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Assessment Analysis Report 1

Mrs. Sara Wahlberg’s ClassroomEast Elementary

Contextual Factors3rd Grade

Gender:

There are 19 students in the class. There are 8 males and 11 females. The students in the

class are either 8 or 9 years old. There is one student who is 10 years old because he was held

back a year. There are no problems with the class having more girls than boys.

Ethnicity:

There are only 2 ethnicities in Mrs. Wahlberg’s classroom. They are Caucasian and

Hispanic. There are 7 Caucasian students and 12 Hispanic students.

Gender0

2

4

6

8

10

12

Male; 8

Female; 11

Gender

Nu

mb

er o

f Stu

den

ts


Socioeconomic Status:

As a practicum student, I do not have access to what students in Mrs. Wahlberg’s class

had free and reduced lunches. I was, however, able to get the free and reduced lunch for the

entire school. I got my information from the secretary in the front office.

37%

63%

Ethnicity Distribution

CaucasianHispanic


24%

76%

Free and Reduced LunchesPaying for lunch Free/Reduced lunch

Special Needs:

There are 8 students that need either Leveled Literacy Interventions (LLI), tutoring, or

need to be in resource. There are 11 students that are English Language Learners (ELL). There

are 5 students that have IEP’s. There are 2 students that would be considered high-level learners.

There is one student who never comes into the classroom. He is in severe Special Education.


ESL/WIDA LEVEL

There are 11 students in this class that are ELL. None of them are a WIDA level 1. One

student is a WIDA level 2 and he is in Special Education. There are two students that are WIDA

level 3 and they are both being referred to Special Education. There are three students that are

WIDA level 4 and four students that are WIDA level 5.

Type of Special Need0

2

4

6

8

10

12

LLI; 6

ELL; 11

Resource; 2

IEP's; 5Tutoring; 6

Special NeedsN

um

ber

of S

tud

ents


10%

20%

30%

40%

WIDA levelWIDA level 1 WIDA level 2 WIDA level 3 WIDA level 4 WIDA level 5

Classroom Rules and Procedures:

Every morning students put their backpack on their assigned hook.

Students move their number from home to hot or cold lunch that way Mrs. Wahlberg can

tell who is here and can get the lunch count.

If students need to go to the bathroom during class, they must pay Mrs. Wahlberg a coin.

Each student has a designated “job” that rotates periodically, such as being first in line,

turning the lights off, sharpening pencils, etc.

All students must work together to clean up the classroom and put it in order at the end of

the day.

Note:

CRT scores not available for 3rd grade.


ASSESSMENT #1

END OF UNIT MATH TEST


I did not create assessment number 1. Mrs. Wahlberg and the other 3rd grade teachers got

the test from the math book website. Mrs. Wahlberg, Miss Farnsworth, and I gave this

assessment. This assessment deals with base ten blocks, standard form, word form, rounding,

comparing different numbers, and ordering numbers from least to greatest. This assessment is a

multiple-choice test and there is room for students to show their work. Miss Farnsworth and I

had to read the test to some of the ELL students.

The students had finished the review as a class and then took the test individually. The

students had been working with all these concepts for the two weeks so they were familiar with

the information on the test. The purpose of this test was to assess if the students could do the

problems on the test with ease.

Mrs. Wahlberg gave the test on September 10, 2013 at 2:15 pm. This was right after

recess. There was one student that was absent for the test, but then took it when he got back the

next day.

I believe the students were pretty comfortable about this test because they had done the

review as a class right before they took the test. They were given many examples that would help

them take the test.

I have decided to focus on three individuals from the class. Burkley, Broc, and Alex.

Burkley is considered to be one of the classroom student’s high-level learners. She excels in

most school topics and gets bored very easily. She likes to write other students notes when she

has free time, but sometimes does it during classroom instruction because she is bored. Broc

would be considered one of the classrooms on grade level learners. He does pretty well on all of

his assessments and homework. He likes to share and ask questions. He is very good at writing

stories and enjoys writing. Alex, depending on the subject would be considered a low level

learner. He does well in math, but struggles with reading, which is why the test was read to him.

Alex is also very shy and doesn’t like to share with the class or be called on.


#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15Number correct:

Belizario X X X X X X X 7/15Wilian X X X X X X X X 8/15Rylie X X X X X X X X X X X X X 13/15Broc X X X X X X X X X 9/15Ruby X X X X X X X X X X X X X 13/15Reagan X X X X X X X X X X X 11/15Cristian X X X X X X X X X X 10/15Dariana X X X X X X X X X X 10/15Jenny X X X X X X X X X X X X 12/15Kennedy

X X X X X X X X X X X X X X 14/15

Berkley X X X X X X X X X X X X X X X 15/15Aby X X X X X X X X X X X X 12/15Jessie X X X X X X X X X X X X X X 14/15Lourdes X X X X X X X X X X 10/15Alexa X X X X X X X X X 9/15Alex X X X X X X X X X X X 11/15Kayla X X X X X X X X X 9/15Steven X X X X --- --- --- X 5/15

KEY: X=correct Blank boxes=incorrect ---=thrown out questions.

#1 – Choose the standard form of each number.#2 – Choose the standard form of each number.#3 – Choose the expanded form of each number.#4 – Choose the expanded form of each number.#5 – What is the value of the 3 in each number?#6 – What is the value of the 3 in each number?#7 – What is the value of the 3 in each number?#8 – Story problem/Word form.#9 – Order the numbers from least to greatest.#10 – Order the numbers from least to greatest.#11 – Order the numbers from greatest to least.#12 – Order the numbers from greatest to least. #13 – Round each number to the indicated place value.#14 – Round each number to the indicated place value.#15 – Round each number to the indicated place value.

This test consisted of 15 questions. Based on the data from the graph above, the range of

scores is 33%-100%. Only one student scored 100% on this assessment. The question(s) that all

the students scored well on were #1 – Choose the standard form of each number, #2 – Choose

the standard form of each number, #3 – Choose the expanded form of each number, #4 –


Choose the expanded form of each number, #6 – What is the value of the 3 in each number,

#8 – Story problem/Word form, and#9 – Order the numbers from least to greatest. The

lowest scoring question(s) were #11 – Order the numbers from greatest to least, #12 –

Order the numbers from greatest to least, and #14 – Round each number to the indicated

place value.

Student Comparison

The male students scored lower than female students by an average of 20%. The male

students’ averaged a score of 67% of the questions correct. The female students’ averaged a

score of 87% of the questions correct.

Gender

67%87%

Gender

Males Females

Caucasian students scored an average score of 80% on this assessment. Hispanics

students scored an average score of 67% on the assessment.


Hispanic46%

Caucasion54%

Ethnicity

The higher-level learners scored 87% on this assessment. The students who attend

tutoring and reading recovery were the second highest scoring at 67%. The students who attend

Leveled Literacy Interventions (LLI) and students with IEP all scored about 60%. The student in

Special Education scored the lowest score on this assessment with a 42%, but his score was out

of 12 not 15.

IEP and LLI Tutoring & Reading Recovery

Higher Level Learners Special Education

0.60.67

0.87

0.42

Special Needs

Series 1 Series 2 Column2 Column1


Information about Burkley, Broc, and Alex:

Burkley is an 8-year-old female who is considered to be a high-level learner. She

excels in everything she does. She is above average in language arts. She is the only one in

the class that can write a complete paragraph with complete sentences and correct

punctuation. In math, she has been told she will be tested for fourth grade math and if she

can do that with ease, she will be moved up to fifth and so on and so forth. She is only off

task some of the time and it is because she is bored and she writes notes. She rarely moves

her card and I’ve only seen it done once. I chose Berkley because I was interested in her

when I found out she was being tested for Gifted and Talented. She is so high in her

reading and math abilities that it’s hard for her teacher to figure out what to do to challenge

her.

Bros is an 8-year-old male who is on grade level for his age. He is getting better at

writing paragraphs with complete sentences and with correct punctuation. He loves to

write stories and does so very often and shows it to Miss Farnsworth or myself. He is very

proud of his work as well. He does about average on math as well. He listens to the lessons

and then tries to do it without any assistance from any teachers. He doesn’t usually have

any disruptions during class and I’ve never seen him move his card. I close Broc because he

in the middle for his academic abilities. He will let a teacher know when he doesn’t

understand or if he has questions. When he takes tests, he finishes very fast.

Student #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 NUMBER CORRECT

Burkley X X X X X X X X X X X X X X X 15/15Broc X X X X X X X X X 9/15Alex X X X X X X X X X X X X 11/15

Alex is an 8-year-old male who is only a little below grade level now. When he first

started third grade in Mrs. Wahlberg’s class, he was very low. His math level was low and


his language arts level was low. When I talked to Mrs. Wahlberg about Alex, she said that

from the beginning of the year to now, he is much higher in his athletic abilities in math and

reading. He doesn’t qualify for any interventions anymore because he has made a dramatic

jump in his grades. Mrs. Wahlberg also told me that when he was in second grade, he didn’t

talk to anybody, including her. She tries to give him plenty of opportunities to interact with

the class and either gives him an option to pass or ask his group. He has improved just

since I have been in this class. He has talked to me more and more and I look for

opportunities to help him with his speech. I think that maybe the fact that he doesn’t speak

very much and that makes it so we aren’t sure how much he actually understands very

hard to tell. I chose Alex because he didn’t talk at all last year and since he has been in Mrs.

Wahlberg’s class, he has been interacting with his teacher and his classmates. Since the

beginning of the year, he has progressed in his reading and math abilities.

Burkley scored 15/15 or 100%. Broc scored 9/15 or 60%. Alex scored 11/15 or

73%. In comparison with the rest of the class, Burkley scored higher than everybody in the

class. Broc scored the same as 1 other student and higher than 4 other students. Alex

scored higher than 9 other students and scored the same as 1 other student.

Synthesis of whole class:

As a whole, I believe that the class did about average on this test. Mrs. Wahlberg did

explain to me that this chapter was difficult for some of the students to understand simply

because they can’t do some of the expected tasks, such as rounding and knowing the place

values. Other teachers explained to her that their students had done poorly on this test and

knowing this, Mrs. Wahlberg took a little extra time to teach these concepts to them. They didn’t

do awful, but they could have done better. Mrs. Wahlberg said that some of the students needed

more time to review. Others needed to just slow down and read the questions more carefully.

Even though we pulled ELL students back to have the test read to them, they still didn’t


completely understand the questions. All of the testing was done in the classroom with no music

in the background. Every test that is given should be given this way so they know what to expect

and how they can take the test.

On this assessment, six questions, #1, #2, #4, #6, #8, and #9 were answered

correctly with more than 80% of the students. #1 and #2 pertained to choosing the

standard form of each number. #4 pertained to choosing the expanded form of each

number. #6 pertained to choosing the place value for the 3 in the number. #8 pertained to

choosing the answer for who had to most points written out in word form. #9 pertained to

ordering the numbers from least to greatest. As these were answered correctly by a

adequate amount of students, these concepts do not need to be retaught.

Question numbers 3, 5, 7, 10, 11, and 12 are the same as the questions listed above. I

would say that these would just need to be gone over as a class and reminded about them.

Because they are the same questions, its possible they just made a simple mistake going to fast or

not reading the directions. Questions 11 and 12 are asking the students to order the numbers from

greatest to least. It is possible that the students didn’t read the instructions and ordered them from

least to greatest.

Questions 13, 14, and 15 are all questions that deal with rounding. Because we have done

interventions with rounding and multiple math lessons on rounding, I know that these students

struggle with this. They can’t seem to round to the nearest tens or hundreds spot. I have found

the biggest problem these students have with rounding is they either round up when the number

should go down or vise versa. I have also found they usually are just guessing so they can get it

over with.

What I would do to help these students do better on their tests is give them more review

time and more time to ask questions. I would also remind students to take their time and slow

down and read the question and all of the answers. To help the students that can’t do the


rounding or the place value questions, I would pull them aside days before the test and explain to

them more in detail how to do those tasks.

Synthesis of Burkley, Broc, and Alex:

Burkley has no problem with tests and takes them with ease. I don’t have any suggestions

for her except for giving her material that will challenge her, but as I stated before, that’s what

they are going to be doing for her. (For Burkley’s assessment, see Appendix A).

Broc didn’t show much problem with taking the test, but he did seem to finish quickly

and probably didn’t do his best work. To improve his score, I would maybe have him separate

from the other kids just so he isn’t competing with other children to see if he can be the first

person done. He missed some of the questions that he could have gotten correct had he taken his

time and read the questions more carefully. He struggled with the ordering numbers from

greatest to least and least to greatest. Like I stated above, if he slowed down, he could probably

get more of these answers correct. I think to help him improve his scores, he needs to be sat

down and taught how to read the questions and take his time. He might also benefit from some

more explicit instruction on ordering numbers from least to greatest. (For Broc’s assessment, see

Appendix B).

Alex was one of the students that came back to the back table and had the test read to

him. I think the way that was done was good. I think it gave him an opportunity to hear the

questions because he does have a hard time reading and using comprehension strategies to

decipher what the directions mean. He needs a sufficient amount of explicit instruction and

visuals. He needs to be able to see it and touch it for it to help make sense. While he was back at

the back table, he was given lots of time to think about the question. It was read at least twice to

make sure he understood it and the answers were read as well. The questions he missed were

similar to the questions he got correct before or after that question. My advice for him would be


just to slow down and listen or read the directions, depending on the test. He did miss two of the

three rounding questions, which was difficult for most of the class. I have worked with him on

his rounding and it is helpful for him if I write on a whiteboard an arrow pointing up with a five

and an arrow pointing down with a four. It is easy for him to visually see it and I think that

would help him on this test. (For Alex’s assessment, see Appendix C).

ASSESSMENT #2


MULTIPLICATION CHAPTER TEST


the test from the math book website. Mrs. Wahlberg administered the assessment. This

assessment deals with multiplication and using arrays. This assessment is a multiple-choice test

and there is room for students to show their work.

They were also told that if they finished too fast they would be required to go back and

check their answers and show their work. The students had been working with all these concepts

for the two weeks so they were familiar with the information on the test. The purpose of this test

was to assess if the students could do the problems on the test with ease.

Mrs. Wahlberg gave the test on November 12, 2013 on 9:00-9:45am. This was at the

beginning of the day. There was only one student that was absent for the test.

I believe the students were pretty comfortable about this test because they have been

doing problems like this for a couple weeks.. They were given many examples that would help

them take the test.











#1 #2 #3 #4 #5 #6 #7A #7B #8 #9A #9B #10A #10B Number correct:

Belizario X X X X X X X X X X X X

Wilian X X X X X X X X X X X 8

Rylie X X X X X X X X X X X X

Broc X X X X X X X X X X X 8

Ruby * * * * * * * * * * * *

Reagan X X X X X X X X X X X X

Cristian X X X X X X X X X X

Dariana X X X X X X X X 6

Jenny X X X X X X X X X X X 8

Kennedy X X X X X X X X X X X

Berkley X X X X X X X X X X X


Aby X X X X X X X X X X X 8

Jessie X X X X X X X X X X X X

Lourdes X X X X X X X X X X X 8

Alexa X X X X X X X X X X X

Alex X X X X X X X X X X X X

Kayla X X X X X X X X X X X X

Steven X X X X X X X X X 6

KEY: X=correct Blank boxes=incorrect *=AbsentThere is no number 6

Question1:

Find the unknown with an array

Answer:B-8

Question 2:


Answer:H-14

Question 3:


Answer:D. 18

Question 4:

Commutative property of multiplication

Answer:H-6x4=24

Question 5:

Find the array for the multiplication problem.

Answer:A

Question 6:

This question was not on the test due to it not coping from the book.

Question 7a:

Drawing an array for the story problem.

Answer:

Question 7b:

Solve the story problem using the array

Answer:24

Question 8:

Multiplication story problem with a chart

Answer:8

Question 9a:

Write an multiplication sentence for the array

Question 9b:

Answer to the multiplication sentence

Question 10a.

Write an multiplication problem for the diagram


Answer:6x4 or 4x6

Answer:24

Answer:Answers may very7x4 or 4x7

Question 10b

Use the commutative property to write another sentence that matches the array

Answer:Answers may vary4x7 or 7x4

This test consisted of 9 questions. Number 6 was not copied onto the test due to computer

problems. 3 of the questions were 2 part questions worth half a point each part. Based on the data

from the graph above, the range of scores is 72%-100%. 5 students scored 100% on this

assessment. There was only one question that students struggled with and that was question #9A,

which was answer the multiplication sentence that they made in #9A.

Students Comparison

The male students scored higher than female students by an average of 1%. The

male students’ averaged a score of 93% of the questions correct. The female students’

averaged a score of 92% of the questions correct.


Males Females

0.93

0.92

Gender

Males Females

Caucasian students had an average score of 96% on this assessment. While Hispanics

students had an average score of 90% on the assessment.

Caucasian Hispanic

96%

90%

EthnicityHispanic Caucasian

The higher-level learners scored 94% on this assessment. Students who had an IEP

scored the second highest with a 92%. The students who attend LLI and tutoring and reading

recovery averaged 88%. The student in Special Education scored the lowest with 72% on the

test.


0.92

88%

0.88

0.94

0.72

Special Needs

Special Ed High Level Learners Tutoring/Reading RecoveryLLI IEP











her.






any disruptions during class and I’ve never seen him move his card. I close Broc because


he in the middle for his academic abilities. He will let a teacher know when he doesn’t
















Student #1 #2 #3 #4 #5 #7A #7B #8 #9A #9B #10A #10B Number Correct:

Berkley X X X X X X X X X X X 8/9

Broc X X X X X X X X X X X 81/2/9

Alex X X X X X X X X X X X X 9/9


Burkley scored 8/9 or 89%. Broc scored 81/2/9 or 94%. Alex scored 9/9 or 100%. In

comparison with the rest of the class, Alex scored the same as 4 other students. Broc scored

the same as 4 other students as well. Burkley scored the same as 3 other students.


As a whole, I believe that the class did about very well on this test. The kids in this

class did very well on this test and I believe it was because it was done during the day before

they did anything and if they finished too early, she made them go sit down and show their work

and check their answers. All of the testing was done in the classroom without music in the

background. Every test that is given should be given this way so they know what to expect and

how they can take the test.

On this assessment, two questions, 3, and 5 were answered with 100% accuracy. #3

pertained to finding the unknown with an array and #5 pertained to finding the array for the

multiplication problem.

Question 1, 2, 4, 7A, 7B, 8, 9B, 10A, and 10B. #1 and #2 pertained to finding the

unknown with an array. #4 pertained to writing the commutative property of multiplication. #7A

had solve the story problem using their array. #8 had them solve a multiplication problem using a

chart. #9B was to answer multiplication sentence made on question #9A. #10A was to make a

multiplication sentence based on the array. 10B was to use the commutative property on the

multiplication sentence on 10A.

Question number 9A was the most missed question. The question pertained to writing a

multiplication sentenced for the array.


on where they can look for their times tables. She has numbers on the wall with numbers on the

wall with their multiples of their numbers. I would also remind students to take their time and

slow down and read the question and all of the answers. I would also have the students show


their work to find out what they did to mess up. I would also have the students practice writing

multiplication sentences for bellwork.


Burkley has no problem with tests and takes them with ease. This test, however, she

missed a question that Mrs. Wahlberg was thinking more of them would miss because they

couldn’t the boxes in the story problem wrong. I don’t have any suggestions for her except for

giving her material that will challenge her, but as I stated before, that’s what they are going to be

doing for her. (For Burkley’s assessment, see Appendix A).

Broc didn’t show much problem with taking the test, but he did seem to finish quickly

and probably didn’t do his best work. To improve his score, I would maybe have him separate

from the other kids just so he isn’t competing with other children to see if he can be the first

person done. I think to help him improve his scores, he needs to be sat down and taught how to

read the questions and take his time. (For Broc’s assessment, see Appendix B).

Alex worked very hard on this test and he was one of the students to get 100% on the test.

He took his time and he read the questions very carefully. (For Alex’s assessment, see Appendix

C).


ASSESSMENT #3

SUBTRACTION CHAPTER TEST


the test from the math book website. Mrs. Wahlberg administered the assessment. This

assessment deals with subtraction. Students were required to be able to do regrouping as well.

This assessment is a multiple-choice test and there was room for students to show their work.

The students had been working with all these concepts for the two weeks so they were

familiar with the information on the test. The purpose of this test was to assess if the students

could do the problems on the test with ease.

Mrs. Wahlberg gave the test on October 21, 2013 at 2:15pm. This was at the end of the

day.


I believe the students were pretty comfortable about this test because they have been

doing problems like this for a couple weeks.. They were given many examples that would help

them take the test.










#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14

Belizario X X X X X X

Wilian X X X X X X X X X X

Rylie X X X X X X X X X X X X X X

Broc * * * * * * * * * * * * * *

Ruby X X X X X X X X X X X X X X

Reagan X X X X X X X X X X X X


Cristian X X X X X X X X X X

Dariana X X X X X X X X X X

Jenny X X X X X X X X X X X X

Kennedy X X X X X X X X

Berkley X X X X X X X X X X X X X X

Aby X X X X X X

Jessie X X X X X X X X X X X X X X

Lourdes X X X X X X

Alexa X X X X X X X X X

Alex * * * * * * * * * * * * * *

Kayla X X X X X X X X X

Steven X X X X X X

KEY: X=correct Blank boxes=incorrect *=Absent

Question 1:

2-digit subtraction

Answer:C. 37

Question 2:

3-digit subtraction

AnswerG. 155

Question 3:

Subtraction with estimating

AnswerB 30

Question 4:

Subtraction with estimating

AnswerH. 80

Question 5:

3-digit subtraction

AnswerD. $235

Question 6:

3-digit subtraction

AnswerG-$434

Question 7:

4-digit

subtraction

AnswerC. $746

Question 8:

Subtraction with estimating and rounding to the nearest ten

AnswerI.70

Question 9:

Subtraction with estimating and rounding to the nearest ten

AnswerD. 50

Question 10:

3-digit

subtraction

AnswerH.81


Question 11:

4-digit

subtraction

AnswerA. 1226

Question 12:

Subtraction story problem

AnswerF.10 min

Question 13:

Subtraction Story Problem

AnswerD.10 containers

Question 14:

Subtraction story problem with exact or estimated answer

AnswerG. Exact, 11 girls

This test consisted of 14 questions. Based on the data from the graph above, the range of

scores is 43%-100%. In comparison with the rest of the class, Burkley scored 100%, which is the

same as 3 other people. When I asked about Broc and Alex’s test, they hadn’t taken it yet. I still

do not have these tests.

Students Comparison

The male students scored lower than female students by an average of 13%. The male

students’ averaged a score of 63% of the questions correct. The female students’ averaged a

score was 76% of the questions correct.

boys girl

63%76%

Gender

boys girls

Caucasian students had an average score of 85% on this assessment. While Hispanics

students had an average score of 63% on the assessment.


caucasian

Hispanics

85%

63%

EthnicityCaucasian Hispanics

The high level learners scored 92% on this assessment. The students who had an

IEP scored 71% on this assessment. Students who attended tutoring and reading recovery

scored 62% on this assessment. Students who attended LLI scored 59% on this

assessment. The student in special education score the lowest with 42% on the test.

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

0.71

0.59

0.62

0.92

0.42

Special EdHigh Level LearnersTutoring/Reading RecoveryLLIIEP












her.






any disruptions during class and I’ve never seen him move his card. I close Broc because

he in the middle for his academic abilities. He will let a teacher know when he doesn’t

















#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14

Burkley X X X X X X X X X X X X X X

Broc * * * * * * * * * * * * *

Alex * * * * * * * * * * * * *


As a whole, this class performed poorly on this subtraction chapter test. This

suggests that the material was not taught enough or explicitly enough.

On this assessment, none of the questions were answered with 100% accuracy. There

were however questions with 70% or higher. Questions 1, 2, 4, 5, 6, 8, 10, 11, and 12. Questions

1 and 2 pertained to be subtracted mentally. Question 4 pertained to rounding and then

subtracting. Question 5 and 6 pertained to regular 3 digit subtraction problems. Question 8

pertained to rounding and then subtracting. Questions 10 and 11 pertained to regular subtraction

problems. Question 12 pertained to a story problem using subtraction.

Questions 3, 5, 7, 9, and 14 were between 69% and 50%. Question 3 pertained to

rounding and then subtracting. Question 5 and 7 pertained to regular subtraction problems.

Question 9 pertained to rounding and then subtraction. Question 14 pertained to a subtraction

story problem and they also needed to determine whether to find the exact answer or an estimate.

Question number 13 was the most missed question with only 29% of the students

answering it correctly. The question pertained to using a story problem for subtraction.


on subtraction. For the most part, they all struggled with this test and this topic needs to be


retaught. They need to be shown visuals and need to be taught how to take their time and work

through each question.


Burkley has no problem with tests and takes them with ease. I don’t have any suggestions

for her except for giving her material that will challenge her, but as I stated before, that’s what

they are going to be doing for her. (For Burkley’s assessment, see Appendix A).

Broc and Alex were absent for this test and I never heard back from Mrs. Wahlberg

saying that she had given them the test. Their work will not be in the appendices.

Self-Reflection

I thought it was very interesting to see these assessments broken down into different categories. It was also interesting to me to see the different contextual factors the class had. Scores that students receive are not always what you expect. Sometimes you get the scores back and you are blown away by how well some of the students had done. I am grateful that I was able to do this assessment analysis before I had become a teacher. I believe this is helpful for me to see what students are struggling with and what they are excelling at. Because of this assignment, I will be sure I am doing explicit instruction and making sure I am doing my very best to have none of my students fall through the cracks.

This assessment analysis report has made me ask a few questions. Are there specific test analyzations that are more important to focus on or does it depend on the test? Or could it also depend on where I work. I would use a condensed version of this report when I become a teacher to determine how well my students have done on a test.

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