Individual Lesson Assessment Reflection

Math Lesson Rubric Results

Name I can label I can I can record I can draw Comments
the interpret data in the the key and
pictograph data. accurate use it
correctly. area. correctly.
Bria 3 4 4 2 Remember to label
the key.
Brodie 4 3 4 4 You did great!
Sarafina 4 2 3 4 Placement of data.
Cullen 3 3 3 3 Make sure you
reread your labels.
Colt 4 4 4 4 Wow!
MarLee 4 3 4 1 Don’t forget to use a
key.
Mia H 4 4 4 4 Awesome job!
Savannah 3 4 4 4 Awesome! Make
sure you reread your
labels.
Caden 4 4 4 4 Awesome!
Henry 4 4 4 4 Great job!
Mia M 4 3 3 4 Make sure you check
your data before
turning in your work.
Zeth 3 3 3 4 Remember you have
to label the colors of
the jelly beans.
Regina 4 4 4 4 Fantastic!
Aiden 4 4 4 4 Nice work!
Jordan 4 4 4 2 Good job! Make sure
you follow along
with directions, the
key was supposed to
be a circle.
Cooper 4 4 4 4 Keep up the hard
work!
Zoe 4 4 4 4 Be creative with
your title!
Grady 4 4 4 4 Good job!
Jason 4 4 4 4 Great work!
Matthew 3 3 3 4 Make sure you label
the data.
 Michael 4 4 4 4 Wow!
Ivan 4 4 4 1 Don’t forgot the key.
Leya 4 3 3 4 Make sure you are
checking where you
place the data.
Catherine 4 4 4 4 Wow! Awesome job.
Kadie 4 3 3 4 Watch out where
you out your data.

Math Results/ Results used for the next day:

I would use these results to determine that many of the students have a basic
understanding on interpreting and creating graphs. A majority of the students have a grasp on
interpreting the data and recording it in the correct spot on the graph. The students struggled
with placing the titles in the correct spots on the graph and labeling the information. I would
use the information I gathered from the rubric to use ability grouping for Day 2 of the lesson in
math. Considering the students understood the pictograph but struggling in labeling, the
teacher is going to continue to teach a bar graph the next day. The information on labeling and
data will still be discussed just on a different graph. According to Gollub (2002), to make real
differences in students’ skill, it is necessary both to understand the nature of expert practice
and to devise methods that are appropriate to learning that practice. The students had to use
methods that best related to them in helping the students create the graph. Using the results
from the students and providing feedback will allow students to approach this skill next time
using methods that apply to their learning style. The teacher will create instruction where the
students will be able to expand on the knowledge they already have. This is a goal for the
students by the end of 3rd grade to produce and understand graphs. Overall, a majority of
students understand the concept but the skills will be practiced again so all students master
creating and interpreting graphs.

Did you expect these results why or why not?

After collecting the data and reviewing the results, I was not to shocked to see the
students’ performance on the assessment. When introducing the pictograph to the students,
they had a clear understanding of interpreting the data and placing the labels in the correct
spot. When modeling the graph on the smartboard. The students answered several questions
correctly that demonstrated they understood how to create a graph independently. The
formative assessment showed that the students can interpret the data correctly. Therefore,
after collecting the data and seeing the results of how well the students performed, I was not
surprised but happy to see the students can move forward with the lesson. Reviewing of
labeling and data will occur but overall the students grasps the concepts well.

What did you learn about teaching and learning related to assessments, student feedback and
the use of student data from the assessment?
 What I learned about teaching and learning related to assessments is that students and
the educators perform best in a comfortable learning environment. A positive environment is
key to successful teaching and learning. While implementing the lesson, I found that
assessments are very important to guide the students learning. Using pre-assessments, formal
and in formal assessments will set up an understanding for where the students instructional
levels are. The teacher will be able to use ability grouping to form small groups in the
classroom. Formative assessments are beneficial for both the students and educators as you
are able to see the students current level in that content. For students, the teacher will provide
feedback which will guide the students learning to master the skill. Teachers need to use
assessments as a tool to guide the learning in the classroom and help students reach their
personal learning goal of the learning objectives. “Feedback relies on clearly defined goals
(including learning intentions and success criteria) and on learning tasks or activities to track a
student’s progress towards those goals. The information gathered through these activities
provides the basis for feedback to a student” (AITSL, 2020). As a teacher, it is important to set
clear goals and learning objectives with the students so they have a full understanding on the
learning goals they want to meet. When it comes time to give feedback it is important that it is
useful and understandable for the students. “Students may feel that they receive feedback
throughout the school day: "You need more examples in your report." "I'm so pleased by your
poster." "This paper is not your best work—you earned a C." "Great job!" But such comments—
in which teachers offer advice, praise, criticism, or evaluation—don't provide the kind of
descriptive feedback that can help students improve their performance” (Wiggins, 2012). I
learned that students need descriptive feedback in order to use it and learn from it. Student
feedback is important as students are understanding the skills they have not mastered yet. The
educator is supposed to set up positive feedback that the students can use to guide their
practice. The students should understand what they are being assessed on before taking it. This
will help the students have an idea or concept of the material being assessed. Sometimes
students do not perform well on assessments considering they are not able to provide the
information in the way they would have liked too, this is why feedback is important. Checking in
with students and conferencing with them is important to let the students know you care.
Sometimes students just do not perform well on assessments but actually know the
information that is being tested. Using the data from students is important when moving on to
the next lesson, you will be able to create effective lessons for all the learners in your room.
Using data and feedback is how our students grow as a learner each day. Overall, throughout
lesson week I learned a variety of useful tools and information about teaching and learning
while teaching and using the assessments. All of the knowledge I learned during lesson week
will carry with me into unit week and my future teaching.
 References

AITSL. (2020). Reframing feedback to improve teaching and learning. Retrieved from

http://www.drivelearning.org/uploads/4/4/1/1/44110523/reframing_feedback_to_improve
_teaching_and_learning.pdf

Gollub, J. P. (2002). Learning and understanding: improving advanced study of mathematics

and science in U.S. high schools. Washington, DC: National Academy Press.

Wiggins, G. (2012). Educative Assessment. Designing Assessments to Inform and Improve

Student Performance (Vol. 70).