Mrs.

Smith

Assessment Application
and Analysis Report
Contextual Factors

By: Starley Terry

Sun Valley Elementary school is located in Washington, Mrs.

Smith. It is a title one school, which means a large portion of students
receive free or reduced lunch. As a result, the school is given extra

Mrs. Smith
funds to support students in the learning process.

Free and Reduced Lunch

30%

Free/Reduced Lunch
Other

70%

Source: Mr. Taylor, Title I Coordinator

Currently, Sun Valley Elementary has 548 students enrolled and 384 of
them are on the free or reduced lunch program. Only 164 students
are not involved in the free lunch program.

Mrs. Smith
Mrs. Smiths third grade class is located at Sun Valley Elementary
in Washington County. Her classroom is made up of a variety of
students. Five students have Individualized Education Plans (IEPs).
Three IEPs are in place for learning disabilities, Mrs. Smith would not
disclose more information on the learning disabilities. The other two
IEPs are in place for autism with one including behavioral issues. One
of the students is severely autistic and she has a full-time aid. She is
included in the classroom most of the time but she does not complete
the same work as other students. One student has an IEP for a
learning disability and he is an English Language Learner (ELL) with a
WIDA level 2. There are two other ELL students in the classroom. One
of them is a WIDA level 5 and he does not require many
accommodations because of his high ability level. The other ELL
student is at a WIDA level 3. There are no students in Mrs. Smiths
class that are identified as gifted or talented.
Gender

Mrs. Smith

Gender
10
9
8
7
6

Series 3

5
4
3
2
1

Source: Mrs. Smith, Classroom Teacher

There are 19 students in the class, 9 of which are girls and 10 are
boys. All students in the class are 8-9 years old. I have noticed that
the girls in the class seem to have their favorite friends. A frequent
classroom activity that takes place is called, Hands-Up. The students
put one hand in the air and walk around the room, when Mrs. Smith
says, freeze the students stop and find a partner closest to them. I
have noticed on multiple occasions that the girls will walk around the
room in pairs, so when they need to find a partner, they are already
next to the partner they want. I have not noticed this with the boys.
All of the boys appear to get along well. At recess, two students do not
want to go outside; they would rather stay inside and draw.
Modifications and Accommodations

Mrs. Smith

Other

IEP

ELL

ELL/IEP

GATE

Source: Mrs. Smith, Classroom

Teacher
Seven students in Mrs. Smiths class have a need for some
type of modification. Two of those students are ELLs. One student is
an ELL and has an IEP for a learning disability. Two other students have
learning disabilities and two other students have Autism. Two students
need constant assistance and monitoring and the teacher, aides or
practicum students do this. One students IEP includes a section on
behavior but one of the other students who also has a behavior issue,
does not have a behavior clause in his IEP. Both of them have good
days and bad days. On the good days, one of them is able to complete
work and focus well on assignments. This student often needs
assistance on classwork from the teacher or an aid. The other
students behavior changes frequently. This student is an ELL and will
not complete work independently and constantly needs assistance. If
he his not getting help, he sits at his desk and does not begin to work
until Mrs. Smith is ready to move on. Then the student portrays

Mrs. Smith
frustration and refuses to work. At this point, the student is seeking
attention. Mrs. Smith ignores the student and tells him when he is
ready to work she will help him. This technique works sometimes and
at other times, the student refuses to cooperate. The main
accommodation for these two students is to have someone physically
next to them to walk them through their assignments. The
assignments are often shortened because they do not work fast
enough to complete them.
The ELL student who is at a WIDA level 5 does not receive any
modifications. I asked Mrs. Smith about accommodations for the ELL
student at a WIDA level three and she said that she does not need any
modifications. I did not agree with Mrs. Smiths decision, but it is her
classroom not mine. On October 14th I saw an accommodation given.
The students took a math test and this student scored 4/10 when
completing the test independently. Mrs. Smith had the student re-take
the test, but the second time Jane read the instructions to her. Jane
asked the student what the question was asking and the student was
able to verbalize what she was supposed to do and then do it. The
second test was scored and the student received 10/10. I feel like
more accommodations will be given to this student to help her succeed
in the classroom.
Two other students with IEPs are often pulled to the back
table for teacher assistance. The teacher will read directions to the

Mrs. Smith
two students and help them clarify their thoughts. These two students
are capable of completing the same assignments as the rest of the
class, but they often take more time. Extra time and assistance are
the main modifications/accommodations given to them. The student
who is severely autistic does not complete the same work as the rest
of the class. Her ability levels are difficult to measure due to lack of
speech. Mrs. Smith knows this student can read some, but she does
not read out loud. This students math level is a first grade level.
Student Ability Levels

Reading and Math Levels

Reading

Math

Source: Mrs. Smith, Classroom

Teacher
Mrs. Smith has a difficult class this year, not only because of
the IEP and ELL students. Many students in the class are below or
approaching grade level. Mrs. Smith informed me that the entire third

Mrs. Smith
grade is struggling and that every few years an entire group of
struggling learners will come through.
The reading levels for Mrs. Smiths students consist of a wide
range. Nine students are below or approaching grade level, while ten
are on/above grade level. The majority of the class is below grade
level in math. Eleven out of nineteen students are below grade level,
leaving six students on grade level and two above. In trying to meet
the needs of the students, the class is behind in the math curriculum
by two weeks.

SAGE Test Results

The SAGE test is given at the end of the school year. As of
October 1, 2014 Mrs. Smith reported that the school had not received
the results for SAGE from the spring of 2014.
Assessment #1
Before administering the assessment, Mrs. Smith spoke with
the class. The students had taken a different version of the chapter
test the day before and over half the class failed. Mrs. Smith said it
was because they had rushed through the test. Some students handed
in the test after 15 minutes. When Mrs. Smith was through explaining
to the students that they had to take their time and check their

Mrs. Smith
answers she let me explain the test. I passed out the test and had
everyone look at it as I read the instructions for each group of
questions. I read the directions and I encouraged them to use the time
Mrs. Smith was giving them and for them to try their best. Jane
explained a second paper that she passed out, which was a sheet with
numbered boxes that Mrs. Smith created. It was a scratch paper for
them to show their work because there was not room on the test. Mrs.
Smith thought this would help the students perform better as well. At
that point the students began working on the test. Several students
were pulled to the back table to have the test read to them.

Purpose of the Assessment

This test was the summative assessment for chapter 3. The
chapters main focus was subtraction. Along with subtraction the
students learned to estimate by rounding. At times it is necessary to
find an exact answer but at other times estimating the answer may be
appropriate. Throughout the chapter, students learned to identify key
words to alert them when to estimate or find the exact answer. The
test includes sections that tested subtraction knowledge, estimation by
rounding, estimation vs. exact answers and rounding to subtract
mentally. The results of this test show the strengths and weaknesses
that each student has in the different areas of subtraction. It will let

Mrs. Smith
the teacher know who grasped the concepts being taught about
subtraction and who needs to be retaught.

Environment at Time of Administration

As previously mentioned, the class had taken the math test
the day before and they rushed through it and did not check their
work, which resulted in most of the class failing the test. Mrs. Smith
knew they could do better, so she decided to re-test them and have
them use the scratch paper to show their work. The test was given at
approximately 10:45 am on September 30, 2014. The room
temperature was cool because it was still fairly early in the day. The
students were reprimanded for their performance on the test the
previous day and that made the environment feel solemn. Mrs. Smith
did express her belief that the students could do better which
appeared to give the students hope. A few of the students appeared
nervous and I would attribute that to feeling pressure to do better
today than they did yesterday. Other students seemed to know that
they rushed through the previous test and they appeared to feel guilty
that Mrs. Smith specifically addressed speed. The students were
prepared to take the test and they knew that they needed to take it
seriously. When the students began taking the test, I would say that
the feeling in the environment was still serious but full of determination
to improve.

Mrs. Smith

Assessment Analysis
This math assessment was given to the students on
September 30, 2014. Seventeen students took the test. Two students
were absent, which is indicated in the chart below by AB. The severely
autistic student did not complete the test. She is on a first grade math
level and so she does not participate in whole group math. This student
is on the chart but the (*) designates that she did not participate.
The following information displays how the entire class
performed on each question.
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question

1 14/15 or 93% of the students answered correctly.

2 7/15 or 46% of the students answered correctly.
3 12/15 or 80% of the students answered correctly.
4 14/15 or 93% of the students answered correctly.
5 15/15 or 100% of the students answered correctly.
6 15/15 or 100% of the students answered correctly.
7 12/15 or 80% of the students answered correctly.
8 14/15 or 93% of the students answered correctly.
9 14/15 or 93% of the students answered correctly.
10
12/15 or 80% of the students answered correctly.
11
7/15 or 46% of the students answered correctly.
12
8/15 or 53% of the students answered correctly.
13
9/15 or 60% of the students answered correctly.
14
12/15 or 80% of the students answered correctly.
15
12/15 or 80 % of the students answered correctly.

The following table shows each student and which questions

he/she answered correctly and which questions he/she answered
incorrectly.

Mrs. Smith
/

Correct Answer

Incorrect Answer

AB

Absent
Exempt from exam

Table 1
Student
F1
F2
F3
F4
F5/IEP
F6
F7/ELL
F8
F9/IEP
M10
M11
M12
M13/IEP
M14
M15/ELL
M16
M17
M18ELL/
IEP
M19/IEP

Q
1
/
/
/
/
/
/
/
A
B
*
/
/
/
/
/
/
/
X
A
B
A
B

Q
2
X
/
X
/
/
X
X
A
B
*
/
/
X
/
/
X
X
X
A
B
A
B

Q
3
/
/
X
/
/
X
/
A
B
*
/
/
/
X
/
/
/
/
A
B
A
B

Q
4
/
/
/
/
/
/
/
A
B
*
/
X
/
/
/
/
/
/
A
B
A
B

Q
5
/
/
/
/
/
/
/
A
B
*
/
/
/
/
/
/
/
/
A
B
A
B

Q
6
/
/
/
/
/
/
/
A
B
*
/
/
/
/
/
/
/
/
A
B
A
B

Q
7
/
/
X
/
/
/
/
A
B
*
/
X
/
X
/
/
/
/
A
B
A
B

Q
8
X
/
/
/
/
/
/
A
B
*
/
/
/
/
/
/
/
/
A
B
A
B

Q
9
/
/
/
/
/
/
/
A
B
*
/
X
/
/
/
/
/
/
A
B
A
B

Q1 Q1 Q1 Q1 Q1 Q1
0
1
2
3
4
5
/
/
X
/
/
X
/
/
/
/
/
/
/
/
X
X
/
/
X
/
/
/
/
/
/
X
/
/
X
X
/
X
X
X
/
/
X
X
/
/
/
/
AB AB
*
/
X
/
/
/
/
/
/

*
/
X
X
/
/
X
X
X

AB AB
*
/
X
X
/
/
X
/
X

*
/
X
X
/
/
X
/
X

AB

AB

*
/
/
X
/
/
/
/
X

*
/
/
/
/
/
X
/
/

AB AB

AB AB

AB

AB

AB AB

AB AB

AB

AB

Source: Chapter 3 Test, See Appendix A

The majority of the students in the class understood six

questions on the test, either 14 or 15 students answered correctly.
Questions two and eleven were answered incorrectly by over half of

Mrs. Smith
the class. Twelve students answered four of the questions correctly
and the remaining two questions were answered correctly by about
half of the class. Two questions out of 15 should be addressed in a
whole group setting to check for understanding.

The following graph, Chapter 3 Results, shows the number of

questions each student answered correctly.

Graph 1

Chapter 3 Results
16
14
12
10
8
6
4
2
0

Column1

Source: Chapter Test, See Appendix A

~ Indicates student was absent when assessment was given.
* Indicates student was present, but did not take assessment.

The lowest test score in the class was 53% and the highest
score was 100%. Three students scored 100% on the test and one

Mrs. Smith
student received a 53%. The class average was 77%. There were
eight students with scores higher than the average and seven students
with scores below the average. Seven female students and eight male
students took the test. The female students received a higher average
score than the male students. The following graph entitled, Average
by Gender, shows the average test scores by gender. The average of
the male students was 78% and the female average was 81%. The
benchmark percentage is 80%, so according to the test results the
female student average meets the benchmark standard but the male
average does not. The classroom teacher needs to reteach portions of
the material and retest the male students in order to improve their
scores to meet the benchmark standards.

Graph 2

Average by Gender
Male

Female
0

20

40

60

Male Students

80

100

Column1

Source: Chapter 3 Test, Appendix A

Mrs. Smith
`

Two out of the three ELL students took the chapter 3 test. The

ELL student with an IEP was absent the day of the test. The female ELL
student was present and she scored 12/15 on the test. The male ELL,
who is a high student, received 10/15. The table 2 will show the test
results for the two ELL students per question.

Graph 3

ELL Results

Male ELL

Female ELL

Source: Chapter 3 Test, Appendix A

ELL Results shows the breakdown of the test by looking at
each question to see which questions were answered correctly. The
solid red squares and green triangles indicate that question was
answered correctly. The black squares and triangles indicate that
response was incorrect.
Two students with IEPs took the chapter 3 math test. Two
students with IEPs were absent and again, the other IEP student did

Mrs. Smith
not participate in the test. Both of these students received
accommodations on the test. The test questions were read to each of
them by Mrs. Smith. The female student struggles to focus and at
times and she needs constant re direction. Her test average was
lower than the female class average by one point. Although it was low,
80% is a great test score for her. The male student performed
extremely well on the test. This particular day was a good day
because he was able to focus and complete the work that the teacher
or aid was helping him complete. His received 87% on the test while
the male average was 78%. He did a wonderful job and received a
check on his behavior chart for following instructions and completing
his work during the testing time period.

Graph 4
88
86
84
82
80
78
76
74
72

Female ELL
Female Average
Male ELL
Male Average

Mrs. Smith
Source: Chapter 3 Test, Appendix A

Synthesis of Assessment
The Chapter 3 Test included two questions that 54% of the
class answered incorrectly, questions 2 and 11. The concepts those
two questions were covering, are not understood by over half of the
class. As the classroom teacher, I would take this information and
reteach the two concepts in whole group instruction. On the test,
questions 1 and 2 are in the same instructional category. All students
in the class, except for one answered question 1 correctly, but over
half answered question 2 incorrectly. The instructions for the section
read, Make 10 or 100 to subtract mentally.
Question 2 is 522-425. Looking at the problem, most students
rounded both numbers down by taking a total of 7 away. 520-420 is
100 and then they added the 7 back that they had originally taken
away which equals 107. That is the answer that most students
selected that is incorrect. If you round 522 down to 520, you have to
barrow in order to complete the subtraction. Most of the students did
not complete the barrowing to get the answer of 97. The students
were thrown off by the instructions of making a 10 or 100 to complete
the problem mentally. If they had subtracted the numbers, barrowing
would not have been an issue. As the teacher, I would look at this

Mrs. Smith
problem with the entire class to explain that you have to barrow in
order to do the subtraction correctly.
Question 11 is similar to the fact that it is the last questions in
a set of 4, with the same directions. The directions say, Estimate.
Round each number to the indicated place value. 11. $8,205-$815;
hundreds. To complete the problem correctly they should have
rounded each number down ending up with $8,200- $800; which would
equal 7,400 as the estimated answer. Looking through student work,
there are a variety of mistakes students made on this problem. Many
rounded incorrectly and others simply made a mistake in subtracting.
Again, this problem should be addressed in a whole group setting. In
math the concepts continually build upon each other and if students
cannot correctly round and subtract, they will struggle as math
continues to become more complex. On the test, there were a lot of
students who missed problems that dealt with estimation vs. exact
answers, so I would also reteach and review that concept with the
whole group. In my opinion, most of the students tried harder on this
test because they were reprimanded right before the test about their
performance on the previous day.
The female student with an IEP who struggles with focusing
for long periods of time may need a break. On future tests, I may have
her complete half of the test and then take a walk or get a drink. I

Mrs. Smith
think that if she had a break, she would be able to focus on the
problems better and not rush through them just to be done.
In reference to graph 3, notice both ELL students answered
questions 2 and 11 incorrectly. The wording may have been difficult
for them to understand what the question was asking. The male ELL is
one of the highest in the class and he may have rushed through the
test to be the first one done. He performed better than two other male
students, worse than four and the same as one other male. The
female ELL did very well on this test, she did not receive any
accommodations. With a WIDA level 3, she performed very well on this
test. Comparing her score to the scores of the other female students,
she performed better than three of them, equal to one and worse than
two others.
The entire classroom environment may need some
adjustment. I would put stronger procedures in place to control the
noise level after the test. Mrs. Smith has the students read or
complete work they have not finished but many of the students do not
do this. I would have an activity for them to complete silently and
maybe turn on quiet instrumental music to see if music helped the
students take the test and remain quiet. Also, I would implement the
use of folders or something as desk dividers. The student desks are
arranged in rows and there is no way to prevent cheating. Using desk

Mrs. Smith
dividers would help all the students focus only on their work and it
may help keep the noise level down until all students finish the test.

Student Analysis and Synthesis

Table 2
Table 2 shows each question and weather the three selected
students answered it correctly or incorrectly.
/

Correct Answer

Incorrect Answer

Stude
nt
M11
M16
M17

Q
1
/
/
X

Q
2
/
X
X

Q
3
/
/
/

Q
4
X
/
/

Q
5
/
/
/

Q
6
/
/
/

Q
7
X
/
/

Q
8
/
/
/

Q
9
X
/
/

Q1
0
X
/
/

Q1
1
X
X
X

Q1
2
X
/
X

Q1
3
X
/
X

Q1
4
/
/
X

Q1
5
/
/
/

Source: Chapter 3 Test, Appendix A

Mrs. Smith

Graph 5
100
90
80
70
60
50
40
30
20
10
0

Male 11
Male 16
Male 17
Various Average

Source: Chapter 3 Test, Appendix A

Graph 5 clearly displays the percentages of the three male

students in comparison to each other and to the overall male, female
and class averages. In comparison to the male, female and class
averages, males 11 and 17 scored poorly while male 16 scored above
all the various averages.

Male 11 Analysis and Synthesis

Mrs. Smith
After looking at the test results, Mrs. Smith suggested Male 11
because he is on grade level for math, but he received the lowest score
in the class on this test, 8/15. Looking at the results in graph 5, it is
shocking to see that male 11, who is on grade level for math received
the lowest score, while two students (male 16 & 17) who are below
grade level surpassed his performance.
I would set up a student teacher conference with Male 11
because of his test results. It is hard to know why he scored so low
without talking to him. Maybe he was having a difficult day or maybe
he rushed through the exam without trying to improve from the
previous day. Mrs. Smith did not give us the results of the first math
test, but it would be interesting to see how his scores compared. I may
have him retake the test in a quieter setting where there were fewer
distractions to see of he understands the material or not. If he does
not, I would certainly reteach him.
Male 16 Analysis and Synthesis
Mrs. Smith suggested male 16 because of his math level and
his score suggest improvement. Male 16 is below grade level in
mathematics. He scored 13/15 on the test.
Male student 16 may be able to perform even better in a
quieter setting. I may send him to the library to take his test to see if
that helps. From what I have observed in the classroom, he often gets
distracted easily and he needs to be directed to complete his work. If

Mrs. Smith
the library is not an option, maybe have him sit alone to work on the
test. He has the ability to succeed and I think he could improve
throughout the school year to be on grade level in math instead of
below. Also, this particular student has some health concerns. He was
born with his intestines outside of his body. He has an opening at his
belly button that links to his intestines and through that opening, the
intestines are emptied. If he does not have it covered with a Band-Aid,
I think it distracts him because it gets irritated from his shirt rubbing
against it. I would make sure that this opening is properly covered in
order to remove that distraction.

Male 17 Analysis and Synthesis

Male 17 is below grade level in math. He scored 9/15 on the
test. Mrs. Smith expects male 17 to show improvement over the
course of the school year, which is why she suggested analyzing him
for this assessment.
Male student 17 needs to be retaught some of the information
on the test. He appears to not understand some of the material. I
would also meet one on one with him to discuss his test. I do not know
if I would have him retake the entire test, but I would show him a blank

Mrs. Smith
copy of the test and try one problem from each section that answered
incorrectly. I would have him read the question, tell me what it was
asking and what he had to do to figure it out. This way, I would see if
he understood the material. If he did not, I would offer tier two and
three instruction to him. On the other hand, if he appeared to have the
understanding of the material, I would look into environmental factors.
He is sitting next to one of the higher students in the class and may
feel the need to keep up with him in speed. As the teacher, I would try
moving his seat. I would also see if desk dividers would help him focus
more on his own work than the work of the students around him.
Assessment #2
Mrs. Smith selected similar problems from the test to complete
with the class prior to administering it. She read the instructions for
each section because quite a few students like when the directions are
read aloud. She explained to the class that they needed to take their
time on the test. Mrs. Smith told the class that she expected them to
do their best on the test. At that point, I passed out the test to them for
them to begin.

Purpose of Assessment

Mrs. Smith
This test was designed by the third grade team at Sun Valley
Elementary to test the students rounding skills. The team decided that
rounding is one of the key skills that the students need to master
during third grade. The entire third grade took this test and based on
the results they were grouped for interventions. The school is
implementing What I Need or W.I.N. time. This test determined which
group the students would be placed in for the half hour of math
interventions on rounding. The test results will show which students
have a solid understanding of rounding and which students need
further instruction, determining their group for W.I. N. time.
Environment at time of assessment
This test was taken in the afternoon. After lunch the classroom
temperature rises. The classroom was warm, so Mrs. Smith turned on
a fan to circulate the air. The students cleared their language
worksheets from their desks in preparation for the test.
Assessment Analysis
This assessment was administered on October 2, 2014 in
the afternoon. All students were present and participated in the test.
Chart 1 shows each test question. Alongside each question, the table
displays what the skill the question is assessing.
Chart 1

Mrs. Smith
Test Question
1) Round 6 to nearest 10.
2) Round 82 to nearest 10.
3) Round 436 to nearest 10.
4) Round 429 to nearest 100.
5) Round 3,684 to nearest 100.
6) Round 650 to nearest 100.
7) Seven thousand, four hundred
twenty-five. Round to nearest 100.
8) Round to underlined place
value. 7,462
9) Round to underlined place
value. 14,242
10) Bracelet purchased for $124.
To nearest $10 how much was
spent?
11) Score of 277 on game. Round
to nearest hundred.
12) Purchases of $189 and $49. To
nearest $10 how much was spent?
13) Purchases of $18 sweater, $25
shoes and $42 coat. To nearest
$10, how much did the shoes
cost?
14) Select number that was
rounded to nearest hundred to get
700 for the answer.
15) 3 items purchased. 1- $749, 2$782 and 3- $686. Rounded to
nearest hundred, which one cost
most?

What it is asking
Rounding skills and ability to
round to nearest 10.
Rounding skills and ability to
round to nearest 10.
Rounding skills and ability to
round to nearest 10.
Rounding skills and ability to
round to nearest 100.
Rounding skills and ability to
round to nearest 100.
Rounding skills and ability to
round to nearest 100.
Transfer written number into
numerical number.
Rounding skills to round to nearest
100.
Knowledge of place value and
rounding.
Place value and rounding ability.
Rounding to nearest 10.
Rounding to nearest 100.
Addition skills and rounding to
nearest 10.
Pulling out needed information
only.
Rounding to nearest 10.
Looking at multiple numbers and
selecting the correct one that
would be rounded up or down to
get 700.
Round multiple numbers to
nearest 100 and select the biggest
one.
Source: Rounding test, See

Appendix B

Mrs. Smith
The following information displays how the entire class
performed on each question.
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question

1 11/19 or 58% of students answered correctly.

2 16/19 or 84% of students answered correctly.
3 16/19 or 84% of students answered correctly.
4 16/19 or 84% of students answered correctly.
5 17/19 or 89% of students answered correctly.
6 17/19 or 89% of students answered correctly.
7 10/19 or 53% of students answered correctly.
8 17/19 or 89% of students answered correctly.
9 15/19 or 79% of students answered correctly.
10
15/19 or 79% of students answered correctly.
11
15/19 or 79% of students answered correctly.
12
5/19 or 26% of students answered correctly.
13
8/19 or 42% of students answered correctly.
14
16/19 or 84% of students answered correctly.
15
12/19 or 63% of students answered correctly.

The following table shows each student and which questions

he/she answered correctly and incorrectly on the assessment.
/

Correct Answer

Incorrect Answer

Table 2
Stude
nt
F1
F2
F3
F4
F5IEP
F6
F7ELL
F8
F9IEP
M1
M2

Q1
/
/
/
/
x
x
x
x
/
/
/

Q
2
/
/
/
/
/
/
/
/
x
/
/

Q3
/
/
/
/
/
/
/
/
x
/
/

Q4
/
/
/
/
/
/
/
/
x
/
/

Q
5
/
/
/
/
/
/
/
/
x
/
/

Q6
/
/
/
/
/
/
/
/
x
/
/

Q7
x
/
/
/
/
/
x
/
x
x
/

Q8
/
/
/
/
/
/
/
/
/
/
/

Q9
/
/
/
/
/
/
/
/
x
/
/

Q1
0
/
/
/
/
/
/
/
/
x
/
/

Q1
1
/
/
/
x
/
/
/
x
x
/
/

Q12
x
/
x
x
x
x
x
/
x
/
/

Q1
3
x
/
/
x
/
/
x
x
x
x
/

Q1
4
/
/
/
/
/
/
/
/
x
/
/

Q15
/
/
/
x
/
/
x
x
x
/
/

Mrs. Smith
M3
M4IEP
M5
M6ELL
M7
M8
M9ELL
/IEP
M10IE
P

x
x
/
/
x
x

/
x
/
/
/
/

/
x
/
/
/
/

/
x
/
/
/
/

/
x
/
/
/
/

/
x
/
/
/
/

x
x
/
/
x
x

/
x
/
/
/
/

/
x
/
x
/
/

/
x
/
/
/
x

/
x
/
/
/
/

x
x
x
x
x
x

/
x
/
x
/
x

/
x
/
/
/
/

/
x
/
/
/
x

Source: Rounding Test, See

Appendix B
Looking at the information in table 2, we can see that rounding is
a difficult concept for students to understand. Questions 5 and 6 were
solved correctly by the highest percentage of students in the class;
89% of the students answered them correctly. There were no
questions on this assessment that the entire class answered correctly.
Question 12 was by far the most difficult question on the test. Only 5
students answered it correctly, which means the remaining 14 students
answered it incorrectly. Question 13 follows close behind question 12.
Over half of the class answered it incorrectly. Questions 12 and 13
should be retaught to the entire class to ensure mastery of the
concept.
The following graph displays the number of questions each
student answered correctly.

Graph 1

Mrs. Smith

Column1

Source: Rounding test, see Appendix B

Two students in the class scored 100% on the test. The two
lowest scores were 0% and 26%. Those two scores were the scores of
both students in the class with Autism. The test was above the level of
math they could do. The class average was 73%, which is below the
benchmark of 80%. The class average without the two lowest scores is
85% and that exceeds the benchmark standards. With the 85%
average, there were three female students and five male students who
scored above the average.
The female average is 74% and the male average is 73%. The
averages of both genders increase significantly when the two lowest
scores are omitted. The female average increases to 81% and the
male average becomes 88%. With the two lowest scores omitted, both

Mrs. Smith
genders exceed the benchmark percentage. Graph 2 shows the
average scores of the male students vs. the female students, excluding
the two lowest scores.
Graph 2

Male

Male Students
Column1

Female

Source: Rounding test, see Appendix B

All three ELL students took the rounding assessment. The

female ELL student received 10/15 or 66% on the test. Male 6 scored
12/15 on the test passing with an 86%. The third ELL student is male
and also has an IEP. He received 4/15 or a 26% on the test. Graph 3
will show a breakdown of the test by looking at each question and if
the student answered it correctly or incorrectly.

Mrs. Smith

Graph 3

Male ELL/IEP
Male ELL
Female ELL

Source: Rounding test, See Appendix B

Correct responses are indicated by the blue diamond, red
squares and green triangles. Incorrect responses are shown on a lower
line and they are also noted by a black center.
The five students with IEPs were all present to take the rounding
test. Accommodations were given to these students to match their
IEPs. Mrs. Smith read the test to Female 5, Male 10 and Male 9.
Female 9 worked with her full-time aide. I read the test to Male 4 and
Male 9 worked with a special education teacher in the classroom.
Graph 4 shows the averages of the students with IEPs compared to the
rest of the class.

Graph 4

Mrs. Smith

The class average is 85% and the students with IEPs obtained
the average of 42%. The average of the IEP students would be higher
but Male 4 got all questions incorrect on the exam. He needed constant
reminders to focus, as a result he quickly wrote down an answer
without putting forth effort. Female 5 needed constant reminders to
stay on task, but she completed test only missing 2 questions. Male 9
struggled to focus and wanted to have a thumb war. After the thumb
war, he completed the test. Male 10 did excellent having the test read
to him. He got one question wrong.
Class Synthesis
There are several concepts covered on the test that quite a few
students in the class do not understand. One of them is covered in
question 1. Question 1 asks the students to round 6 to the nearest 10.
Almost half of the class answered this question incorrectly. They do
not understand that a single-digit number can be rounded down to zero

Mrs. Smith
or up to ten. As the classroom teacher, I would cover this basic but
important concept for rounding to ensure understanding by a majority
of the class. The other questions that were frequently missed were the
word problems. In my opinion, the students know how to complete the
problems but they did not read them carefully enough. The mistakes
made on the word problems are not consistent and they are asking
students to round to the nearest 10 or 100. The students completed
the same task for the first nine problems on the test. As the teacher, I
would go over the word problems as a class and point out the fact that
they are not asking anything different or new. The students have the
ability to complete the problems correctly, they just need to read the
question completely and pull out the needed information to solve.
Question 12 was the most missed question on the test. It asks
for students to round $189 and $49 to the nearest ten to figure out
approximately how much money was spent. Several students wrote
190 over 50 and subtracted, which gave them the incorrect answer.
Also, quite a few students rounded after they completed the addition
and instead of rounding to the nearest 10, they rounded to the nearest
100. That gave them the answer of $200 instead of $240. Question
13 listed three items that Sam purchased. The question asked, To the
nearest 10, about how much did the pair of shoes cost? Many
students did not read the question completely because they added all
three items together and rounded the sum. There was no addition

Mrs. Smith
required for the problem. The shoe price is listed as $25, so the
answer is $30. Many students also rounded down to 20 instead of
rounding up and I think this is a careless mistake made because they
knew they were almost done with the test.
Male 4, who has an IEP for autism, concerns me. Observing him
in the classroom, he has good days and bad days. On his good
days, he is able to focus on work and accomplish many tasks. On his
bad days, he appears to be in his own world and he lacks the ability to
focus on any task, except drawing. Instead of forcing him to take the
entire test on a bad day, I would tell him if he works hard to complete 5
problems with his aide then he can take a break and draw. I think he
needs to complete the same work but modifications are required to
meet his particular needs.
Once again, as students began to complete the test, the noise
level started to rise in the classroom. I would set procedures to control
the noise level so that the students who are slower test takers could
have the same testing environment as the other students. I do not like
the set up of the childrens desks, they are in rows and no precautions
were taken to prevent cheating. I would arrange desks in a different
manner and have set testing procedures for the children to follow for
every test to reduce cheating. The classroom is located in a portable
and because the temperature is hard to control, it gets hot in the
afternoon. I would allow students to keep their water bottles on the

Mrs. Smith
corner of their desks to allow them frequent drinks. With the water
bottles on their desks, they would be able to get drinks when needed,
without getting up and disrupting the class and it would keep them
hydrated.
Table 3
/

Correct Answer

Incorrect Answer

Student
F7ELL
F9IEP
M10IEP

Q1
x
/
/

Q
2
/
x
/

Q
3
/
x
/

Q
4
/
x
/

Q
5
/
x
/

Q
6
/
x
/

Q
7
x
x
/

Q Q Q1 Q1 Q1
8 9 0
1
2
/
/
/
/
x
/
x
x
x
x
/
/
/
/
/
Source: Rounding test,

Q1 Q1
3
4
x
/
x
x
x
/
see

Appendix B
Table 3 shows the test results for the three students that were
selected for analysis and synthesis. Each question is shown and if they
answered the questions correctly or incorrectly.

Graph 5

Q1
5
x
x
/

Mrs. Smith

Female 7
Female 9
Male 10
Various Average

Graph 5 displays the results of the three students compared to

reach other, the male students, female students and the whole class
averages.

Female 7 Analysis and Synthesis

The first student I selected is Female 7. She is an ELL with a
WIDA level of 3. She scored 10/15 or a 66% on the test. Three of the
problems she answered incorrectly were word problems. No
accommodations were given.
As the classroom teacher, I would have her retake the test with
accommodations. In my opinion there is a language barrier, with a
WIDA level of 3 she would benefit from having the test read to her. If
having the test read to her did not improve her score, I would reteach

Mrs. Smith
the material that she missed on the test. Again, a language barrier
could be an issue with instruction. I would differentiate to meet her
needs and include her in small group instruction if necessary. In any
re-teaching I would include SIOP to benefit her and I would also
incorporate it in upcoming teaching.
Female 9 Analysis and Synthesis
The second student I selected is Female 9. She is severely
autistic and has a full-time aide. She answered 2 questions correctly
on the test. A 2/15 gives her a 13%. Mrs. Smith suggested I select her
because she answered some of the questions correctly when her peer
who is mildly autistic answered all questions incorrectly.
I find this interesting because with how severe her autism is, this
demonstrates that there is some understanding. Female 9 does not
interact a lot with Mrs. Smith or the other students. As the classroom
teacher, I would like to work more closely with the special education
teachers and Female 9. She is comprehending some material I would
work with her on occasion to complete supplemental activities that
help deepen her understanding.
Male 10 Analysis and Synthesis
Male 10 received 14/15 or a 93% on the test. He received
accommodations during this test. The test was read to him and he was
allowed to take his time and focus on the test.

Mrs. Smith
In a personal conversation I had with Male 10, he said,
Everything goes way, way, way, way to fast for me. The
accommodations he received while taking this test were appropriate.
He needed the extra time and he did not feel rushed. Male 10 worked
at his own pace and he scored a 93% on this test. As the classroom
teacher, I would meet with him to recognize his success. He knows
that he struggles in school and it is important to help him see that he
can succeed in school. Also in speaking with this student, he has the
self-image of being stupid. When he takes his time and puts for the
effort he can succeed. I would work with him in order for him to
understand that he is not stupid and he can do anything he puts his
mind to.

Assessment #3
Before administering the test, Mrs. Smith reviewed key concepts
with the class. They completed several problems on the board to prep
for the test. Mrs. Smith told the students that she would not accept any
tests for at least 30 minutes. She explained to them that if they
finished early, they must go back through the test and check their
work. At that time Jane passed out the test papers and read the
instructions to the class. I passed out their scratch paper so they had

Mrs. Smith
ample room to solve each problem. The class began to work on the
test.
Purpose of Assessment
This test is the summative assessment for chapter 4 of the My
Math program. The purpose of it is to see if the students understand
the concept of multiplication. This chapter is the introductory chapter
to multiplication. One of the main concepts in the chapter is learning
to draw arrays or other models to represent or solve a multiplication
problem. On the test, there are quite a few models for the student to
use to help them find the answer and there are many where they must
create their own array to solve the problem. Along with arrays the
students learned to create equal groups of a counters to represent the
problem. The test also asks them to use counters to solve the
problem. The results of this test will show which students are gaining
an understanding of multiplication and which students are not. Also, it
will highlight their strengths and weaknesses that will inform the
teacher which areas need to be retaught.
Environment at time of administration
This test was given at approximately 10:45 am. The students
just came in from morning recess, got drinks and sat in their desks.
Once everyone was seated Mrs. Smith told the class to clear their
desks and that it was time for a math test. She proceeded with the
small review on the board and reminded them to take their time. Mrs.

Mrs. Smith
Smith told the students that each of them could do well on this test
and that they had all worked hard to learn the material. The test was
administered. The room temperature was warm but not hot. The
students appeared to be calm and ready for the test.
Assessment Analysis
This math assessment was administered on October 14, 2014.
All students were present. One student was exempt from this exam
and it is indicated on the chart below with (*).

The following table, table 1, shows each test question. Alongside

each question, the table displays what the skill the question is
assessing.

Table 1

Mrs. Smith

Test Question
1) 6 groups of 3 = _____
2) 2 rows of 9= _____
3) 6 groups of 5= ____
4) Draw array representing 3 rows
of 4 squares.
5) 8 clowns. Each holding 4
balloons. How many balloons
altogether?
6) Morgan and 4 brothers going to
the circus. Tickets are $5. How
much will they spend?
7) Draw array. 2 rows of 6 chairs.
How many chairs in all?
8) Use table to solve.
9) Write multiplication sentence
representing counters shown.
10) Write 2 multiplication
sentences using Commutative
Property.

What it is asking
Use model to find the unknown.
Use array to find the unknown.
Use counters to solve 6x5.
Create own array to solve 3x4.
Find key information
Solve 8x4.
Pull out key information.
Solve 5x5.
Create array to solve 2x6.
Use information to figure out the
number of lunch combinations by
multiplying.
Take given numbers and set up
multiplication sentence.
Use knowledge of Commutative
property and create 2
multiplication sentences. Use
array to create sentence.

The following information displays how the entire class performed on

each question.
Question
Question
Question
Question
Question
Question
Question
Question
Question
Question

1 18/18 or 100% of students answered correctly.

2 18/18 or 100% of students answered correctly.
3 15/18 or 83% of students answered correctly.
4 16/18 or 89% of students answered correctly.
5 17/18 or 94% of students answered correctly.
6 14/18 or 78% of students answered correctly.
7 16/18 or 89% of students answered correctly.
8 15/18 or 83% of students answered correctly.
9 16/18 or 89% of students answered correctly.
10
16/18 or 89% of students answered correctly.

Mrs. Smith
The following table shows a breakdown of each test question and
how each child performed on all questions.
/

Correct Answer

Incorrect Answer

Exempt from exam

Table 2
Q
Student 1
/
F1
/
F2
/
F3
/
F4
/
F5IEP
/
F6
/
F7ELL
/
F8
*
F9IEP
/
M1
/
M2
/
M3
/
M4IEP
/
M5
/
M6ELL
/
M7
/
M8
M9ELL/I
/
EP
/
M10IEP

Q
2
/
/
/
/
/
/
/
/
*
/
/
/
/
/
/
/
/

Q
3
/
/
/
/
/
/
/
/
*
/
/
/
/
/
/
/
x

Q
4
/
/
/
/
/
/
/
/
*
/
/
/
/
/
/
/
x

Q
5
/
/
/
/
/
/
/
/
*
/
/
/
/
/
/
/
/

Q
6
/
/
/
x
/
/
/
x
*
/
/
x
/
/
/
/
/

Q
7
/
/
/
/
/
/
/
/
*
/
/
/
/
/
/
x
x

Q
8
/
x
/
/
/
/
/
/
*
/
/
x
/
/
/
/
/

Q
9
/
/
/
/
/
/
/
x
*
/
/
/
/
/
/
x
/

Q1
0
/
/
x
/
/
/
/
/
*
/
/
/
x
/
/
/
/

x /
/
Source: Chapter 4 Test, See

Appendix C
Chapter 4 was in introduction to multiplication using arrays and
other models to solve problems. Overall, the class performed very well
on this test. The entire class missed 19 questions. Questions 1 and 2

Mrs. Smith
were answered correctly by all of the students. Question 6 was most
frequently missed. It was missed 4 times. Questions 3 and 8 were both
missed 3 times. The following graph, graph 1, reports the number of
questions each student answered correctly.
Graph 1

Math Test
12
10
8
6

Math Test

4
2
0

Source: Chapter 4 test, See

Appendix C
(*) Indicates that she was present, but she did not take the
assessment.
On the chapter 4 test, 8/18 students received 100%. The
average score on the assessment was 8.9, which is very high. The
lowest score was 60% and that is the score of Male 9, a ELL student
with and IEP. Male 8 , a student with autism, scored 70%. All students
met the benchmark except for males 8 and 9. The class average was
88%. The male average was 83% and the female average was 94%.

Mrs. Smith
Graph 2 compares the male and female test averages. Again, both
groups met the benchmark of 80%.

Graph 2

Male Students
Female Students

Source: Chapter 4 test, see Appendix C

All three ELL students were present to take the Chapter 4 test.
Female 7 received 10/10 or 100% on the test. The test was read to her
by Jane. Male 6 received 10/10 or 100%. Male 9 received 6/10 or 60%
on the test. His score was the lowest of the class. The following graph
displays the results for each question on the test and weather each
student answered it correctly or incorrectly.
Graph 3

Mrs. Smith

Male ELL/IEP
Male ELL
Female ELL

Source: Chapter 4 test, see Appendix C

Incorrect responses are noted by black filling. Correct responses
are the given color for each student: red, blue or green.

All students with IEPs were present, but Female 9 did not take
the assessment.

The other four students with IEPs took the exam.

The classroom teacher pulled Male 10 and Female 5 to the back table.
She read the test to them and helped them focus. An aide worked with
Male 9 and I worked with Male 4. The graph below, graph 4, shows the
average score of students with IEPs compared to the class average.

Graph 4

Mrs. Smith

Source: Chapter 4 test, see Appendix C

The students with IEPs received an average of 83%, which is
above the benchmark score of 80%. The class average was 88%, also
higher than the benchmark. Female 5 focused very well and answered
all questions correctly. Male 4 answered one question incorrectly. He
was able to stay on task and solve the 10 problems. Male 9 did not
focus well and he struggled to complete the task that the question was
asking. Male 10 focused well on the test and he made minor mistakes
on the questions that he answered incorrectly.
Class Synthesis
Overall, the class performed very well on the chapter 4 test. I
feel that the concepts were taught efficiently in a manner that the
students understood. Four students missed question 6 and misreading
it is what caused them to get it wrong. The question reads, Morgan
and her 4 brothers are going to the circus. A ticket costs $5. How

Mrs. Smith
much will they spend altogether? The students either did not
carefully read the question and they only looked at the numbers 4 and
5 and multiplied those, or they read it and forgot to count Morgan and
her 4 brothers. As the classroom teacher, I would address this problem
and discuss the importance of paying attention to the wording of the
problem. I would remind students to include Morgan with her 4
brothers to get 5 x 5.
Three students missed question 8 and it was using a table to
solve the problem. The set up of the table could be confusing to the
students. The question was asking the students to figure out how
many lunch combinations there could be with 2 drink choices and three
sandwich choices. One sandwich was peanut butter and the drink
choices were water and fruit juice. It was written like this in the table:
W/ PB and FJ/PB. If the students did not look carefully at the table and
process how it was set up it could have been confusing. The answer
was 6 and the three students who answered it incorrectly put 8. They
may have counted the boxes and included the two boxes that listed the
drink options.
The test scores for this test were very high compared to the
other two tests I selected. The ELL and IEP students performed very
well. As the classroom teacher I would continue to offer
accommodations to help meet the needs of those students. Female 7
an ELL, did receive accommodations on this test.

Mrs. Smith
This test was administered in the morning when the room was
not too hot and the students focused well. They were allowed to have
a break at recess just before the test and they were given the
opportunity to rehydrate before taking the exam. I feel that this
helped prepare the students to take the test and to focus easily.
Once again, if this was my classroom, I would implement
strategies to prevent cheating, such as file folders for desk separators.
It is also important to have anchor activities for the fast finishers.
When the students have a meaningful activity to engage in when they
complete the given task, the noise level in the classroom will remain
low for the students who take longer on the test.
Table 3
Table 3 shows the breakdown of the test for the 3 students I selected.
/

Correct Answer

Incorrect Answer

Q
Student 1
/
F7ELL
/
M2
/
M4IEP

Q
2
/
/
/

Q
3
/
/
/

Q
4
/
/
/

Q
5
/
/
/

Q
6
/
/
/

Q
7
/
/
/

Q
8
/
/
/

Q
9
/
/
/

Q1
0
/
/
x

Mrs. Smith
Graph 5

Female 7
Male 2
Male 4
Various Average

Source: Chapter 4 test, see Appendix C

Graph 5 compares the scores of the three selected students to
one another. It also shows the scores of the three students in
comparison to the averages of the whole class, the female and the
male students.

Female 7 Analysis and Synthesis

I chose Female 7 because she received accommodations on this
test. Female 7 received a score of 10/10 or 100% on this exam. On
assessment 1 she received and 80% and on assessment 2 she received
a 66%.

Mrs. Smith
Jane read the test instructions and questions to Female 7.
Female 7 was able to overcome the language barrier as a result. She
did not have to focus on reading and on comprehending the question
to answer it correctly. The test results clearly show that she benefited
from having the test read to her. As the classroom teacher, I would
continue to give this accommodation to Female 7. Also, I would work
with her one-on-one when I could to help her improve her reading
skills.
Male 4 Analysis and Synthesis
I selected Male 4 because of how well he performed on the test
and for what I noticed while working with him on the test. Male 4 has
an IEP for autism and behavior issues. On this test he received 9/10 or
a 90%.
Male 4 was having a good day. He was able to focus on the
test and follow instructions. While working with him, I guided him
through each problem by telling him to draw his counters or count the
squares in the given array. Male 4 consistently skipped the number 17
while counting. I would prompt him to go back and recount because
he missed 17. When he would say, 16, I would quickly say, 17 so
that he did not miss it. I spoke with Mrs. Smith afterwards and he does
not know the number 17 and he always misses it. As the classroom
teacher I would continue to offer him the appropriate accommodations
to help him succeed in school. Also, I would work with him to teach

Mrs. Smith
him the number 17. I would show him a number line from 1-20, count
a set of objects that contained 17 objects have him draw groups of 17
and visually show him 17 objects. I feel that it is important that he
learns the number 17 so that he can continue to succeed in math.
Male 2 Analysis and Synthesis
I selected Male 2 because he received 10/10 or 100% on this
test. On assessment 1, he received the lowest score in the class a
53%. Mrs. Smith suggested I select him because of the difference in
his test scores.
Male 2 rushed on assessment 1 and did not put forth his full
effort and that resulted in a very low score. Today, he performed
better on the test and he was able to answer all questions correctly. In
this situation, I would meet with the student individually again and
compare the two test scores. I would help him understand that when
he takes his time and puts for effort on each test, he is more
successful. I would try to strengthen the relationship of effort and
success for him, in order to help him continue to be successful. I would
not want him to make it through 3rd grade or any schooling for that
matter thinking only that he is smart. This would result in frustration
and giving up when he came to a topic that required effort and hard
work for him to understand.
Self-reflection

Mrs. Smith
I learned a lot from completing this assignment. I never
collected and analyzed data prior to this project. At first, the project
seemed huge and I did not think I would be able to complete it but as I
began working on it, it was not as bad as I thought. It was still a lot of
work but it was doable.
As a pre-service teacher, this project really helps me see the
value in analyzing and synthesizing assessment data. Previously, I
would correct tests for teachers and I would give the students a grade
and that was it. Occasionally, I would think, Oh, thats not a good
score. Not once did I consider looking at the factors that may have
caused the student to receive such a score. This project helped me
realize that there are many factors and if the teacher looks at the
information provided by the student, an improvement can be made.
As a teacher, I need to get to know my students. When I am aware of
their interests, their learning profile and readiness it will help me plan
effective instruction. Then I will look at the test results and see
common problems that were missed and why. On all three of my
assessments, the students made the same or very similar mistakes on
the questions that were most frequently missed. As I looked at that
information, I saw similarities in the mistakes students made and reteaching a concept or going over a specific problem could correct the
mistakes. This will help students truly learn and prepare for
standardized tests they must take at the end of the year.
Analyzing and synthesizing can be time consuming, but it is so
beneficial to the students. I plan to continue to look at assessment
information to help improve the learning of my students because the
information gathered is vital to their success. This project has made it
clear to me that the power is in my hands as the teacher to make a
difference in their education. It is not hard to look at the test and come
up with simple changes or strategies to implement that will help the
student and that is what teaching is all about.
I liked that we had to collect data for this project from our
practicum. All the assignments for this semester seem to fit together.
One assignment for Dr. Murrays class was the class profile sheet,
which helped us get to know our students. The tests we administered
for this project helped us to see their academic skills. Our field
research of getting to know the students, their needs, their abilities
and administering assessments gave me insight for this project. I was
able to take the facts that the data showed and put them into the
project. The other assignments helped because I used my knowledge
about the students to create a plan in the synthesis section of the
whole class and individual students. For example, Female 7 was not
receiving any accommodations. When she did, her test score improved
dramatically. From a teachers perspective, I know that there must be
a language barrier and I would continue to accommodate for it. Also, I

Mrs. Smith
would enhance teaching by using other methods that I learned about
this semester.
Although I learned a lot from this assignment and I can clearly
see the benefit of analyzing and synthesizing assessments, I feel that
three assessments was a lot. The first one was a learning experience.
I did like the fact that we had the opportunity to hand them in and
have them corrected. That was beneficial because I knew what I had
done well and what needed fixing. The second assessment was easier
because I knew what I was doing. I did not make the same mistakes
due to the corrections. The third assessment was the easiest and at
timed I felt it was slightly redundant.

Appendix A
Chapter 3 Assessment

Mrs. Smith

Appendix B
Rounding Assessment

Mrs. Smith

Appendix C
Chapter 4 Assessment