Running head: Assessment Application and Analysis Report

Assessment Application and Analysis Report Krissy Yunker Dixie State College

Assessment Application and Analysis Report Krissy Yunker ELED 3420 Contextual Factors of the Classroom My practicum class this semester is taught by Ms. Phillips. This is a fourth grade class at East Elementary in Saint George, Utah. In this classroom, there are a total of 30 students,

consisting of 17 boys, and 13 girls. There are 10 English Language Learners, or ELL students in this class, but only one of them, a boy, receives pull-out instruction. One student in the class, a girl, has recently been diagnosed with Aspergers syndrome. This student does not go to any pull-out programs currently, because her Individualized Education Plan, or IEP is newly established. There is one male student with Attention Deficit Disorder, or ADD in the class, but he is not on any medication. The Socioeconomic Status, or SES is primarily low to middle-class. English is the first language of two thirds of the students, and Spanish is the first or dual language of the remainder of the students. One female student moved over Spring Break, and one male student came into the classroom after Spring Break.

Gender
20 18 16 14 12 10 8 6 4 2 0 Boys Girls

Gender

(Chart 1)

Assessment Application and Analysis Report As seen in chart 1, there are 18 boys and 12 girls in Ms. Phillips fourth grade class, at East Elementary. These students seem to get along pretty well together, Source: Ms. Phillips Classroom Teacher

Ethnicity
Caucasian Hawaiian Asian/Hawaiian African American/Caucasian Hispanic

33%

54%

3% 7% 3%

(Chart 2) Chart 2 shows that more than half of the students in this class at East Elementary are Caucasian, 10 are Hispanic, 2 are Asian/Hawaiian, 1 is Hawaiian, and one is African American/Caucasian. Source: Ms. Phillips Classroom Teacher

Assessment Application and Analysis Report

3.5

2.5

Gifted in Reading Giften in Math

1.5

Below in Math Below in Reading

0.5

0 ELL Non ELL

(Chart 3) Chart 3 depicts the reading and math levels of the students in Ms. Phillips fourth grade class, at East Elementary School. There are 2 ELL students who are gifted in reading and math, two that are below in math, and 3 that are below in reading. There are no Non ELL students that are gifted in reading, 2 that are gifted in math, 2 that are below in math, and 2 that are below in reading. One of the ELL students in her class go to a pull-out program for math assistance, and reading recovery. Source: Ms. Phillips Classroom Teacher General Accommodations and Modifications There are few accommodations provided for the female student with Aspergers syndrome in this classroom. She has been acclimated well into this classroom environment, and the students accept her well. Although she has outbursts at times when she is under any level of

Assessment Application and Analysis Report stress, she also has outbursts at inappropriate times, and seemingly for no reason at all. This student will make squealing noises, whine loudly, stamp her feet, and cry. The other students have gotten used to her actions, and do well at not letting them disrupt their learning. She has a stress ball that she will squeeze when she feels very overwhelmed. There are 2 students who excel in math, 2 that excel in reading, and the same that struggle with these areas of academia. The teacher attempts to differentiate for these students so that the high achievers are still challenged while the lower achievers do not drown. Some students are involved in higher-achieving academic program after school, and some students receive before school tutoring from the teacher. Although there are 10 ELL students in the class, only one of them has an IEP, and

receives pull-out assistance and reading recovery. I was not able to attain the specifics of his IEP before writing this report. Classroom Policies and Procedures that Affect Curriculum Design and Student Learning Classroom Rules: High Five at East Elementary 1. Be Respectful 2. Be Responsible 3. Hands and Feet to Self 4. Follow Directions 5. Be There Be Ready Classroom Procedures: Students hang up their backpacks when they enter the classroom. They begin their Mountain Math at the beginning of class Monday through Thursday. In this math

Assessment Application and Analysis Report activity, they are required to complete 6 questions while the teacher takes roll, and lunch count. The students know what the schedule will be for each day by looking at the white board, where the teacher has displayed it. Classroom Policies: Students are active listeners. We are a family of learners. We support each encourage each other. Ms. Philips gives her students the utmost respect. The students return that respect.

WIDA Levels
1

Level 5 Level 4 Level 3 Level 2 Level 1

2 1

(Chart 4) As seen in Chart 4, out of the 10 students in Ms. Phillips fourth grade classroom at East Elementary School that are classified as ELL learners, four have been given a WIDA level of 5,

Assessment Application and Analysis Report one is a level 4, two students are a level 3, two are a level 2, and one is a level 1. The classroom teacher stated that she could give out no more information on the WIDA levels of her students. Source: Ms. Phillips Classroom Teacher

Assessment #1 I was not present for this assessment, in the following description, I am paraphrasing the teachers comments on the assessment. The students in Ms. Phillips fourth grade class at East Elementary school in St. George Utah were given the Growing with Mathematics Topic 17 test on Thursday, Feb 28th, 2013. This test was administered after lunch in the students classroom. They were all seated at their own desks, with a privacy guard in place around their desk. There were no students who acted nervously or negatively about the assessment. Ms. Phillips thought that the student with Aspergers would have had some behavioral issues, but she settled right down, and took the test with the class. This test was given as the end of unit test, after the students had worked on five lessons and the test covered each section in the unit. There were ten multiple choice questions on this test. One student was absent on the day this test was taken, and 29 students were present. Topic 17 was on temperature, ratios and probability, finding locations using a grid, reading a line graph and percentages in a pie chart. Ms. Phillips will reteach the material where a question was missed by more than 10 students. She will also teach the material again in smaller focus groups for students who scored lower than 75% on the entire test. The purpose of this end-of-unit test was as a summative assessment to show what knowledge the students had gained in the areas of reading temperatures, ratios and probabilities, finding locations on a grid, and reading line graphs as well as the percentages in pie charts. If I were giving this assessment, I would formulate a review for the students based on what is on the Topic 17 test. I would administer this review to the students the day before they

Assessment Application and Analysis Report were scheduled to take the test. I would remind the students when they were taking the test, to read each question carefully and slowly, and pick the best answer. I would also ask them to recheck their work, before turning in their test for scoring. Lastly, I would tell the students to relax, and focus on their test. I would turn on some soft, quiet music to help aid in covering up

distracting noises that may be heard in the classroom, and to help the students focus their minds. *I do not have the students individual assessments. I was allowed to analyze the tests and the scores in-class by my mentor teacher, but not allowed to keep copies of the actual test.

Analysis Chart 5 (below) shows the scores received by the 29 (one student absent) students in this fourth grade class, on the Growing with Mathematics Topic 17 end-of-unit test. The test consisted of ten multiple choice questions. Low scores (scores below 75% correct) are not expected, since the students had 5 lessons covering this material, and also a review before the test was taken.

Assessment 1
10 9 8 7 6 5 4 3 2 1 0

Student 6

Student 1

Student 2

Student 3

Student 4

Student 5

Student 7

Student 8

Student 9

Student 19

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 20

Student 21

Student 22

Student 23

Student 24

Student 25

Student 26

Student 27

Student 28

Student 29

(Chart 5) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis

Student 30

Assessment Application and Analysis Report Chart 6 displays the student scores on the Topic 17 end-of-unit test based on gender.

There were 29/30 students who took this test. The boys answered 82% of the questions correctly, and the girls answered 80% of the questions correctly.

Student Scores by Gender Assessment 1

100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Boys Girls

(Chart 6) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis

Assessment Application and Analysis Report Chart 7 is a breakdown of how students answered on each specific question. Topic 17 End-of-unit test (29/30 students) Key Correct Response Incorrect Response Student Absent + X --

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Students Q Q Q Q Q Q Q # M/F 1 2 3 4 5 6 7 1 F + + + + + + + 2 M + + + + + + + 3 F + + + + + + + 4 F + + + X + + + 5 M + + + + + + + 6 M + + + X + + + 7 M + + + + + + + 8 M X X X + + + + 9 M + + + + + + + 10 M + + + X + + + 11 F -------12 M + + + + + + + 13 F + + X + + + + 14 M X X X + + + + 15 M + + X X + + + 16 F + + + + + + + + 17 F X + + + + + 18 M + + + + + + + 19 M + + + + + + + 20 F + + X + + + + 21 M + + X X + + + 22 M + + + + + + + 23 M + + X + + + + 24 M + + X + + + + 25 F + + + + + + + 26 F + + X + + + + 27 M X + X + + + + 28 F + + + + + + + 29 F + + + + + + + 30 F + + + + + + + (Chart 7) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis

Q 8 X + + X + + + X + X -+ + X + + + + X + + + + X X + X X X X

Q 9 + + + + + + X X + X -+ X X X + + + + X + + X + + + + X X X

Q 10 + + X + X + X X + X -X X + X + X X + X X + + + X X X X X +

Assessment Application and Analysis Report Questions Breakdown The following section shows how many of each question was answered correctly out of all the students, and the percentage that it was answered correctly. Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 25/29 or 89% of students answered correctly 27/29 or 93% of students answered correctly 20/29 or 68% of students answered correctly 23/29 or 79% of students answered correctly 29/29 or 100% of students answered correctly 29/29 or 100% of students answered correctly 29/29 or 100% of students answered correctly 17/29 or 58% of students answered correctly 18/29 or 62% of students answered correctly 12/29 or 41% of students answered correctly

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Student Scores Assessment 2

9 8 7 6 5 4 3 2 1 0 100 percent 90 percent 80 percent 70 percent 60 percent 50 percent 40 percent 60 percent, 2 50 percent, 1 40 percent, 2 100 percent, 4 70 percent, 5 Student Scores Assessment 2 90 percent, 7 80 percent, 8

(Chart 8) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis Chart 8 displays the percentage that students received overall, on the Topic 17 end-ofunit test. The ranges of scores on this test were from 40% to 100 %. Four students scored 100%. The mode was 80% with 8 students receiving this score, and the mean was 70% with 5 students receiving this score. All students answered question 5, 6, and 7 correctly, showing that they were able to use a grid effectively (finding a location on the grid) and partially read a line graph

Assessment Application and Analysis Report

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correctly. I say partially, because question number 8 was missed by 12 students, and it pertained to the line graph as well. The questions that the students overall scored above benchmark, or 80%, were questions #1- identifying the degree above zero, and #2- coldest temperature. On questions #3, #4, #8, #9, and #10, the class as a whole scored below the benchmark of 80%. Synthesis I feel that there should have been some accommodations made for the ELL students in this class. Three of the lowest scores on this test came from ELL students who receive pull-out reading and math assistance. The lowest score came from a student who is a struggling reader who also goes to reading recovery. I feel these students could have benefitted from having an aide, or other suitable adult available to assist them in reading the questions to ensure they understood what was being asked on each question. Another possibility is that these students could have benefitted from colorful charts, or even charts that were labeled. Also, these students may have needed a bit more individualized instruction on these areas they were tested on, perhaps a small math group. Looking at the scores on this end-of-unit test, I can see that all of the students are ready to move past grid-reading, and are almost ready to move past reading line graphs. The reason I feel they are almost ready to move past line graphs, is because only 58% of the students answered problem #8 correctly. This question asked;

Assessment Application and Analysis Report

13

Number of Hours Jack Exercised

14 12 10 8 6 4 2 0 M T W Th F Sa Su

Number of Hours Jack Exercised

(Chart 9) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis (As seen in chart 9) #8 How many hours did Jack exercise between Friday and Saturday? A. 1 B. 2 C. 3

I discussed the results with my mentor teacher, and I expressed to her that I felt like many students answered this question incorrectly, because the dots correlated with half-hours, not whole hours, and most students answered A, when the correct answer was C. She stated that the findings upset her quite a bit, since she went over the same material, and gave many examples before the test. She felt that they should have all understood the material. If I were to go back and re-teach this concept, I would give multiple examples, try to let the students interact with the smart-board, and possibly even construct their own line graphs for something they enjoy doing for long periods of time. The more exposure with math connected to real world experiences, and those important to students, the better. I feel a better use of time in thinking about planning for future instruction would also be to re-visit how to read and use pie-charts. These were the problems that the most students failed to answer correctly on this assessment.

Assessment Application and Analysis Report These are questions #9 and #10, along with the pie-chart in (Chart 10).

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#9 A. 18 B. 50 C. 35

If 70 students were surveyed, about how many chose chocolate as their favorite flavor?

#10 A. 18 B. 27 C. 35

About how many chose strawberry as their favorite flavor?

Unlabled Chart
Strawberry Vanilla Other

Chocolate

(Chart 10) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis Most students answered question #9 as B. 50, and question #10 as C. 35. I confessed to my mentor teacher that even I was having difficulty comprehending the pie-chart. I also discussed these findings with my mentor teacher, and she stated that she would definitely be reteaching this material, until the students understood it. She also said that the students are used to having numbers in the pie-chart to assist them. And since the number was given only in the question, the students may have become confused.

Assessment Application and Analysis Report I also noticed that only 68% of the class was able to correctly answer question #3, and this question had to deal with ratios and probabilities of marbles being drawn from a bag. #3

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There are 3 red and 2 blue marbles in a bag. If you choose 3 marbles at random, which

is not a possible combination? A. 2 red and 1 blue B. 3 blue C. 3 red

Most students answered either A. or C. on this question, and the answer is in fact B. Ms. Phillips told me that fourth graders, especially ELL students have difficulty with these types of problems, while to me it seems it would be an easy question. She stated that she would probably go over it again with a visual aid. It seems to me that the students would benefit greatly if the concept was retaught, using a visual, or manipulatives, where they could themselves practice pulling marbles out of a bag, or a similar activity. Student Comparison In chart 9 (below), I have outlined my student comparisons. I chose three students for score comparisons; a female student with Aspergers Syndrome (#4), and a male student who has been diagnosed with ADHD, but who takes no medications (#9) and one male ELL student (#12), (I was not given names of students along with their WIDA levels). Students # M/F 4 F 9 M 12 M (Chart 9) Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis Student #4 scored 8/10, Student #9 scored 10/10, and Student #12 scored 9/10. Q 1 + + + Q 2 + + + Q 3 + + + Q 4 X + + Q 5 + + + Q 6 + + + Q 7 + + + Q 8 X + + Q 9 + + + Q 10 + + X

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Topic 17 Test
10 8 6 4 2 0 Student #4 Student #9 Student #12 Topic 17 Test

(Chart 10)

Student Score Comparisons

Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis By comparing the scores on the Topic 17 end-of-unit test amongst the three students I chose, I can see that my student with Aspergers syndrome scored 80%, which is high for her, and she also had no behavioral problems before or during the test. The student with ADHD scored the highest on this test, with 100% accuracy. And the student with 90%, is an ELL student who receives no extra assistance in Mathematics. These students were three among the highest scoring students in the class, and three with a situation that could potentially have held them back.

Assessment #2 Assessment #2 was also an assessment that I was not able to take part in. There were 25 students who are still currently in Ms. Phillips class who took this test. I will analyze their scores only. There were 14 boys, and 11 girls who took this test that I will analyze. This test was Unit 5 from the Treasures program, and was administered on January 21st, 2013. This test was administered after lunch, in the students classroom. All of the students were seated in their own desks, with a privacy guard in place around their desk. This assessment was meant to test

Assessment Application and Analysis Report students skill in reading comprehension, vocabulary strategies, spelling, grammar, mechanics, and usage of grammar. For this assessment, students were to read an eight paragraph selection about

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Yellowstone National Park, and answer eight multiple choice questions regarding the selection. The students then needed to read a 5 sentence paragraph about planning a trip, followed by 5 multiple choice questions, regarding this passage. Ms. Phillips stated that she did not reteach any of this information, but that the students are continuously working on improving their reading comprehension, vocabulary, and spelling. If I had given this assessment, I would have formulated a review for my students who score low in reading, as this assessment is mostly based on comprehension and reading ability. There are two male students who struggle in reading, comprehension, vocabulary, spelling, and grammar who would have greatly benefitted from this approach. When beginning the test, I would remind students to read each question carefully and slowly, picking the best answer. I would ask them to recheck their answers before turning the assessment in. And lastly, I would instruct the students to relax, and focus on their test. I would also have pulled these two lowscoring male students into a focus group after the assessment had been graded, to go over the material that was on the assessment. *I have a blank copy of the test only. I was allowed to analyze the test, and the scores each student received on the test, but I am not allowed to turn in these scores with my paper. This is under Appendix A.

Assessment Application and Analysis Report Analysis

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Chart 11 (below), shows the scores received by the 25 (students have changed during the semester) students in this fourth grade class, on the Unit 5 Weekly Assessment (Treasures). This test consisted of 13 multiple choice questions, after reading two different passages.

Assessment 2
12 10 8 6 4 2 0

(Chart 11) Source: Ms. Phillips Classroom Teacher, Unit 5 Weekly Assessment

Student Scores by Gender Assessment 2

100.00%

0.97 0.92

90.00%

80.00% Boys Girls

(Chart 12) Source: Ms. Phillips Classroom Teacher, Unit 5 Weekly Assessment

Assessment Application and Analysis Report

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Chart 12 displays the student scores from Unit 5s Weekly Assessment based on gender. There were 25 students whom are still currently in Ms. Phillips class who took this assessment (14 boys, 11 girls). The boys answered 92% of the questions correctly, and the girls answered 97% of the questions correctly. Chart 13 is a breakdown of how students answered on each specific question. Unit 5 Weekly Assessment (25 students) Key Correct Response Incorrect Response Student Absent Students # M/F 1 F 2 M 3 F 4 F 5 M 6 M 7 M 8 M 9 M 10 M 11 F 12 M 13 M 14 F 15 F 16 M 17 M 18 F 19 M 20 M 21 M 22 F 23 F 24 F 25 F (Chart 13) + X -Q 11 + + X + X + X + + + + X + + X + X + + X X + X + + Q 12 + + + + + + + + + + + + + + + + + + + + + + + + + Q 13 + + + + + X + + + + + + X + + + + + + + + + + + +

Q Q Q Q Q Q Q Q Q Q 1 2 3 4 5 6 7 8 9 10 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + X + X + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + X X X + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + X + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + X + + + + + + + + + + + + + + + + + Source: Ms. Phillips Classroom Teacher, Topic 17 Test analysis

Assessment Application and Analysis Report

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Questions Breakdown The following section shows how many of each question was answered correctly out of all the students, and the percentage that is was answered correctly. Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Question 12 Question 13 25/25 or 100% of students answered correctly 25/25 or 100% of students answered correctly 21/25 or 84% of students answered correctly 24/15 or 96% of students answered correctly 23/25 or 92% of students answered correctly 25/25 or 100% of students answered correctly 25/25 or 100% of students answered correctly 25/25 or 100% of students answered correctly 25/25 or 100% of students answered correctly 25/25 or 100% of students answered correctly 16/25 or 64% of students answered correctly 25/25 or 100% of students answered correctly 23/25 or 92% of students answered correctly

14 12 10 8 6 4 2 0

100 percent, 13

Student Scores Assessment 2

92 percent, 9 Student Scores Assessment 2

85 percent, 1

69 percent, 1

62 percent, 1

100 percent

92 percent

85 percent

69 percent

62 percent

(Chart 14) Source: Ms. Phillips Classroom Teacher, Unit 5 Weekly Assessment Chart 14 displays the percentage that students received overall, on Unit 5 Weekly Assessment. The ranges of scores on this test were from 62% to 100%. 13 students scored 100%. The mode was 100%, with 13 students receiving this score, and the mean was 85%, with 1 student receiving this score. All students answered questions 1, 2, 6, 7, 8, 9, 10, and 12 correctly showing that these students were able to comprehend most of the passages given in this

Assessment Application and Analysis Report assessment, root words, as well as grammar and its general mechanics. The questions that the students overall scored above benchmark, or 80%, were questions #3- Comprehension (Where Yellowstone Park got its name from), #4- Finding the main idea of the paragraph, #5, Vocabulary, and #13 Grammar mechanics.

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Synthesis I feel that these scores were very high, showing that these students were competent at the beginning of this school year with digesting and comprehending the selections presented in the assessment. The two problems I see when analyzing the scores of the students, are the scores of two male students. One of these males goes to speech therapy (62% correct), and the other supposedly has ADHD no formal diagnosis or meds (69% correct). These two students score low in reading, and most likely could have benefitted from an aide assisting them in reading the selection and the questions, or even more time to finish the test. Question #3 was answered incorrectly by 4 students. This question said, The park got its name from _____. A. Rocks in the river B. A geyser C. Wildlife in the forest D. A glass hill After reading through this passage myself, and looking at this question again, it seems that the students may have gotten confused. The passage mentions hills that look like glass, and the wildlife around the park. If I were administering this assessment, I would have ensured that I went over the process of looking for contextual clues with my students. I would also stress to them the importance of rereading passages to check for understanding. These students rushed through a few of these questions, and I would instruct them read the questions before reading the passage, and reread it if needed before answering comprehension questions.

Assessment Application and Analysis Report

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I was not as concerned about this question, even though it was the second most incorrectly answered question, as I was about question #11. Sentence from passage: (2) She called to buy a discownt ticket right away. Question #11: What change, if any, should be made in sentence 2? A. Change She to They B. Change discownt to discount C. Change the period to a question mark D. Make no change For this question, 7/9 students who answered it incorrectly chose; D. Make no change. This seems like a simple vocabulary confusion. Obviously the students understood from sentence 1, that the passage was only about one person, not they. They also understood that the sentence was a statement, not a question. That leads me to believe that they simply did not notice that the spelling of the word discount was incorrect.

Student Comparison I chose three students from this assessment for score comparisons; a female student with Aspergers Syndrome (#4), a male ELL student (#12), and a male student who goes to speech therapy, and is low in reading and math (# 13), (I was not given names of students along with their WIDA levels). Students # M/F 4 F 12 M 13 M (Chart 15) Q 1 + + + Q 2 + + + Q 3 + X + Q 4 + X + Q 5 + X + Q 6 + + + Q 7 + + + Q 8 + + + Q 9 + + + Q 10 + + + Q 11 + + X Q 12 + + + Q 13 + X +

Source: Ms. Phillips Classroom Teacher, Unit 5 Weekly Assessment

Student #4 scored 13/13, Student # 12 scored 9/13, and Student #13 scored 12/13.

Assessment Application and Analysis Report

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Unit 5 Weekly Assessment

13 11 9 7 Unit 5 Weekly Assessment 5 3 1 -1 Student #4 Student #12 Student #13

(Chart 16)

Student Score Comparisons

Source: Ms. Phillips Classroom Teacher, Unit 5 Weekly Assessment By comparing the scores from the Unit 5 Weekly Assessment amongst the three students I chose, I can see that the student with Aspergers Syndrome scored 100%, with no behavioral problems during the test. The ELL student scored the second highest on the test out of these three, with 12/13 correct. The student who is low in reading, and who goes to speech therapy, score 9/13 on this test. The ranges of these students do not vary greatly. I can see from this assessment that student #13 could have benefitted from an accommodation for his testing.

Assessment #3 For my final assessment analysis for the practicum class, I chose to analyze a test I administered to the students on April 3rd, 2013. The test was administered as a follow-up for the lesson I taught to these students on March 27th, 2013 about Facts versus Opinions. There were 29/30 students present for this test. Recently, one female left the class, and one male student

Assessment Application and Analysis Report entered the class. I administered this test directly after lunch. All students were seated in their desks, with no privacy guards in place. This test was meant to check the memory of the students and comprehension of the

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difference between a fact and an opinion. There were four questions that the students needed to answer as fact or opinion. The 5th and final question prompted the students to give an example of a fact, and of an opinion. Before administering this test, I asked the students if they remembered the lesson I taught the week before about the differences between facts and opinions. After talking about this briefly, I asked the students to sit quietly and focus on their test. I told them its important to work quietly during a test so that everyone has a chance to do their best work, without distractions. *The test questions, and my personal analysis are under Appendix B. Analysis Chart 17 below shows the scores received by the 29 (one student absent) students in this fourth grade class, on the Fact versus Opinion test I administered to them. The test consisted of 4 fact or opinion questions, with one short-answer question.

Assessment 2
5 4 3 2 1 0 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30

(Chart 17)

Source: Kristen Yunker Practicum Teacher, Fact V Opinion Test

Assessment Application and Analysis Report Chart 18 below, displays the student scores on the fact versus opinion test based on

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gender. There were 29/30 students who took this test. The boys and girls both answered 89% of the questions correctly.

Student Scores by Gender Assessment 3

100.00%

90.00%

0.89

0.89

80.00% Boys Girls

(Chart 18)

Source: Kristen Yunker Practicum Teacher, Fact V Opinion Test

The following chart (Chart 19) shows the breakdown of how students answered on each specific question. Fact V Opinion Test (29/30 students) Key Correct Response Incorrect Response Student Absent Students # M/F 1 F 2 M 3 F 4 F 5 M 6 M 7 M 8 M Q 1 + + + + + + + + Q 2 + X + + + + + X Q 3 + + + + + + + + + X -Q 4 + + + + X + + X Q 5 + + + X + + + +

Assessment Application and Analysis Report 9 M + X + X + 10 M + X + X + 11 M + + + + + 12 M + + + + + 13 F + + + + + 14 M -----15 M + + + + + 16 F + + + + + 17 F + + + + + 18 M + + + + + 19 M + + + + + 20 F + + + + + 21 M + + + + + 22 M + + + + X 23 M + + + + + 24 M + + + + + 25 F X + + + + 26 F + + + + + 27 M + + + + + 28 F + + + + + 29 F + + + + + 30 F + + + + + (Chart 19) Source: Kristen Yunker Practicum Teacher, Fact V Opinion Test Question Breakdown

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The following section shows how many of each question was answered correctly out of all the students, and the percentage that it was answered correctly. Question 1 Question 2 Question 3 Question 4 Question 5 28/29 or 96% of students answered correctly 25/29 or 86% of students answered correctly 29/29 or 100% of students answered correctly 25/29 or 86% of students answered correctly 27/29 or 93% of students answered correctly

Assessment Application and Analysis Report

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25 20 15 10

Student Scores Assessment 2

5 points, 21

Student Scores Assessment 2 4 points, 5 3 points, 3 2 points, 0 1 point, 0 1 point Zero/ absent, 1 Zero/ absent

5 0 5 points 4 points

3 points

2 points

(Chart 20)

Source: Kristen Yunker Practicum Teacher, Fact V Opinion Test Chart 20 displays the percentage that students received overall, on the fact versus

opinion test. The ranges of scores on this test were from 0 points (Absent), and 3 points at the lowest. The highest was 5 points, with 21 students receiving this grade.

Synthesis I honestly felt that I had prepared the students in this class properly to take this test. I gave a clear lesson, with many examples, and a worksheet. I gave the students ample opportunities to work with me on the examples, in groups, and also individually. The students seemed to have a strong grasp of the concepts I had taught about the differences between facts and opinions. However, when I began to analyze the tests, I realized that a few of the students had answered some questions incorrectly, and I believe it may have been the wording on the questions that confused them. I felt this was most evident on question #2. The statement said that cheetahs are my favorite, and that they can run fast. Some students may have considered this a fact, not opinion, and I should have thought this question out more carefully.

Assessment Application and Analysis Report Test Breakdown Fact versus Opinion Test 1. Fact or Opinion Next Wednesday, I have band practice at 4pm.

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*Only one student was unable to answer this question correctly. Im not sure why this student was unable to understand that this would be a fact, and not an opinion. 2. Fact or Opinion My favorite animal is the Cheetah because it has beautiful spots and can run fast! *Four students answered this question incorrectly. Again, I feel I can attribute this to poor word choice on my part, when writing the test for my students. This could possibly be thought of as a fact, and opinion, or both by fourth grade students. 3. Fact or Opinion I think that reading is the best thing to do when its raining!

*All students were able to answer this question correctly. 4. Fact or Opinion Yesterday was Tuesday, and tomorrow will be Thursday.

*Four students were unable to answer this question correctly. Since I administered this test on a Wednesday, I feel that the students should have all been able to answer this question correctly.

5. Please write one fact, and one opinion. Fact__________________________________________________________________ Opinion_______________________________________________________________ *I had two students who did not give acceptable responses for this question. One male student said it was a fact that he is awesome. One female student failed to answer this question completely.

Assessment Application and Analysis Report Student Comparison I chose three students from this assessment for score comparisons; a female student with Aspergers Syndrome (#4), a male ELL student (#8), and a male student who is low in reading, and may have ADHD but has no formal diagnosis (# 9), (I was not given names of students along with their WIDA levels). Students # M/F 4 F 8 M 9 M (Chart 21) Q 1 + + + Q 2 + X X Q 3 + + + Q 4 + X X Q 5 X + +

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Source: Kristen Yunker Practicum Teacher, Fact V Opinion Test

Student #4 scored 4/5, Student #8 scored 3/5, and Student #9 scored 3/5.

Fact V Opinion Test

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Fact V Opinion Test

1 Student #4 Student #8 Student #9

(Chart 22)

Student Score Comparisons

*Tests: Student #4 Appendix C, Student #8 Appendix D, Student #9, Appendix E Source: Kristen Yunker Practicum Teacher, Fact V Opinion Test

Assessment Application and Analysis Report

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By comparing the scores of these three students, I can see that none of them were able to fully grasp the concept of the differences between facts and opinions. The two male students (#8, and #9), were among the lowest scoring students in the class. I can see that these students may need to be put into a focus group to ensure that they understand this concept, as it is important for school and life, but it may also be on their end-of-level test.

Self-Reflection This assignment concerning the breakdown and evaluation of assessments in the classroom has been a great help to me. I have been able to see how much work goes into prepping and building an appropriate assessment, as well as how the test or assessment can be broken down piece by piece to see where the childs strengths and weakness lie, and where improvements can be made on the part of the teacher, and on for the student. I feel that I can use more practice in writing assessments, because from my third assessment, I saw that my skills in wording my assessment questions were not up to par. I enjoyed learning how to break down the assessments, and how to see where the assessment is working, or is not working, and deciding in the validity and reliability of the questions.