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Reflection For Assessment Eportfolio
Reflection For Assessment Eportfolio
Dr. Dunko
ELIS 3703
28 March 2022
1. What were the formative assessment results each day in each of the content lessons that you taught?
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. It is expected that
you have 3 citations. Did you expect these results? Why or Why not?
For the science lesson, the students sorted materials into “sink” or “float” categories. This pie
chart shows what percent of students correctly and incorrectly sorted the materials. Fifteen out of
sixteen students correctly sorted all of the materials, and 1/16 students incorrectly sorted the
materials. This only occurred because he was mixing up what “sink” and “float” meant. Most of
the students were able to correctly sort the materials, so I would use this information by making
sure that I gave extra support to the student who incorrectly sorted them. I would want to explain
why he missed the question and help him fix his sorting. I want to give him a chance to explain
why he thought the way he did as well during the individual conference. According to Chiappetta
understanding and more polished projects by figuring out exactly where they are” (p.11). I would
also use these results to add in more categories for the students to sort materials because majority
of the students are capable of correctly sorting materials. For the next day, I would make sure to
closely monitor the one student who incorrectly sorted the materials during the previous day. If
he was having trouble, I might cut his number of categories back down to two. I did not expect
these results because I thought more of the students would not have completed this assignment
correctly or finished it. They were all on task, and this is not very common in this classroom.
However, I did expect the one student to struggle a little with this activity because sometimes he
each color. This bar graph shows that 100% of the students correctly sorted their M&Ms by
color, and it also shows that only 12 of the students correctly counted the M&Ms and four of the
students incorrectly counted the M&Ms. I would use these results the next day in planning by
having those four students count the objects out loud. I would also watch and listen to those four
students when they complete this. According to Guhl (2019), “young children are quick learners,
especially when it is relevant to their daily life. Early math skills can also be taught without any
materials such as counting everyday objects, verbally counting together, or singing counting
songs” (p. 23). All of the students correctly sorted the objects, so they are able to continue with
sorting by different attributes. I would just closely work with the students who incorrectly
counted their M&Ms. I did not expect all of the students to correctly sort their M&Ms because a
lot of the students are usually off task and have trouble focusing to complete an assignment. I
was happily surprised to see all of them engaged and working diligently to correctly sort the
M&Ms. However, I was not surprised that four of the students incorrectly counted their M&Ms.
Some of the students rush, so this is common in this classroom. If they take their time, most of
the students can correctly count objects. There are only one or two students who have a hard time
For the language arts and social studies lesson, students were to write a fact about the symbol of
a clover. This bar graph shows that 11 students correctly wrote a fact about the symbol, and five
students incorrectly did this. This bar graph indicates that the students in red did not have a fact
about the symbol of the clover. I would use these results the next day in my planning by having a
mini lesson about fully following the prompt. It would be about the steps to take in talking about
everything that is asked of them in the sentence. I would do this with the whole class to reinforce
the ideas for others, and I would individually help those other five students that day by giving
them extra support and prompting about the specific content they are struggling with. According
to Graham (2019), “time alone is not sufficient to ensure that students receive strong writing
instruction. In addition, goals for instruction must be identified, the curriculum content specified,
and effective instructional practices applied” (p. 288). I did expect these results because some of
the children in the class have problems fully completing their thoughts or staying on task to have
a full sentence about what is asked of them. They complete sentences with sentence starters
every morning, and some of these children do not always finish their thoughts there either.
2. When reflecting on the feedback you provided for the 2 students and the whole class
(students you taught), do you feel this effectively provided them with insight into their
I feel that I effectively provided the two students with insight into their learning about
each content because I was very specific of what they did well and what they need to
work on in each content. I described what they were doing correctly and provided ways
to change what they needed to work on. For example, I told the one child to slow down in
his writing. This helps to make his handwriting more legible, and I saw him attempt to fix
that. I also made sure the feedback was written and oral to attend to their learning needs. I
conferenced with them individually, so they knew my expectations and could ask
questions about what I was saying for each content area. However, I did not give them a
way to remember my feedback. I did not know that I was supposed to until reading over
this assignment. In the future, I would give them various ways to remember what I said
during class for future lessons. I have concrete ideas for that from this assignment, so this
will help.
I effectively provided feedback to the entire class as well because I provided each student
with insight about their work in each content every day. They were given positive
feedback and ways to improve during these conferences, and I made sure they had a time
to voice their feelings as well about how they did. I gave them written and verbal
feedback to help all of the students. Some are better with reading the feedback than others
because I have a lot of students who can’t read yet. I made sure to still tell every student
verbally how they did because I wanted them to hear it. However, I also did not give
them ways to remember the feedback I gave them. I would implement that in the future
3. How did you or will you help students use this feedback? You will want to discuss the
concrete ways you will use to remind them of the feedback and the teaching strategies
you will incorporate to have them use the feedback in a follow-up lesson.
In the future, I will help my students use this feedback by providing visuals to help them
remember to take their time in sorting the materials. This would be for science in follow
up lessons as well because they will continue to sort materials by their properties with
more than two categories. Only one of the students did not correctly sort the materials,
but I would give this feedback to everyone because there is more room for error when
there are more categories. I would also model an example of sorting materials by their
properties into more than 2 categories to help them feel more confident. For student one,
I would provide a visual for him about how he needs to slow down. This would be on his
desk, and he would also have the reminder from the entire class. For student two, I would
provide a visual on his desk for him to take his time as well.
For math, I will help my students use this feedback by giving them a visual for taking
their time in counting the number of objects they have. Only a few students struggled
with this, but some of the students will have more trouble when there are bigger numbers
involved. The follow up lesson is about less than, greater than, or equal to, so this would
benefit students. They will need to count the amount in each group, and they will need to
continue to take their time. I will model this and have them count aloud together to start
the lesson. This will help the students because they will feel more confident when they
need to count the number of objects on their own. For student one, I would tape down
how to correctly write a “5” on his desk. He has a number line as well to help him see
other numbers in case he needs to work on those as well. For student two, I would
provide a visual on his desk about how he needs to double check his counting when
completing an activity.
For language arts and social studies, I will help my students use this feedback by
providing a visual about how they should ask themselves if their sentence fully answers
the question and makes sense. I would provide oral prompting for the auditory learners as
well. This would benefit everyone when they write about what they would do as the
Easter Bunny for 24 hours in the next lesson. This will ensure that the students cover the
language arts aspect of writing a full informative sentence with a clear idea and the social
studies aspect as well. We would focus more on the writing process as well to implement
that idea, and this would be done through mini lessons too. For student one, I would give
him a visual reminder to slow down on his writing. He will also have an ABC strip in
front of him to help him write his letters correctly. For student two, I would tape a visual
reminder to his desk about how he needs to ask himself if his sentence is complete and
his thoughts make sense. I will come over periodically to ask him this as well to keep him
on track. With all of these ways to help students to remember the feedback given, the
students will implement the feedback more than if they were not given a reminder.
4. Describe what you learned about teaching and learning related to assessment and
feedback? Please be specific and use some concrete professional citations in your answer.
I learned how important formative assessment is during the teaching process. This helps
informs the teacher’s instruction and helps the students see where they are at as well. If a
strategy isn’t working, the teacher can pivot to try a different strategy to help all of the
students. According to Ozan & Kincal (2018), “prioritizing the learning and making up of
development levels instead of comparing them to each other all help students to develop
positive attitudes toward class” (p. 108). Along with assessment, I learned how powerful
kid-friendly checklists are. It gives the child a sense of control and helps them to self-
reflect on their own learning. They can double check their work as they go, and they can
feel more confident when finished with the final product. According to Rowlands (2007),
“a tangible reminder of how to approach a particular task, a checklist can help students
internalize new processes in reading and writing, providing metacognitive cues that
scaffold development of independent control of such processes” (p. 66). With feedback, I
learned the importance of giving students concrete ways to remind them of the feedback
that was given. Students may forget easily what the teacher told them they need to work
on. However, it benefits them by having various places to look in the classroom for a
reminder. These concrete ways can be done verbally by the teacher as well. The teacher
can provide verbal prompting and reminders before the next lesson. If many of the
students did not understand the previous lesson, the teacher can provide a mini lesson on
the previous content. Feedback helps the learner grow, and assessment helps both the
teacher and student understand where the students are at in the learning process.
5. What would you have done differently during this lesson week? Why? Be specific!
I would have provided concrete ways for students to remember the feedback I gave them
with the previous lesson. For example, I would have provided a visual about taking their
time after the science lesson and kept it up for the math lesson since they were similar
lessons. This would help the students not to make the same mistakes from the previous
lesson. I would have also given more whole group directions before having them
complete the activities on their own. I modeled at the beginning of every lesson, but I did
not tell the entire class information that they needed to know. I would only tell certain
tables and not everyone was listening. For example, I did not tell the entire class not to
eat their M&Ms. I had many students ask me during the lesson if they could, but I should
have addressed this as an entire class. I wish I would have reiterated the importance of
teamwork in my science lesson as well. The students were working in groups to make
one boat, and there were a lot of fights during it. I should have been clear that they need
to work together nicely to make one boat. A lot of the groups understood, but some of the
groups were trying to make multiple boats in one group. In every lesson, I need to learn
how to have a stronger voice. My mentor teacher and supervisor explained that I need to
be sterner with the students, or I will never gain their respect. Some of the students did
not realize I could take Dojo points away from them because they said I was not their
teacher. However, my mentor teacher explained to them that I am their teacher when I am
teaching them. I have the same capabilities as her, and they need to learn to respect my
authority. I struggle with this because I know there is a fine line between being stern and
being mean. With more practice, I plan to work on this. My lessons went very well
overall, but I need to work on a few problems to be more prepared for unit week.
References
Ceyhun, O & Kincal, R.Y. (2018). The effects of formative assessment on academic
https://files.eric.ed.gov/fulltext/EJ1179831.pdf
Chiappetta, E. (2020). How conferencing for assessment benefits students during hybrid
benefits-students-during-hybrid-learning
Graham, S. (2019). Changing how writing is taught. Review of Research in Education 43(1)
277-303. https://journals.sagepub.com/doi/full/10.3102/0091732X18821125
Guhl, P. (2019). The impact of early math and numeracy skills on academic achievement in
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1145&context=education_
masters
Rowlands, K.D. (2007). Check it out! Using checklists to support student learning. English
https://www.siprep.org/uploaded/ProfessionalDevelopment/Readings/Checklists.pdf