Assessment Commentary Template s1

Name: Jessica Lee Elementary Mathematics

Assessment for Practicum FOED 3800

Assessment Commentary Directions: Respond to the prompts below by typing your responses within the brackets following each prompt. Do not delete or alter the prompts.

Please submit the following documents separately:

1. Blank copy of your assessment

2. Answer key(s) for your assessment

3. 3 student work samples with your feedback included (can be submitted as a single file or 3 separate files). Be sure to label below, on, and above level learners.

4. Optional – your original excel sheet can also be uploaded separately. It needs to be copied and pasted for 1c directly within this commentary.

1. Analyzing Student Learning

a. Identify the specific standards/objectives measured by the assessment you chose for analysis.

[Objectives include reviewing adding and subtracting multi-digits up to 1,000,000 using regrouping.]

b. Provide the evaluation criteria you used to analyze student learning. Part of this should be attached separately – this should be the answer key to your assessment. The other part of the evaluation criteria you can answer below – how do students need to perform in order to “master” the assessment (i.e., what grade should they earn).

[KEY: 1-2 CORRECT 1

3-4 CORRECT 1.5

5-6 CORRECT 2

7-8 CORRECT 2.5

9-10 CORRECT 3

A score of 3 is considered mastery]

c. Provide a graphic (Excel chart) and narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.

[

First name / Last name / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / TOTAL / SCORE:
Adrienne / Curb / C / A / C / D / B / A / C / C / A / D / 70% / 2.5
Brooke / Bahl / C / A / B / D / D / C / B / C / A / D / 70% / 2.5
Chloe / Lowe / C / B / C / D / D / A / B / C / A / D / 100% / 3
Connor / Melton / C / B / C / D / D / A / B / C / A / D / 100% / 3
Connor / Simper / C / A / C / D / D / A / B / C / A / D / 90% / 2.5
David / Auble / A / A / D / D / C / A / C / C / A / C / 40% / 1.5
Emily / Hargis / C / C / C / C / C / A / B / B / A / D / 60% / 2
Emma / Pelfrey / C / B / C / D / D / A / B / C / A / D / 100% / 3
Jada / Coates / C / A / C / D / B / A / C / C / A / D / 70% / 2.5
Jayden / Begley / C / A / C / D / D / A / C / C / A / B / 70% (GIVEN A ZERO BECAUSE HE DIDN'T SHOW ANY WORK) / 0
Jolyne / Lamb / C / B / D / C / D / A / B / C / A / D / 80% / 2.5
Jonathan / Fine / C / B / C / D / D / A / B / C / A / D / 100% / 3
Melody / Seals / C / B / C / D / D / A / B / C / A / D / 100% / 3
Neo / Tate / C / B / C / D / D / A / B / C / A / D / 100% / 3
Nicholas / Podar / C / B / C / D / D / A / B / C / A / D / 100% / 3
Nicklas / Mittlestat / C / B / C / D / C / A / B / C / A / D / 90% / 2.5
Riley / Hutson / C / B / C / D / D / A / B / C / A / C / 90% / 2.5
Terrance / Anthony / C / A / C / D / D / A / B / C / A / D / 90% / 2.5
Thanan / Rhodehouse / - / - / - / - / - / - / - / - / - / -
Victoria / Lundy / C / B / C / C / A / A / B / C / A / D / 80% / 2.5
AVERAGE: 80.5%

Most of the class did well, but I expected better since this was just a review test. This was a review to see if they were able to regroup accordingly before moving on to multi-digit division. Out of 19 students seven of them hit mastery level which is 9-10 correct out of 10 problems. Nine out of 19 got a score of 2.5 which is 7-8 correct out of 10 problems. One student got 6 problems correct which gave her a score of 2. One other student received a score of 1.5 for getting 4 correct out of 10 problems. The last student didn’t get any correct and therefore received a score of zero.

]

d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to

§ Conceptual Understanding

§ Procedural Fluency

§ Mathematical Reasoning or Problem Solving Skills

Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge).

[My “above” learner in this assessment had a flawless assessment. She added and subtracted correctly and carried her digits as needed. The other mastered students did just as well in each step of each algorithm. My “at” learner did well on most problems but made a few careless mistakes. For example on number 2 she did her algorithm correctly but this problem’s answer was an estimate which included rounding. Here she rounded incorrectly and got the estimate wrong. 11 students made the same mistake. Rounding is a lesson that is ongoing within the days prior and after this assessment, so it was good to see who has mastered that and who hasn’t to see what needs to be addressed. My “below” learner needs to work on his carrying over and borrowing skills within the addition and subtraction algorithms. He was the only one that had this hard of a time. The rest of the students tended to make careless mistakes.]

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.

a. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning targets measured.

[My “above” learner was encouraged with positive remarks. My “at” and “below” learners were shown their mistakes and were encouraged by positive words of problems they got correct.]

b. How will you support students to apply the feedback to guide improvement, either within the learning segment or at a later time?

[My “above” learner will be ready for the next lesson. My “at” learner will be given the opportunity to redo the problems missed. My “below” learner will be seen one on one during RTI or possibly during recess if needed.]

3. Using Assessment to Inform Instruction

a. Based on your analysis of student learning presented in prompts 1c–d, describe next steps for instruction

¡ for the whole class

¡ for the 3 focus students and other individuals/groups with specific needs

Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).

[There aren’t any students with diagnosed learning disabilities at this time. There is one student that I haven’t spoken about and he didn’t attempt one problem. He is suspected of having a learning disability of some type, but his parents aren’t ready to have him tested. He will also be seen one on one to get help and will have the opportunity to retake the test after completing problems on a different worksheet with assistance.

The entire class will be shown common mistakes, for example not adding the digit carried over, or not adding the one to the digit left of a zero while subtracting. This will be gone over after the test is handed back to them.

The next curriculum is multi-digit division. ]

b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.

[ While helping the students that need extra help before introducing division, I will use Piaget’s theory of abstract reasoning by using base ten blocks to show how numbers can be written different ways in regards to carrying over.

The next steps while leading into division, I will incorporate constructivism by introducing division in the beginning with area models and pair sharing. This way the students can use what they know to create the models then talk about what they notice as they show division within the models.

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