Individual Lesson Assessment Reflection

Section 1: Reflection in Action

What were the formative assessment results each day in ONE of the content lessons? Make
these results up and DESIGN an electronic TABLE GRAPH to identify the results for this one
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. It is expected that you have 3 citations. Did you expect these results?
Why or Why not?

A. ELA
ELA Lesson Rubric Results

Name: Question 1 Question 2 Question 3 Question 4

Marcus 2 2 2 2
Gavin 1 0 1 Differentiated
exit slip -
N/A
Kainan 2 1 2 2
Efrain 1 2 1 Differentiated
exit slip -
N/A
Gianna M. Absent Absent Absent Absent
Gianna K. 2 1 2 2
La’Waun 2 2 2 2
Bella 2 2 2 2
Michael 0 1 1 Differentiated
exit slip -
N/A
Kaydence 2 2 2 2
Mason 1 1 2 2
Evionna 0 1 1 Differentiated
exit slip
Jazzy 0 2 0 Differentiated
exit slip -
N/A
Hayden 1 2 2 2
Language Arts Results:
I would use the results from this lesson to expand on having the students ask and answer
questions based on a text or passage. Based on the results, the students were able to comprehend
the information in the text in order to answer questions specifically related to the story, but
struggled to ask before, during, and after reading questions based on the text. The students have
been working on this concept since the beginning of the school year, but struggle to ask their
own questions relating to a text or passage. Some students did improve on their ability to ask and
answer questions about a story during this lesson, but mastery was not fully reached for all
students in this lesson. These results were expected, and lead to formation of flexible grouping
with the other third grade classrooms based on student needs. Formative assessments have many
benefits in the classroom. Formative assessments allow teachers to gain knowledge on each
individual students’ strengths and weaknesses in order to plan the next lesson and instruction
based on the students’ needs (Jordan Catapano). I would use the results in this lesson to do a
reader’s theater the following day in order to have the students practice asking before, during,
and after questions and answer questions based on the readers theater .

B. Social Studies

Social Studies Checklist Results:

Name I I am able to I am able to I am able to
understand create an support my explain my
what it idea to idea on how idea to
means to make the to make a make the
make the community community community
community a better a better a better
a better place. place. place.
place.
 Marcus
Gavin
Kainan
Efrain
Gianna M.
Gianna K. Absent Absent Absent Absent
La’Waun
Bella
Michael
Kaydence
Mason
Evionna
Jazzy
Hayden

Social Studies results:

I would use the results of this assessment to determine if the students understand making the
community a better place. Each student that attended school that day was able to write about how
they would make the community a better place like Abraham Lincoln did. Some of the students
wrote about how they would make the classroom community a better place while others wrote
about the community outside of the school setting. It was apparent that the students know what it
means to make the community a better place and can apply it to their communities, but struggle
to explain how their idea would help make the community a better place. These results show that
students can apply the concept of making a community a better place to their own life and
community but need extra practice to explain and expand on their ideas. When students use
information learned from the text they are able to analyze, create, and make connections to the
world based on what they learned in the lesson that allows for the student to use higher order
thinking skills (Courtney Pfeifer). I will use these results from the lesson to help the students
expand on their ideas using a graphic organizer to help them explain their reasoning for their
ideas in the next lesson.

C. Math
Math results:
Name I understand that I understand that I can understand
collected data can there are multiple that the same data
be graphed. forms of graphs can be presented on
such as pictograph, each type of graph.
bar graph , and tally
chart.
Marcus
Gavin
Kainan
Efrain
Gianna M.
Gianna K.
La’Waun
Bella
Michael
Kaydence
Mason
Evionna
Jazzy
Hayden

Math results:
I would use the result of this assessment to determine if the students understood how to present
collected data on a variety of graphs (bar graph, pictograph, and tally chart). Overall, the students
benefited from this lesson and most of them built a strong understanding of graphing data but not
all of the students reached mastery level with graphing. All the students were able to understand
that collected data can be graphed but some students struggled to comprehend that there are
multiple forms of graphs and that the same information can be presented on the same graph.
These results were expected from the students based on their engagement during the lesson and
their prior learning experiences with graphing. I will build off these results by scaffolding. Lev
Vygotsky coined the idea of scaffolding which means to have the students complete a task that is
just above skill level while providing some support that will gradually decrease as the students
get more comfortable with the lesson (Teacher Infographics, 2015). To continue to build the
students graphing skills, the teacher will provide the students support in the following lesson to
incorporate leveled grouping based on the students’ needs with graphing data.

D. Science
Science checklist
Name Define and Understand Understand Label and
understand that life that not all describe the
life cycles. cycles have life cycles life cycles
stages. are the of frogs and
same. butterflies.
Marcus
Gavin Not
completed
Kainan
Efrain
Gianna M.
Gianna K.
La’Waun
Bella
Michael
Kaydence
Mason
 Evionna
Jazzy Not
completed
Hayden

Science results:
This formative assessment was incorporated for the teacher to determine the students’
ability on creating and labeling life cycles. Most of the students were able to comprehend
the idea of life cycles but some struggled to understand that not all life cycles are the
same and struggled to label and describe the stages in the life cycles of a frog and a
butterfly. Although there was not complete mastery of this lesson, the results were
expected because it can be hard to grasp the concept that life cycles can look and be
different. I would use the results from this lesson to expand on life cycles past just
animals but as well as plants and other living species in the following lesson.

1. Describe what you learned about teaching and learning related to assessment, student
feedback and the use of student data from assessments? Please be specific and use some
concrete professional citations in your answer.

Incorporating formative assessments in the classroom have multiple benefits. Formative

assessments take place throughout a lesson or unit and are used to help teachers reflect on
the effectiveness of the lesson and how the content was presented to the students. During
lesson week, I had the opportunity to implement formative assessments throughout my
lesson plans for each content area. Formative assessments help the teacher get a better
understanding of what the students have learned as well as areas they may need more
practice in, if they are implemented correctly and relate to the overall objective of the
lesson, formative assessments will provide effective data on student learning and lesson
progression. When incorporating assessments, teachers should create the assessments by
backward design from the actual goal of the assessment, not the mastery of the content
(Wiggins, McTighe). When incorporating these lessons, I got to assess and provide the
 students with feedback on each assessment. This experience has taught me that when
providing feedback, it is important to provide meaningful feedback to the students that
they can use to build on their work and apply it to future lessons. In conclusion, formative
assessments are beneficial for teachers and students when implemented to reach the goal
of transfer, not complete mastery to help the teacher get an understanding of student
needs and lesson effectiveness.

References:
Catapano, J. (n.d.). Classroom Management: Best Uses of Formative Assessments. Retrieved from

https://www.teachhub.com/classroom-management-best-uses-formative-assessments

Pfeifer, C. (n.d.).

Teacher Infographics. (2019, March 22). 6 Education Theorists All Teachers Should Know

Infographic - e-Learning Infographics. Retrieved from https://elearninginfographics.com/6-

education-theorists-teachers-know-infographic/

Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality

units. Alexandria, VA: ASCD.