assess on the outcome of
that instruction. For example, in the pre assessment the students were unable to
use descriptive language. In the post-assessment the students had grown in this
area. I can support that based on what I have heard while monitoring, the students

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use descriptive language when communicating with their peers on November 29 th I
heard a student say, This one is a small shiny heart shape.
Because of the level of mastery with some students and the class average
the content in this unit does not need to be retaught. However, the concepts of
descriptive language and speaking audibly should be integrated into other lessons
throughout the remainder of the year.

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Post-Assessment Teacher Form

Topic: The 5 Senses
Madison Mancini Wanner
The Five-Sense Post Assessment
Standards Tested:
K.S.1.6.1: Understand Scientific Inquiry and develop critical thinking skills by making
observations.
K.S.2.11: Students use their senses to investigate patterns in the world around
them and describe a variety of objects. Using their senses to describe matter.
RI.K.7: With prompting and support describe the relationship between illustration
and the story, in which they appear.
RI.K.3: With prompting and support describe the connection between two
individuals, events, ideas, or pieces of information in a text.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
SL.K.6:

Speak audibly to express thoughts, feelings, and ideas.

K.SS.4.1.3:

Identify personal traits such as courage, honesty, and responsibility

Process: The students will be asked a series of questions and their responses will be
noted.
1. Tell me what the five senses are and which body parts are used for each
sense. ( 5 points)
2. Draw something you would like to taste. You have one minute. ( 1 point)
3. Tell me an object that is dangerous to touch. ( 1 point)
4. Point to something you would not like to smell. ( 1 point)
5. How would you describe a rock to me if I had never seen one before? ( 1
point)
6. How would you describe mud in one word?( 1 point)
7. Tell me about your best friend using three kind words. (3 points)

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Student Selection