Individual Lesson Assessment Reflection

SECTION 1: Reflection in Action

1. What were the formative assessment results each day in each of the content lessons? DESIGN
electronic TABLE GRAPHS to identify the results for each content. How would you use the
results the next day in your planning and why: Be very specific and correlate your reasoning
with sound research/readings from what you know about young children and learning. Did you
expect these results? Why or Why not?

A) Math
Math Lesson Rubric Results

Name I can write the time I can draw the hands I can identify the I can identify the Comments
on a digital clock to on the analog clock placement of the placement of the
the nearest five to the nearest five minute hand. hour hand.
minutes. minutes.

Carson 3 3 3 3 WOW!

Seth 3 3 3 3 Arrow reminder. You did great!

Damian 3 3 3 3 Precision and arrow. Be careful with hour

placement

Devin B. 1 1 1 2 Count by 5s, hand placement

Jayden 3 2 3 3 Placement of hands

Adriana 3 3 3 2 Hour hand precision

Gio 2 1 2 2 Arrows, minute hand is the bigger hand

Trey 2 1 1 3 Counting by 5s

Olivia 1 1 1 1 Count by 5s. Minute hand is bigger, precision

Devin H. 1 2 1 2 Count by 5s and precision

James 1 1 2 1 Knowing which hand is which, placement

Lexie 3 3 3 2 Placement, precision

Lacie 1 1 2 2 Count by fives for minute hand

Aaron 3 3 3 3 Don’t forget arrows!

Sebastian 3 3 3 3 Direction of #7, don’t forget arrows

Dawaun 2 3 2 2 Watch out for minute/hour hand placement

Marissa 2 2 2 3 Count by 5s, precision of placement

 Harlie ABSENT

Math Results:

I would use these results to determine that many students still need to practice identifying
the time, especially on analog clocks. A large portion of the class confused the minute hand and
the hour hands. The students also struggled to count by fives to tell the time on the analog clock.
The students also struggled with precision of the arrow for the hour hand, as it moves more and
more with every minute gained. I would use this information to use ability grouping for Day 2 of
the lesson. According to Wiggins & McTighe (2011), there are six facets of understanding. One
that was expected from students in this assessment was application. The students had to apply
what they learned from the lesson to find the correct time and to draw the hands to determine the
correct time. This is a goal of students by the end of 2nd grade. While this is something that few
students have mastered, these results were expected. This can be a hard concept for the students
to grasp, especially if they have a hard time identifying how to count the minutes on the analog
clock.

B) Language Arts
LA/SS Lesson Rubric Results

Major Major Major Character Character Character

Name event 1 event 2 event 3 response 1 response 2 response 3

1. Adri 2 3 2 3 3 3

2. James 3 3 2 3 3 3

3. Lacie 1 3 2 2 2 2

4. Marissa 3 3 3 3 3 3
Didn’t Didn’t
5. Gio 3 3 complete 3 2 complete

6. Dawaun 3 2 2 1 1 3

7. Lexie 2 3 2 2 3 2

8. Seth 2 3 1 2 3 1

9. Olivia 3 3 3 3 3 3

10. Devin H 3 3 2 3 2 2

11. Devin B 1 2 2 1 1 2

12. Carson 2 2 3 2 1 3

13. Trey 2 2 3 2 2 3

14. Sebastian 1 1 1 1 1 1

15. Jayden 3 3 2 2 1 2
 16. Harlie absent

17. Aaron absent

18. Damian absent

Language Arts Results:

I would use the results from the language arts lesson to inform my plans for further
lessons on the concept. It was found that a lot of the class was beginning to understand character
response to major events. The students struggled to identify the major events from the beginning,
middle, and end of the story. This is something that we reviewed as a class before the students
completed the graphic organizers. I could see that many students could identify how the
character felt, thought, said, or did in response to events. Though, some of the events that the
students chose were not major to the story. It was evident that the students are still learning how
to identify character response to major events. This was expected in the results, as the students
had not had much practice with identifying these concepts in the past. This was a brand-new
concept for the students, therefore, mastery was not expected quite yet. While using formative
assessments, it is important for teachers to use this knowledge to make decisions about their
instruction (McAfee, Leong, & Bodrova, 2004). To use these results in the next day, I would
focus the lesson more on identifying major eventsin a story through an engaging activity.

C) Social Studies
Personal Accountability Checklist

I can provide examples I can provide examples of I can provide

of responsible choices responsibility for personal examples of
to the text. actions to the text. respecting others to
Name: the text.

Seth ✓ ✓

Devin B. ✓

Trey ✓

Adrianna ✓ ✓ ✓

Dawaun ✓ ✓ ✓

Devin H. ✓

Carson ✓ ✓ ✓
 Lacie ✓ ✓

Lexie ✓ ✓

Jayden ✓ ✓

Harlie Absent

Damian ✓

Marissa ✓ ✓ ✓

Sebastian ✓ ✓ ✓

James ✓ ✓

Gio ✓ ✓ ✓

Olivia ✓ ✓

Aaron Absent

Social Studies Results:

I would use the results of the assessment to determine that only few students could
provide examples of each aspect of personal accountability. Each student was able to provide at
least one example from the text for personal accountability. Though, the students may have had a
hard time applying this knowledge to the book that we had read. Earlier in the lesson, the
students provided their own examples of personal accountability by applying the concepts to
their own lives. I feel that this could have been a factor that limited some student understanding.
This shows that the students do need more practice to identify such a concept, though, they were
able to provide personal examples easily during a turn and talk. It was evident that the students
were able to explain personal accountability for their own personal experiences, but when it
came to being able to apply the concept to the text. This shows that the students were able to
explain, but where limited in their ability to apply. Therefore, students were able to explain, but
not able to apply, which shows that they were able to use one fact of understanding (Wiggins &
McTighe 2011). Though, this was not the facet that was being assessed in the lesson.

D) Science
Living Things Checklist

Describes how a living Explains if the change is Works collaboratively with

Name thing causes changes. good or bad. group members.
 Seth ✓

Devin B.

Trey ✓ ✓

Adrianna ✓ ✓ ✓

Dawaun ✓ ✓

Devin H. ✓ ✓ ✓

Carson ✓ ✓

Lacie ✓

Lexie ✓ ✓

Jayden

Harlie absent

Damian

Marissa ✓ ✓ ✓

Sebastian ✓ ✓ ✓

James ✓ ✓ ✓

Gio ✓ ✓ ✓

Olivia ✓ ✓

Aaron absent

Science Results:

This group activity was used to help student work together to determine changes made by
living things. It was shown that over half of the students were able to identify a change. The
students that did not meet the goal were in the same group. When visiting each group to provide
verbal feedback on their progress, the students were not taking my feedback into consideration.
Therefore, I do not feel that the students were meeting their full potential as they were off task. I
would use the results to further their understanding the next day by providing less assistance for
the task. I would challenge the students more to see how the students would be able to identify
the changes made. As this concept can be hard for students to identify, it seemed that the
students did fairly well. I was surprised by the results because the students seemed to understand
the changes made, while this was a brand-new academic concept for the students. Though the
assessment, it was found that students were able to transfer their knowledge of changes made by
living things by applying it to the video that they watched (Wiggins & McTighe 2011).