Nicolie Ionel

ELED 3420

November 13, 2013

Assessment Application & Analysis Report










Contextual Factors of Class
Chart 1.1

Chart 1.1: This chart shows that the fourth grade class that I am assisting at East Elementary consists of
19 students; 10 boys and 9 girls.
Chart 1.2

52%
48%
Boys & Girls in Class
Boys
Girls
10
9
8.4 8.6 8.8 9 9.2 9.4 9.6 9.8 10 10.2
Boys 11
Girls 10
Number of Boys & Girls In Class
Boys & Girls In Class


Chart 1.2: This chart shows there are 11 boys and 10 girls in this class.
Chart 1.3


Chart 1.3: This chart shows that out of the nineteen students in the class, three students have Individual
Education Plans and one student is in the process of getting an Individual Education Plan. One of the
students with an Individual Education Plan is in Severe Special Education part of the day. He is legally
blind with limited tunnel vision in the right eye.







0
2
4
6
8
10
12
14
16
18
20
Students
19
3
1
Students in Class
Students with IEP

Chart 1.4

Chart 1.4: This chart shows there are seven students that are English Language Learners.
Chart 1.5


19
7
0 2 4 6 8 10 12 14 16 18 20
Students in Class
ELL Students
1
0
0
2
4
WIDA Levels
1
2
3
4
5

Chart 1.5: This chart shows there the WIDA levels of the seven English Language Learners in the
classroom.

Chart 1.6

Chart 1.6: This chart shows the percentage of high learner students in the classroom. Out of nineteen
students, three of the students are considered high level learners but have not been tested for Gifted
and Talented Education. (CRT Scores were not available).








19 3
75% 80% 85% 90% 95% 100%
Percentage of High
Learner Students in
the classroom
Students in Class
High Learners in Class
Chart 1.7

Chart 1.7: This chart shows that out of nineteen students in the class, there is one with behavioral
issues. (This student moved right after the first assessment.)
(Teacher was not able to give CRT scores or Reduced Lunch numbers).
Type and Purpose of Assessment One
The assessment I analyzed is a multiple choice and fill- in the blank math test. The test was administered
by the classroom teacher. Before she had the students take the test, she spent twenty minutes
reviewing the material they were to be tested on. She used the interactive SMART board to teach the
whole group. Individual students took turns answering the questions by showing their work on the
SMART board. If the students seemed confused, the teacher would walk them through the problem
step-by-step. The teacher explained that the test was multiple choice and fill-in-the-blank. She told them
to write out their work next to the problem they were working on. Then she passed out the test.
The purpose of this assessment was to determine which students were struggling with the
material presented in the chapter, and who mastered the concepts. In the math chapter, the students
0
2
4
6
8
10
12
14
16
18
20
Students in
Class
Students
with
Behavioral
Issues
19
Number of Students in Class
were introduced to three algebraic concepts. First, they learned how to estimate up to the ten
thousands. Second, they were adding and subtracting using four and five digit numbers in story
problems. Last, they learned how to identify and use algebraic properties. The assessment will
determine which students mastered the concepts and which students will need re-teaching through
math camp. The assessment is formative because it will be used to place students according to skill
level. Those students who struggled with the concepts will go to a math camp to be explicitly re-taught
the concepts. The students that show mastery will attend a math camp group that will go more in-depth
with the concept. During regular class time, the classroom teacher moves forward to the next chapter
while the math camp groups focus on solidifying or re-teaching the concept knowledge from the
previous chapter.
Classroom Environment
The test was administered directly after the review in the classroom at noon. The students seemed calm
and prepared to take the test. One student is a Severe Special Education student so he does not take the
class tests. He went to the back of the room to play checkers. As he pulled the game out, it spilled open
and caused a disruption to the students sitting in the back. He then began to talk loudly to Mrs.
Alldredge about what he was doing. Once again, the students in the back of the room stopped working
to watch and listen to what he was doing.
After twenty minutes of the students working on the test, it was time to go to lunch/recess. No
one was able to complete the test, so the teacher gave them time after recess/lunch to finish. Most of
the students finished quickly and began disrupting the remaining students still working on the test. My
dyad partner and I were sent to the library with the four students who were still trying to complete the
test. It didnt take them very long to finish in the library.

Whole Class Analysis
Table 1.1
Student # 1
Female
2
Male
3
Male
4
Female
5
Male
6
Female
7
Male
8
Male
9
Female
10
Female
11
Male
15
Possible
6 15 13 11 10 10 11 10 12 11 13
ELL or IEP IEP-
Reading
ELL-
WIDA 4
IEP- in
progress
ELL-
WIDA 5
ELL-
WIDA 4
High
Learner


Table 1.1 (cont.)
Student # 12 Male 13 Female 14Female 15Female 16Male 17Male 18 Female 19Male 20Female
15 Possible 13 10 14 13 12 13 13 10 13
ELL or IEP High
Learner
ELL-WIDA
5
ELL- WIDA
5
IEP-
Speech
ELL-WIDA
5/High
Learner


Table 1.1: This table is a breakdown of the students scores out of 15 possible questions. Each student is
assigned a number and I indicated whether they are male or female, ELL, High Learners and IEP to more
easily determine percentages for other graphs.







Chart 1.8


Chart 1.8: This chart shows the breakdown of the test into the three sections: Section 1- Estimating and
adding up five digits. Section 2- Using a table to determine addends and algebraic properties. Section 3-
Addition/Subtraction story problems using up to five digits. The bars indicate how many boys and girls
missed more than one question in that section. This information would be used to determine what
sections need to be re-taught. According to this information, most students struggled with section 2 of
the test.


Chart 1.9

Chart 1.8: This chart indicates how many boys and girls scored below 60%, between 61% and 79%, and
how many students scored 80 to 100%. The graph indicates that about half of the class needs corrective
0
2
4
6
8
Section
1
Section
2
Section
3
Boys
Girls
0
1
2
3
4
5
6
80-
100%
61-
79%
Below
60%
6
4
0
5
4
1
Boys
Girls
action on the concepts. Referring to Chart 1.8, the concepts this group needs remediation in is Section
2- Using a chart to determine addends and algebraic properties.
From the analysis of the whole class, I decided that the interruption in taking the test had a
negative effect on the students. The majority of the class scored very well on the first section and the
first three questions of section 2. Those portions of the test are on the first page of the test which was
completed by the students before they went to recess and lunch. After resuming the test, I think many
of the students finished quickly because they just wanted to be done. As a result, I feel that the students
did poorly on the remaining questions in Section 2 and Section 3.
I believe it would have been better for the students if they were able to begin and finish the test
all at once. I would have started the review earlier so that there was plenty of time to finish before
leaving for lunch.
Analyze and Synthesize Three Students:
I chose student number 10, 17, and 19 to analyze and synthesize.
Table 1.2
Student # 10
15 possible 11
ELL or IEP ELL-WIDA 4

Table 1.2: Student number 10 is a female student, who is an ELL student and a WIDA level 5. I selected
her because she has been having some problems with understanding her assignments and I wanted to
observe her test data and determine how to help her understand more completely.

Table 1.3
Student # 17
15 possible 13
ELL or IEP IEP- Speech

Table 1.3: Student number 17 is an 8 year old boy. I chose him because he is a year younger than all of
the other students. He moved here from California, where they have a later cut-off date for
Kindergarten so he is a year ahead of other children his age. He is very smart, and answers a lot of the
questions in class first and correctly.
Table 1.4
Student # 19
15 possible 10
ELL or IEP None

Table 1.4: Student number 19 is a male student who has behavioral issues in the classroom. I chose him
because he has a hard time staying in his seat and paying attention. He likes to get up out of his desk
and visit with his peers; therefore he has been seated away from everyone else until he earns his spot
back next to the other students. He dawdles during assignments and rarely finishes during the time
allotted.
Student #10: (For students assessment see Appendix A)
Analysis: This student scored 11 out of 15 questions possible. She struggled with section one
and missed two in that section pertaining to using mental math and estimating. She missed one
question on rounding to the nearest ten thousand and estimating in section two, and missed one in
section three on subtraction.

Student # 10
15 possible 11
ELL or IEP ELL-WIDA 4

Synthesis: Student number 10 needs small group explicit instruction in estimating, rounding and
using mental math. She understands how to use a table to find information so that wont need to be
covered. I will teach her strategies for using mental math and estimating. I will also use games that she
can play to learn estimating and to review subtraction of five digit numbers. To prepare for the next test,
I think extra time is needed for her to be able to concentrate and feel like she can take her time going
through each question. I also feel that there needs to be no distractions to better help her feel
comfortable in taking the test at her own pace.
Student #17: (For students assessment see Appendix B)
Analysis: This student scored 13 out of 15 questions possible. He struggled with section three,
which contained story problems. The questions he missed had to do with subtraction, but he had a hard
time trying to pull the information from the story problem.
Student # 17
15 possible 13
ELL or IEP IEP- Speech

Synthesis: Student number 17 needs to review story problems and be re-taught on how to
analyze the problem, read it carefully, and figure out what the question is asking in order to do it
correctly. I will work with him one on one using story problems and teaching him strategies that he can
use to understand the information. I will also review borrowing with him because in both problems he
made a simple mistake while borrowing.
Student # 19: (For students assessment see Assessment C)
Analysis: This student scored 10 out of 15 questions possible. He struggled with reading the
chart in section two. He also struggled with questions pertaining to rounding to the nearest ten
thousand and story problems in sections two and three. Two of the questions he got wrong in section
three also required the use of subtraction to get the correct answer.
Student # 19
15 possible 10
ELL or IEP None

Synthesis: Student number 19 needs one on one explicit instruction in all three concepts in the
test. I think it was hard for him to sit still at the beginning of the test, and then to be disrupted to go to
lunch, made it harder on him. When he came back into the classroom after lunch he didnt want to sit
down and finish the test. He was one of the students I had to take to the library and he was the last one
to finish. Mostly because he didnt want to work on the test, he wanted to tell stories and move around.
I believe one on one instruction would work best for this student. He needs to be focused and having
other students with him will make him want to chat with them. I will review reading a chart with him,
review subtraction rules, and teach him strategies for understanding and analyzing story problems. I can
do this by playing games one on one with him and teaching him new strategies.

Type and Purpose of Assessment Two
The second assessment I analyzed is a multiple choice and fill- in the blank math test. The test
was administered by the classroom teacher. Before she had the students take the test, she reviewed the
material they were to be tested on. She used the dry erase board to go over problems the students
might see on the test. She would work through each problem, and ask students what they do next. The
teacher explained that the test was multiple choice and fill-in-the-blank. She told them to remember to
write out their work next to the problem. Then she passed out the test.
The purpose of this assessment was to determine which students were able to multiply with one
digit numbers up to four digit numbers. In the math chapter, the students were introduced to three
algebraic concepts. First, they learned how to multiply 1, 2, 3, and 4 digit numbers. Second, they were
multiplying using three and four digit numbers in story problems. Last, they learned how to use a table
and multiplying. The assessment will establish which students mastered the concepts and which
students will need re-teaching through math camp. The assessment is formative because it will be used
to place students according to skill level. Those students who struggled with the concepts will go to a
math camp to be explicitly re-taught the concepts. The students that show mastery will attend a math
camp group that will go more in-depth with the concept. During regular class time, the classroom
teacher moves forward to the next chapter while the math camp groups focus on solidifying or re-
teaching the concept knowledge from the previous chapter.
Classroom Environment
The students started the test as soon as they were done with the review. I was not present for
the assessment but the teacher said the students were a little bit noisy and rowdy before starting the
test. They started settling down but were still a little anxious to get the test finished. The test was
started before lunch and the students were able to finish before having to leave for lunch. Every student
finished before time was up.
Whole Class Analysis
Table 2.1
Student # 14 possible ELL or IEP
1 Female 11 IEP- Reading
2 Male 12
3 Male 11 ELL-WIDA 4
4 Female 11 IEP- In process for reading
5 Male 11
6 Female 11 ELL-WIDA 5
7 Male 5
8 Male 9
9 Female 10
10 Female 7 ELL- WIDA 4
11 Male 13 High Level Learner
12 Male 12 High Level Learner
13 Female 11
14 Female 13
15 Female 12
16 Male 13 ELL-WIDA 5
17 Male 10 IEP- Speech
18 Female 14 ELL-WIDA 5/High Learner
19 Female 12

Table 2.1: This table is a breakdown of the students scores out of 14 possible questions. Each student is
assigned a number and I indicated whether they are male or female, ELL, High Learners and IEP to more
easily determine percentages for other charts.
Chart 2.1


Chart 2.1: This chart shows the breakdown of the test into the three sections: Section 1-Multiplying 1, 2,
3, and 4 digit numbers. Section 2- Multiplying using 1, 2, 3, and 4 digit numbers in a story problem.
Section 3-Use a table to multiply and find the correct answer. The bars indicate how many students
0
2
4
6
8
10
12
14
16
18
20
Section 1 Section 2 Section 3
How many Students Answered
At Least One Problem
Incorrectly In Each Section
missed more than one question in that section. This information would be used to determine what
sections need to be re-taught. According to this information, approximately one third of the students
struggled with section one, and all students struggled with section three.
Table 2.2
Question
1
Question
2
Question
3
Question
4
Question
5
Question
6
Question
7
Question
8
Multiplication:
2 digits with
one digit
Multiplication:
2 digits with
one digit
Multiplication:
3 digits with
one digit
Multiplication:
3 digits with
one digit
Multiplication:
4 digits with
one digit
Multiplication:
2 digits with
one digit
Multiplication:
2 digits with
one digit
Multiplication:
3 digits with
one digit
Question
9
Question
10
Question
11
Question
12
Question
13
Question
14
Multiplication:
4 digits with
one digit
Multiplication:
3 digits with
one digit
Multiplication:
4 digits with
one digit
Use a table:
Multiplication:
3 digits with
one digit
Use a table:
Multiplication:
3 digits with
one digit
Use a table:
Multiplication:
4 digits with
one digit








Chart 2.2


Chart 2.2: This chart indicates what percentage of students scored below 60%, between 61% and 79%,
and what percentage of students scored 80 to 100%. Referring to Chart 2.1, it shows that about one
third of the class needs to review the concepts from Section 1 and the whole class needs to be re-taught
all of the concepts from Section 3.





11
47
42
Student Percentages of Test Scores
Under 60%
61%-79%
80%-100%
Chart 2.3

Chart 2.3: This chart shows how many problems were missed by the ELL students in the class. (The 7
th

ELL student is not included because he does not take the assessments).

From the analysis of the whole class, I believe it would be best to review the concepts with the
students who missed one or more questions in Section 1. I think small group instruction would work well
for these students to review and go over the concepts. The concepts in Section 3 need to be re-taught to
the whole class before sending students to math camp. Every single student missed at least one
problem in that section, which shows that there is some confusion in that area.



5
0
1
0 0
1
2
3
4
5
6
Missed 1-3 Missed 4-6 Missed 7-10 Missed 11 +
ELL Students Scores
Analyze and Synthesize 3 Students:
I chose students number 6, 10, and 17, to analyze and synthesize. For the first assessment I
chose student #19, but he moved right after the first assessment. I chose student #6 in his place for the
second and third assessment.
Table 2.3
Student # 6
14 Possible 11
ELL or IEP ELL -WIDA 5

Table 2.3: Student number 6 is a female student, who is an ELL and a WIDA level 5. I selected her
because lately she has been having some difficulties with her assessments. She doesnt have any
problems while doing the assignment, but when it comes time for the assessment she hasnt done well.

Table 2.4
Student # 10
14 Possible 7
ELL or IEP ELL-WIDA 4

Table 2.4: Student number ten is a female student who is an ELL student and a WIDA level 4. I selected
this student because she struggles with math and I want to see what concepts she needs help with.

Table 2.5
Student # 17
14 Possible 10
ELL or IEP IEP-Speech

Table 2.5: Student number seventeen is a male student, who has an IEP for speech. He does pretty well
in math, but I selected him to see what level he is on and what his skills are in math.

Student # 6: (For students assessment see Appendix D)
Analysis: Student number 6 scored 11 out of 15 points possible. She did very well on Sections 1 and 2,
which included multiplication of three and four digit numbers. She missed all problems in Section 3,
which included using a table and multiplying three and four digit numbers found on the graph. These
problems also asked her to estimate her answer.
Student # 6
14 Possible 11
ELL or IEP ELL -WIDA 5


Synthesis: Student number 6 needs to participate in the re teaching of the concepts in Section 3 that
include graphs and multiplying three and four digit numbers from the graph. She also needs a review
lesson on estimating. This would be best in small group so that the teacher can see where she is getting
confused. During the test I noticed she stared off into space quite often. As time went on during the
test, she began fidgeting and becoming less focused. I believe it would help her to be able to be more
active right before the test is given. I think right after the review the teacher can give the students a few
minutes to get their wiggles out and then start the test.
Student #10: (For students assessment see Appendix A)
Analysis: Student number ten scored 7 out of 14 points possible. She missed two problems in the first
section, 2 problems in the second section, and all three problems in the third section. In the first section
she missed problems that included multiplying three and four digit numbers. In the second section she
missed both problems that included multiplying three and four digit numbers as well. In the third
section she missed all the problems. They were all asking her to use a graph and multiply three and four
digit numbers after finding them in story problems and the graph. These three problems also asked her
to estimate her answer.
Student # 10
14 Possible 7
ELL or IEP ELL-WIDA 4

Synthesis: Student number 10 needs to review the concepts of multiplying three and four digit numbers
in a small group and also one on one with the teacher or aid. She also needs to participate in the re
teaching of the third section of the test which included graphs and multiplying three and four digit
numbers using story problems. This student is a WIDA level 4. It would help her to review some of the
vocabulary words that are found in the test before hand. Reviewing estimating would be beneficial to
her as well so that she can see how it is done correctly.
Student #17: (For students assessment see Appendix B)
Analysis: Student number seventeen scored 10 out of 14 points possible. He missed one in section one
because he did not answer the question. He got both problems right in the second section which
included multiplying three and four digit numbers. He missed all three problems in section three which
included problems asking him to use a graph and multiply three and four digit numbers after finding
them in story problems and the graph. These three problems also asked him to estimate his answer.
Student # 17
14 Possible 10
ELL or IEP IEP-Speech

Synthesis: Student number seventeen needs to slow down while taking tests. I believe if he would have
worked at a slower pace he wouldnt have skipped a question in the first section and would have gotten
it right. He did well with the second section of the test. This student needs to participate in the re
teaching of the concepts in section three, which included graphs and multiplying three and four digit
numbers using story problems.
Type and Purpose of Assessment Three:
The third assessment I observed was a weekly spelling test. The students were asked to look at
four words and circle the correct spelling of a word. There were twenty problems on the test. The
purpose of this test was to verify that the students knew the correct spelling of the weekly words they
had been working on.

Classroom Environment:
The students were given the assessment right after the morning business on a Friday. The
students came into the classroom, and were happy and calm before taking the test. No one seemed
anxious or upset about taking the test. The students finished quickly and then passed their papers to a
peer to be graded. The teacher told the students the correct answers while the students peer assessed
the assessments. I was not present while the test was conducted, but the teacher stated that the
environment for taking the assessment was pleasant and calm.
Whole Class Analysis
Table 3.1
Student # Correct Out of 20 ELL or IEP
1 Female 8 IEP- Reading
2 Male 16
3 Male 14 ELL- WIDA 4
4 Female 8 IEP- In progress
5 Male 18
6 Female 19 ELL-WIDA 5

Table 3.1 (continued)
Student # Correct Out Of 20 ELL or IEP
7 Male 13
8 Male 19
9 Female 19
10 Female 17 ELL-WIDA 4
11 Male 20 High Learner
12 Male 20 High Learner
13 Female 15
14 Female 20 ELL-WIDA 5
15 Female 20
16 Male 17 ELL-WIDA 5
17 Male 20 IEP-Speech
18 Female 20 ELL-WIDA 5/High Learner
19 Female 20

Table 3.1: This table is a breakdown of the students scores out of 20 possible spelling words. Each
student is assigned a number and I indicated whether they are male or female, ELL, High Learners and
IEP to more easily determine percentages for other tables and charts.






Table 3.2
(Words students were asked to spell)
Question
1
Question
2
Question
3
Question
4
Question
5
Question
6
Question
7
Question
8
Question
9
Birth Worse Pearl Curl Dirty Hurl Swirl Curb Herb
Question
10
Question
11
Question
12
Question
13
Question
14
Question
15
Question
16
Question
17
Question
18
Curve Turnip Purpose Purse Blurred Shirt Person Sternly Serpent
Question
19
Question
20
Turkey twirl

Table 3.2: This table shows the words the students were asked to spell during the spelling test.







Chart 3.1

Chart 3.1: This chart shows the number of words missed per student on the spelling test.








7
8
2
2
How Many Spelling Words Missed
Missed None
Missed 1-5
Missed 6-11
Missed 12-20
Chart 3.2

Chart 3.2: This chart shows the percentages of boys and girls in the class.
From the analysis of the whole class, 74% of the class got 80% or above on the spelling test.
Three girls got less than 79%, and two boys got less than 79%. I believe it would be good for the five
students to have a small group lesson on the spelling words and review concepts and strategies that
have been taught in the past. Adding more spelling activities throughout the week would help these
students. During Daily 5 students could practice writing their spelling words and their definitions so they
understand their meanings. A few students who sit next to each other had the exact same spelling
words wrong. I believe they may have helped each other through the test. Having folders for each
student to put up during a test would be helpful so we are measuring for what that student knows
without getting help from someone else.

0
2
7
2
1
7
0
1
2
3
4
5
6
7
8
Below 60% 61%-79% 80%-100%
What Percentages for Boys
What Percentages For Girls
Analyze and Synthesize Three Students:
I chose student number 6, 10, and 17 to analyze and synthesize.
Table 3.3
Student # 6
Out of 20 19
ELL or IEP ELL- WIDA 5

Table 3.3: Student number 6 is a female student, who is an ELL and a WIDA level 5. I selected her
because I was interested to see how she would do on a spelling test. When helping her proofread her
papers I have recently found many mistakes.

Table 3.4
Student # 10
Correct Out Of 20 17
ELL or IEP ELL-WIDA 4

Table 3.4: Student number ten is a female student who is an ELL and WIDA level 4. I selected her
because I wanted to see what her spelling and vocabulary skills were.


Table 3.5
Student # 17
Correct Out Of 20 20
ELL or IEP IEP-Speech

Table 3.5: Student number seventeen is a male student who has an IEP for speech. I selected him
because he is the youngest student in the class and I wanted to check on his spelling skills.
Student # 6: (For students assessment see Appendix D)
Analysis: Student number six got nineteen out of twenty words correct on the spelling assessment. The
word she missed was sternly, which is a difficult word and she may not be familiar with it. With her
getting all but one word right, it shows me that she has knowledge of how to spell words and hear the
sounds of the letters.

Student # 6
Out of 20 19
ELL or IEP ELL- WIDA 5

Synthesis: Student number six could work on learning more words and their definitions. She needs to be
introduced to more vocabulary so that she is familiar with difficult words and will be able to spell them.


Student #10 (For students assessment see Appendix A)
Analysis: Student number ten got seventeen out of twenty correct on the spelling assessment. The
words she misspelled were swirl, herb and turnip. The word spelling she chose was more close to what
the words actually sound like as you sound them out. I also believe she didnt use her time wisely, since
the whole back of her paper was decorated in flowers.
Student # 10
Correct Out Of 20 17
ELL or IEP ELL-WIDA 4

Synthesis: This student needs to be introduced to words in a visual way. It will help if she is able to see
the word, sound out the word, and spell the word. I believe if she would have focused more and taken
more time on the test she may have been able to get the three words correct.
Student #17 (For students assessment see Appendix A)
Analysis: Student number seventeen got all of the words correct out of twenty. He took his time and
paid attention to each word as he did the test.
Student # 17
Correct Out Of 20 20
ELL or IEP IEP-Speech

Synthesis: Student number seventeen needs to be introduced to more challenging words. During the
vocabulary lessons he is the one that raises his hand and answers the questions about the definitions of
the words. He also is reading on a higher grade level and uses large vocabulary words when speaking. He
would benefit from differentiated instruction during vocabulary and spelling lessons. He is ready for
more of a challenge.
































Appendix A











Appendix B











Appendix D