Pre- Assessment Goal:

The goal is to collect data to drive our instruction. The plan for

collecting the data is to start by playing the game Red Light Green

Light. The teacher will ask a question if the student agrees their light is

green if the student somewhat agrees their light is yellow, and if the

student does not agree then the students light is red. The teacher will

ask questions to gain understanding about how each child feels about

math, how they learn best, and what they enjoy. The teachers will then

pass out a paper assessment to assess students ability to answer word

problems concerning the subject matter. Then the students will be

assessed through an activity. The children will be asked to read the

teachers clock and write the time down on their white board, show the

time on their clock, and write down answers to questions on a white

board. The data sources include: observation, test, and two activities.

Topics students will be assessed on:

• Time Interval

• Measurement Units
 • What does milliliters and litters measure?

• What does grams and kilograms measure?

• What tool do I use to measure?

• Ability to tell time and write it different ways

• Count by fives

• Read a clock and set a clock to a specific time

Reliability, Validity, and bias

During red light green light we struggled to record the data. The game

went faster than we could keep up with. Mrs. Pyper was recording the

data during the game and Mrs. Barrick was calling out the questions.

The data may not be valid because she was recording so quickly. Also

we met the students minutes before we were assessing so we were

calling them by the wrong name constantly and Mrs. Pyper was trying

desperately to remember names while recording the data. This may also

lead for our data to be unreliable and thus not valid. Another

administrator may have gotten different results because we had a hard

time recording. I felt as if our questions were reliable the students did

seem to understand the questions. The students responded quickly with

little delay when a question was asked. When we handed out the paper

test student said, "this is really long." There are to many questions
when in reality the students were only asked to answer eight questions.

We went through the test and highlight the ones that the students

needed to complete. There were lots that they did not do. This may

have intimidated the students. I feel like if we would have copy and

pasted the questions that they needed to do on one piece of paper it may

effect their scores. This effected our reliability.

Administration Conditions:

The assessment was administered on Monday, March 19, 2018 at 9

AM until 9:30 AM. The students finished the assessment much quicker

than what we anticipated. I took the assessment ahead of time to see

how much time it would take and it took be forty minutes. Anne

typically takes longer than other students. I noticed that when the other

students were done she started putting question marks on the questions

that she had left. The next day I asked her to try those questions again.

She did and was able to complete them. The content showed us a lot

about what they knew and didn't. I wish that we would have developed

more questions to test each skill at least twice. The students were

asking questions about the wording on a few of the problems. If we

tested each criterion we were trying to assess we would have a better

idea if they did not understand the question or if they did not know the
material. The assessment was administered to the whole group. The

group consisted of students from Mrs. Cloward's class as well as Mrs.

Ahrendsen's class. The students were very talkative. The test was

administered in Mrs. Ahrenden's classroom. Which was a different

environment for most of the students. Another group was also in the

room it was quite loud.

Key:

2. 30 Minutes

3. litters or milla-litters

4. gallon of milk or bathtub

5. 9:32

6. 20& 35
Students were asked to complete questions number (5, 6, 9, 10, 11, 16,

and 19)

Key:

5. C Pan balance

6. part A 10+ 15+20 part B 45 Minutes

9. 2 grams

150 KG

50 mL

1L

10. There were fewer liters than milliliters and there were more

milliliters than liters

11. Adam is correct because grams are the units of mass.

16. 12:42, 18 before 1 and 42 after 12

19. 200 mL

Student Work:

Student#4
Student #5
Student #6:
Reflection:

The assessment gave us a lot of information about our students

we learned that the students we are working with finish a lot faster than
we imagined at first. They complete task very quickly. Most of the
students said they like worksheets when they were asked but then when
we gave them the assessment they said that it was very long. We
learned that they enjoy hands on activities. Anne does not like to work
in groups. We combined the lessons to better serve their needs. They
knew the material from the first three lessons at a mastery level. They
only remain engaged for a short period of time.
We felt like we did well at creating the system that we used to
gather the data. The chart we made was very helpful but Lauren Pyper
was gathering all of the students at once and that was a lot for her to
handle. Next time we would both gather half of the data. We felt as if
the design of the questions tested their ability to answer the question.
We felt like the questions we asked gave us great information so that
we could teach to their needs. The format of the test was difficult
because we left items that were not needed in the document this
overwhelmed the students.
If we could go back and redo the assessment, we would have
structured it differently to be more engaging to the students. We would
not have given the students the entire packet of assessment questions
from the text. Even though there were only 8 questions they had to
answer in the packet, it was overwhelming for them to see four pages
of questions. It would have been better if we had made a separate
document with just the questions we were going to ask. Our method of
recording answers was a little chaotic as well, it was difficult to record
the responses from 11 students quickly enough that they did not get
bored while waiting. For the section of the assessment where students
wrote their answers on the back of a page, we would have had them
number their paper before answering. Some students did that on their
own but most did not, which made evaluating their answers difficult.
We think that assessing students in smaller groups would have helped
them focus better, as it was distracting for them to have ten other
students near them, all working at a different pace.