Ivy Darger

Assessment Project

a. Description of the Assessment

i. Name the type of assessment that was given and include a detailed description of the
assessment.
The assessment that was given was a summative assessment. Students were required to identify
42 different sight words. For the assessment, students were pulled aside by the teacher and were
required to name the sight words that appeared one at a time on an iPad. The teacher listened to
the students say the word and if the student said the word correctly, the teacher pushed a button
that said, “Yes.” If the student said the word incorrectly, the teacher pushed a button that said,
“No.”
ii. List the standards that were assessed through the test.
RF.K.3.C: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are,
do, does).
iii. Provide a description of the students and the assessment environment.
Five out of the eight kindergarten students tested were in the highest reading group in the class or
the second highest reading group. The three other students are in the lowest reading group. One
of the students has an IEP for developmental delays. Another is has an IEP for language and has
a hard time with becoming overstimulated. The third student has reactive attachment disorder
which sometimes makes him easily distractible and he becomes easily frustrated. The
assessment environment was the normal classroom. At the time the students were given the
assessment, the other students in the class were divided by reading groups and participating in
different centers activities. The assessment was given in order to measure how many sight words
students learned throughout the year. There was a baseline conducted at the very beginning of
the school year. Then the assessment was given three more times throughout the school year.
b. Analysis of assessment results
i. Analyze the data by each item.
The assessment was given three different times throughout the course of the school year.
Additionally, there was a baseline assessment completed at the beginning of the school year.
ii. Describe each students’ assessment performance in relation to the assessment
proficiency standards. (Compare the number of correct items to the total possible.)
Key: B=Baseline, 1= 1st time assessment was given, 2= 2nd time assessment was given, 3= 3rd
time assessment was given
Hallie: B: 0, 1: 0, 2: 0, 3: 0
Bodey: B: 6, 1: 12, 2: 38, 3: 42
June: B: 0, 1: 7, 2: 32, 3: 42
Max: B: 1, 1: 19, 2: 33, 3: 42
Tamina: B: 0, 1: 7, 2: 24, 3: 28
Bella: B: 0, 1: 12, 2: 33, 3: 42
Matthew: B: 1, 1: 8, 2: 12, 3: 12
Zandi: B: 4, 1: 25, 2: 30, 3: 42
c. Student Learning
i. Provide a description of students’ strengths and areas of need in relation to the
standards being assessed.
Bodey, June, Max, Bella, and Zandi received a perfect score the final time when the assessment
was given. From working with Hallie, I know she has a hard time identifying letter names and
sounds, therefore during class activities, letter names and sounds were worked on more with her
than sight words. Tamina definitely showed improvement throughout the semester. However,
she missed many of the three and four-letter sight words. Matthew showed no improvement
between the second and third times he was assessed. He additionally struggles mainly with three
and four-letter sight words.
ii. Discuss what attributes may have contributed to the assessment results.
For the students who didn’t receive a perfect score, I believe they might have been distracted
during the assessment. Since these are three children who are easily distracted and the
assessment was done in the classroom, they might have lost focus by those around them. I know
for Matthew in particular, he gets easily frustrated and will just decide that he does not want to
participate in an activity. While I wasn’t the one who gave the assessment, I can imagine that
this was probably the situation here.
d. Instructional Design
i. Provide instructional strategies to support students’ learning needs.
One way to help teach these students sight words is through frequent exposure to these words.
Parents should be reviewing these words at home with their students in order to help them
become familiar with the words. Within the classroom, during centers time the teacher could
have activities that help the students review these words.
ii. Include differentiation strategies that include attention to the needs of English
Language Learners.
In order to help English Language Learners learn sight words, the teacher could individually
instruct the child. She could show the child the word and say it to him multiple times. She could
practice having the child repeat the word, as well. She could use different games, such as Bingo,
to help the child be able to identify and say the words.