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Assessment Analysis Report 1
Mrs. Sara Wahlberg’s ClassroomEast Elementary
Contextual Factors3rd Grade
Gender:
There are 19 students in the class. There are 8 males and 11 females. The students in the
class are either 8 or 9 years old. There is one student who is 10 years old because he was held
back a year. There are no problems with the class having more girls than boys.
Ethnicity:
There are only 2 ethnicities in Mrs. Wahlberg’s classroom. They are Caucasian and
Hispanic. There are 7 Caucasian students and 12 Hispanic students.
Gender0
2
4
6
8
10
12
Male; 8
Female; 11
Gender
Nu
mb
er o
f Stu
den
ts
Assessment Analysis Report 2
Socioeconomic Status:
As a practicum student, I do not have access to what students in Mrs. Wahlberg’s class
had free and reduced lunches. I was, however, able to get the free and reduced lunch for the
entire school. I got my information from the secretary in the front office.
37%
63%
Ethnicity Distribution
CaucasianHispanic
Assessment Analysis Report 3
24%
76%
Free and Reduced LunchesPaying for lunch Free/Reduced lunch
Special Needs:
There are 8 students that need either Leveled Literacy Interventions (LLI), tutoring, or
need to be in resource. There are 11 students that are English Language Learners (ELL). There
are 5 students that have IEP’s. There are 2 students that would be considered high-level learners.
There is one student who never comes into the classroom. He is in severe Special Education.
Assessment Analysis Report 4
ESL/WIDA LEVEL
There are 11 students in this class that are ELL. None of them are a WIDA level 1. One
student is a WIDA level 2 and he is in Special Education. There are two students that are WIDA
level 3 and they are both being referred to Special Education. There are three students that are
WIDA level 4 and four students that are WIDA level 5.
Type of Special Need0
2
4
6
8
10
12
LLI; 6
ELL; 11
Resource; 2
IEP's; 5Tutoring; 6
Special NeedsN
um
ber
of S
tud
ents
Assessment Analysis Report 5
10%
20%
30%
40%
WIDA levelWIDA level 1 WIDA level 2 WIDA level 3 WIDA level 4 WIDA level 5
Classroom Rules and Procedures:
Every morning students put their backpack on their assigned hook.
Students move their number from home to hot or cold lunch that way Mrs. Wahlberg can
tell who is here and can get the lunch count.
If students need to go to the bathroom during class, they must pay Mrs. Wahlberg a coin.
Each student has a designated “job” that rotates periodically, such as being first in line,
turning the lights off, sharpening pencils, etc.
All students must work together to clean up the classroom and put it in order at the end of
the day.
Note:
CRT scores not available for 3rd grade.
Assessment Analysis Report 6
ASSESSMENT #1
END OF UNIT MATH TEST
Assessment Analysis Report 7
I did not create assessment number 1. Mrs. Wahlberg and the other 3rd grade teachers got
the test from the math book website. Mrs. Wahlberg, Miss Farnsworth, and I gave this
assessment. This assessment deals with base ten blocks, standard form, word form, rounding,
comparing different numbers, and ordering numbers from least to greatest. This assessment is a
multiple-choice test and there is room for students to show their work. Miss Farnsworth and I
had to read the test to some of the ELL students.
The students had finished the review as a class and then took the test individually. The
students had been working with all these concepts for the two weeks so they were familiar with
the information on the test. The purpose of this test was to assess if the students could do the
problems on the test with ease.
Mrs. Wahlberg gave the test on September 10, 2013 at 2:15 pm. This was right after
recess. There was one student that was absent for the test, but then took it when he got back the
next day.
I believe the students were pretty comfortable about this test because they had done the
review as a class right before they took the test. They were given many examples that would help
them take the test.
I have decided to focus on three individuals from the class. Burkley, Broc, and Alex.
Burkley is considered to be one of the classroom student’s high-level learners. She excels in
most school topics and gets bored very easily. She likes to write other students notes when she
has free time, but sometimes does it during classroom instruction because she is bored. Broc
would be considered one of the classrooms on grade level learners. He does pretty well on all of
his assessments and homework. He likes to share and ask questions. He is very good at writing
stories and enjoys writing. Alex, depending on the subject would be considered a low level
learner. He does well in math, but struggles with reading, which is why the test was read to him.
Alex is also very shy and doesn’t like to share with the class or be called on.
Assessment Analysis Report 8
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15Number correct:
Belizario X X X X X X X 7/15Wilian X X X X X X X X 8/15Rylie X X X X X X X X X X X X X 13/15Broc X X X X X X X X X 9/15Ruby X X X X X X X X X X X X X 13/15Reagan X X X X X X X X X X X 11/15Cristian X X X X X X X X X X 10/15Dariana X X X X X X X X X X 10/15Jenny X X X X X X X X X X X X 12/15Kennedy
X X X X X X X X X X X X X X 14/15
Berkley X X X X X X X X X X X X X X X 15/15Aby X X X X X X X X X X X X 12/15Jessie X X X X X X X X X X X X X X 14/15Lourdes X X X X X X X X X X 10/15Alexa X X X X X X X X X 9/15Alex X X X X X X X X X X X 11/15Kayla X X X X X X X X X 9/15Steven X X X X --- --- --- X 5/15
KEY: X=correct Blank boxes=incorrect ---=thrown out questions.
#1 – Choose the standard form of each number.#2 – Choose the standard form of each number.#3 – Choose the expanded form of each number.#4 – Choose the expanded form of each number.#5 – What is the value of the 3 in each number?#6 – What is the value of the 3 in each number?#7 – What is the value of the 3 in each number?#8 – Story problem/Word form.#9 – Order the numbers from least to greatest.#10 – Order the numbers from least to greatest.#11 – Order the numbers from greatest to least.#12 – Order the numbers from greatest to least. #13 – Round each number to the indicated place value.#14 – Round each number to the indicated place value.#15 – Round each number to the indicated place value.
This test consisted of 15 questions. Based on the data from the graph above, the range of
scores is 33%-100%. Only one student scored 100% on this assessment. The question(s) that all
the students scored well on were #1 – Choose the standard form of each number, #2 – Choose
the standard form of each number, #3 – Choose the expanded form of each number, #4 –
Assessment Analysis Report 9
Choose the expanded form of each number, #6 – What is the value of the 3 in each number,
#8 – Story problem/Word form, and#9 – Order the numbers from least to greatest. The
lowest scoring question(s) were #11 – Order the numbers from greatest to least, #12 –
Order the numbers from greatest to least, and #14 – Round each number to the indicated
place value.
Student Comparison
The male students scored lower than female students by an average of 20%. The male
students’ averaged a score of 67% of the questions correct. The female students’ averaged a
score of 87% of the questions correct.
Gender
67%87%
Gender
Males Females
Caucasian students scored an average score of 80% on this assessment. Hispanics
students scored an average score of 67% on the assessment.
Assessment Analysis Report 10
Hispanic46%
Caucasion54%
Ethnicity
The higher-level learners scored 87% on this assessment. The students who attend
tutoring and reading recovery were the second highest scoring at 67%. The students who attend
Leveled Literacy Interventions (LLI) and students with IEP all scored about 60%. The student in
Special Education scored the lowest score on this assessment with a 42%, but his score was out
of 12 not 15.
IEP and LLI Tutoring & Reading Recovery
Higher Level Learners Special Education
0.60.67
0.87
0.42
Special Needs
Series 1 Series 2 Column2 Column1
Assessment Analysis Report 11
Information about Burkley, Broc, and Alex:
Burkley is an 8-year-old female who is considered to be a high-level learner. She
excels in everything she does. She is above average in language arts. She is the only one in
the class that can write a complete paragraph with complete sentences and correct
punctuation. In math, she has been told she will be tested for fourth grade math and if she
can do that with ease, she will be moved up to fifth and so on and so forth. She is only off
task some of the time and it is because she is bored and she writes notes. She rarely moves
her card and I’ve only seen it done once. I chose Berkley because I was interested in her
when I found out she was being tested for Gifted and Talented. She is so high in her
reading and math abilities that it’s hard for her teacher to figure out what to do to challenge
her.
Bros is an 8-year-old male who is on grade level for his age. He is getting better at
writing paragraphs with complete sentences and with correct punctuation. He loves to
write stories and does so very often and shows it to Miss Farnsworth or myself. He is very
proud of his work as well. He does about average on math as well. He listens to the lessons
and then tries to do it without any assistance from any teachers. He doesn’t usually have
any disruptions during class and I’ve never seen him move his card. I close Broc because he
in the middle for his academic abilities. He will let a teacher know when he doesn’t
understand or if he has questions. When he takes tests, he finishes very fast.
Student #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 NUMBER CORRECT
Burkley X X X X X X X X X X X X X X X 15/15Broc X X X X X X X X X 9/15Alex X X X X X X X X X X X X 11/15
Alex is an 8-year-old male who is only a little below grade level now. When he first
started third grade in Mrs. Wahlberg’s class, he was very low. His math level was low and
Assessment Analysis Report 12
his language arts level was low. When I talked to Mrs. Wahlberg about Alex, she said that
from the beginning of the year to now, he is much higher in his athletic abilities in math and
reading. He doesn’t qualify for any interventions anymore because he has made a dramatic
jump in his grades. Mrs. Wahlberg also told me that when he was in second grade, he didn’t
talk to anybody, including her. She tries to give him plenty of opportunities to interact with
the class and either gives him an option to pass or ask his group. He has improved just
since I have been in this class. He has talked to me more and more and I look for
opportunities to help him with his speech. I think that maybe the fact that he doesn’t speak
very much and that makes it so we aren’t sure how much he actually understands very
hard to tell. I chose Alex because he didn’t talk at all last year and since he has been in Mrs.
Wahlberg’s class, he has been interacting with his teacher and his classmates. Since the
beginning of the year, he has progressed in his reading and math abilities.
Burkley scored 15/15 or 100%. Broc scored 9/15 or 60%. Alex scored 11/15 or
73%. In comparison with the rest of the class, Burkley scored higher than everybody in the
class. Broc scored the same as 1 other student and higher than 4 other students. Alex
scored higher than 9 other students and scored the same as 1 other student.
Synthesis of whole class:
As a whole, I believe that the class did about average on this test. Mrs. Wahlberg did
explain to me that this chapter was difficult for some of the students to understand simply
because they can’t do some of the expected tasks, such as rounding and knowing the place
values. Other teachers explained to her that their students had done poorly on this test and
knowing this, Mrs. Wahlberg took a little extra time to teach these concepts to them. They didn’t
do awful, but they could have done better. Mrs. Wahlberg said that some of the students needed
more time to review. Others needed to just slow down and read the questions more carefully.
Even though we pulled ELL students back to have the test read to them, they still didn’t
Assessment Analysis Report 13
completely understand the questions. All of the testing was done in the classroom with no music
in the background. Every test that is given should be given this way so they know what to expect
and how they can take the test.
On this assessment, six questions, #1, #2, #4, #6, #8, and #9 were answered
correctly with more than 80% of the students. #1 and #2 pertained to choosing the
standard form of each number. #4 pertained to choosing the expanded form of each
number. #6 pertained to choosing the place value for the 3 in the number. #8 pertained to
choosing the answer for who had to most points written out in word form. #9 pertained to
ordering the numbers from least to greatest. As these were answered correctly by a
adequate amount of students, these concepts do not need to be retaught.
Question numbers 3, 5, 7, 10, 11, and 12 are the same as the questions listed above. I
would say that these would just need to be gone over as a class and reminded about them.
Because they are the same questions, its possible they just made a simple mistake going to fast or
not reading the directions. Questions 11 and 12 are asking the students to order the numbers from
greatest to least. It is possible that the students didn’t read the instructions and ordered them from
least to greatest.
Questions 13, 14, and 15 are all questions that deal with rounding. Because we have done
interventions with rounding and multiple math lessons on rounding, I know that these students
struggle with this. They can’t seem to round to the nearest tens or hundreds spot. I have found
the biggest problem these students have with rounding is they either round up when the number
should go down or vise versa. I have also found they usually are just guessing so they can get it
over with.
What I would do to help these students do better on their tests is give them more review
time and more time to ask questions. I would also remind students to take their time and slow
down and read the question and all of the answers. To help the students that can’t do the
Assessment Analysis Report 14
rounding or the place value questions, I would pull them aside days before the test and explain to
them more in detail how to do those tasks.
Synthesis of Burkley, Broc, and Alex:
Burkley has no problem with tests and takes them with ease. I don’t have any suggestions
for her except for giving her material that will challenge her, but as I stated before, that’s what
they are going to be doing for her. (For Burkley’s assessment, see Appendix A).
Broc didn’t show much problem with taking the test, but he did seem to finish quickly
and probably didn’t do his best work. To improve his score, I would maybe have him separate
from the other kids just so he isn’t competing with other children to see if he can be the first
person done. He missed some of the questions that he could have gotten correct had he taken his
time and read the questions more carefully. He struggled with the ordering numbers from
greatest to least and least to greatest. Like I stated above, if he slowed down, he could probably
get more of these answers correct. I think to help him improve his scores, he needs to be sat
down and taught how to read the questions and take his time. He might also benefit from some
more explicit instruction on ordering numbers from least to greatest. (For Broc’s assessment, see
Appendix B).
Alex was one of the students that came back to the back table and had the test read to
him. I think the way that was done was good. I think it gave him an opportunity to hear the
questions because he does have a hard time reading and using comprehension strategies to
decipher what the directions mean. He needs a sufficient amount of explicit instruction and
visuals. He needs to be able to see it and touch it for it to help make sense. While he was back at
the back table, he was given lots of time to think about the question. It was read at least twice to
make sure he understood it and the answers were read as well. The questions he missed were
similar to the questions he got correct before or after that question. My advice for him would be
Assessment Analysis Report 15
just to slow down and listen or read the directions, depending on the test. He did miss two of the
three rounding questions, which was difficult for most of the class. I have worked with him on
his rounding and it is helpful for him if I write on a whiteboard an arrow pointing up with a five
and an arrow pointing down with a four. It is easy for him to visually see it and I think that
would help him on this test. (For Alex’s assessment, see Appendix C).
ASSESSMENT #2
Assessment Analysis Report 16
MULTIPLICATION CHAPTER TEST
I did not create assessment number 2. Mrs. Wahlberg and the other 3rd grade teachers got
the test from the math book website. Mrs. Wahlberg administered the assessment. This
assessment deals with multiplication and using arrays. This assessment is a multiple-choice test
and there is room for students to show their work.
They were also told that if they finished too fast they would be required to go back and
check their answers and show their work. The students had been working with all these concepts
for the two weeks so they were familiar with the information on the test. The purpose of this test
was to assess if the students could do the problems on the test with ease.
Mrs. Wahlberg gave the test on November 12, 2013 on 9:00-9:45am. This was at the
beginning of the day. There was only one student that was absent for the test.
I believe the students were pretty comfortable about this test because they have been
doing problems like this for a couple weeks.. They were given many examples that would help
them take the test.
Assessment Analysis Report 17
I have decided to focus on three individuals from the class. Burkley, Broc, and Alex.
Burkley is considered to be one of the classroom student’s high-level learners. She excels in
most school topics and gets bored very easily. She likes to write other students notes when she
has free time, but sometimes does it during classroom instruction because she is bored. Broc
would be considered one of the classrooms on grade level learners. He does pretty well on all of
his assessments and homework. He likes to share and ask questions. He is very good at writing
stories and enjoys writing. Alex, depending on the subject would be considered a low level
learner. He does well in math, but struggles with reading, which is why the test was read to him.
Alex is also very shy and doesn’t like to share with the class or be called on.
#1 #2 #3 #4 #5 #6 #7A #7B #8 #9A #9B #10A #10B Number correct:
Belizario X X X X X X X X X X X X
Wilian X X X X X X X X X X X 8
Rylie X X X X X X X X X X X X
Broc X X X X X X X X X X X 8
Ruby * * * * * * * * * * * *
Reagan X X X X X X X X X X X X
Cristian X X X X X X X X X X
Dariana X X X X X X X X 6
Jenny X X X X X X X X X X X 8
Kennedy X X X X X X X X X X X
Berkley X X X X X X X X X X X
Assessment Analysis Report 18
Aby X X X X X X X X X X X 8
Jessie X X X X X X X X X X X X
Lourdes X X X X X X X X X X X 8
Alexa X X X X X X X X X X X
Alex X X X X X X X X X X X X
Kayla X X X X X X X X X X X X
Steven X X X X X X X X X 6
KEY: X=correct Blank boxes=incorrect *=AbsentThere is no number 6
Question1:
Find the unknown with an array
Answer:B-8
Question 2:
Find the unknown with an array
Answer:H-14
Question 3:
Find the unknown with an array
Answer:D. 18
Question 4:
Commutative property of multiplication
Answer:H-6x4=24
Question 5:
Find the array for the multiplication problem.
Answer:A
Question 6:
This question was not on the test due to it not coping from the book.
Question 7a:
Drawing an array for the story problem.
Answer:
Question 7b:
Solve the story problem using the array
Answer:24
Question 8:
Multiplication story problem with a chart
Answer:8
Question 9a:
Write an multiplication sentence for the array
Question 9b:
Answer to the multiplication sentence
Question 10a.
Write an multiplication problem for the diagram
Assessment Analysis Report 19
Answer:6x4 or 4x6
Answer:24
Answer:Answers may very7x4 or 4x7
Question 10b
Use the commutative property to write another sentence that matches the array
Answer:Answers may vary4x7 or 7x4
This test consisted of 9 questions. Number 6 was not copied onto the test due to computer
problems. 3 of the questions were 2 part questions worth half a point each part. Based on the data
from the graph above, the range of scores is 72%-100%. 5 students scored 100% on this
assessment. There was only one question that students struggled with and that was question #9A,
which was answer the multiplication sentence that they made in #9A.
Students Comparison
The male students scored higher than female students by an average of 1%. The
male students’ averaged a score of 93% of the questions correct. The female students’
averaged a score of 92% of the questions correct.
Assessment Analysis Report 20
Males Females
0.93
0.92
Gender
Males Females
Caucasian students had an average score of 96% on this assessment. While Hispanics
students had an average score of 90% on the assessment.
Caucasian Hispanic
96%
90%
EthnicityHispanic Caucasian
The higher-level learners scored 94% on this assessment. Students who had an IEP
scored the second highest with a 92%. The students who attend LLI and tutoring and reading
recovery averaged 88%. The student in Special Education scored the lowest with 72% on the
test.
Assessment Analysis Report 21
0.92
88%
0.88
0.94
0.72
Special Needs
Special Ed High Level Learners Tutoring/Reading RecoveryLLI IEP
Information about Burkley, Broc, and Alex:
Burkley is an 8-year-old female who is considered to be a high-level learner. She
excels in everything she does. She is above average in language arts. She is the only one in
the class that can write a complete paragraph with complete sentences and correct
punctuation. In math, she has been told she will be tested for fourth grade math and if she
can do that with ease, she will be moved up to fifth and so on and so forth. She is only off
task some of the time and it is because she is bored and she writes notes. She rarely moves
her card and I’ve only seen it done once. I chose Berkley because I was interested in her
when I found out she was being tested for Gifted and Talented. She is so high in her
reading and math abilities that it’s hard for her teacher to figure out what to do to challenge
her.
Bros is an 8-year-old male who is on grade level for his age. He is getting better at
writing paragraphs with complete sentences and with correct punctuation. He loves to
write stories and does so very often and shows it to Miss Farnsworth or myself. He is very
proud of his work as well. He does about average on math as well. He listens to the lessons
and then tries to do it without any assistance from any teachers. He doesn’t usually have
any disruptions during class and I’ve never seen him move his card. I close Broc because
Assessment Analysis Report 22
he in the middle for his academic abilities. He will let a teacher know when he doesn’t
understand or if he has questions. When he takes tests, he finishes very fast.
Alex is an 8-year-old male who is only a little below grade level now. When he first
started third grade in Mrs. Wahlberg’s class, he was very low. His math level was low and
his language arts level was low. When I talked to Mrs. Wahlberg about Alex, she said that
from the beginning of the year to now, he is much higher in his athletic abilities in math and
reading. He doesn’t qualify for any interventions anymore because he has made a dramatic
jump in his grades. Mrs. Wahlberg also told me that when he was in second grade, he didn’t
talk to anybody, including her. She tries to give him plenty of opportunities to interact with
the class and either gives him an option to pass or ask his group. He has improved just
since I have been in this class. He has talked to me more and more and I look for
opportunities to help him with his speech. I think that maybe the fact that he doesn’t speak
very much and that makes it so we aren’t sure how much he actually understands very
hard to tell. I chose Alex because he didn’t talk at all last year and since he has been in Mrs.
Wahlberg’s class, he has been interacting with his teacher and his classmates. Since the
beginning of the year, he has progressed in his reading and math abilities.
Student #1 #2 #3 #4 #5 #7A #7B #8 #9A #9B #10A #10B Number Correct:
Berkley X X X X X X X X X X X 8/9
Broc X X X X X X X X X X X 81/2/9
Alex X X X X X X X X X X X X 9/9
Assessment Analysis Report 23
Burkley scored 8/9 or 89%. Broc scored 81/2/9 or 94%. Alex scored 9/9 or 100%. In
comparison with the rest of the class, Alex scored the same as 4 other students. Broc scored
the same as 4 other students as well. Burkley scored the same as 3 other students.
Synthesis of whole class:
As a whole, I believe that the class did about very well on this test. The kids in this
class did very well on this test and I believe it was because it was done during the day before
they did anything and if they finished too early, she made them go sit down and show their work
and check their answers. All of the testing was done in the classroom without music in the
background. Every test that is given should be given this way so they know what to expect and
how they can take the test.
On this assessment, two questions, 3, and 5 were answered with 100% accuracy. #3
pertained to finding the unknown with an array and #5 pertained to finding the array for the
multiplication problem.
Question 1, 2, 4, 7A, 7B, 8, 9B, 10A, and 10B. #1 and #2 pertained to finding the
unknown with an array. #4 pertained to writing the commutative property of multiplication. #7A
had solve the story problem using their array. #8 had them solve a multiplication problem using a
chart. #9B was to answer multiplication sentence made on question #9A. #10A was to make a
multiplication sentence based on the array. 10B was to use the commutative property on the
multiplication sentence on 10A.
Question number 9A was the most missed question. The question pertained to writing a
multiplication sentenced for the array.
What I would do to help these students do better on their tests is give them more review
on where they can look for their times tables. She has numbers on the wall with numbers on the
wall with their multiples of their numbers. I would also remind students to take their time and
slow down and read the question and all of the answers. I would also have the students show
Assessment Analysis Report 24
their work to find out what they did to mess up. I would also have the students practice writing
multiplication sentences for bellwork.
Synthesis of Burkley, Broc, and Alex:
Burkley has no problem with tests and takes them with ease. This test, however, she
missed a question that Mrs. Wahlberg was thinking more of them would miss because they
couldn’t the boxes in the story problem wrong. I don’t have any suggestions for her except for
giving her material that will challenge her, but as I stated before, that’s what they are going to be
doing for her. (For Burkley’s assessment, see Appendix A).
Broc didn’t show much problem with taking the test, but he did seem to finish quickly
and probably didn’t do his best work. To improve his score, I would maybe have him separate
from the other kids just so he isn’t competing with other children to see if he can be the first
person done. I think to help him improve his scores, he needs to be sat down and taught how to
read the questions and take his time. (For Broc’s assessment, see Appendix B).
Alex worked very hard on this test and he was one of the students to get 100% on the test.
He took his time and he read the questions very carefully. (For Alex’s assessment, see Appendix
C).
Assessment Analysis Report 25
Assessment Analysis Report 26
ASSESSMENT #3
SUBTRACTION CHAPTER TEST
I did not create assessment number 3. Mrs. Wahlberg and the other 3rd grade teachers got
the test from the math book website. Mrs. Wahlberg administered the assessment. This
assessment deals with subtraction. Students were required to be able to do regrouping as well.
This assessment is a multiple-choice test and there was room for students to show their work.
The students had been working with all these concepts for the two weeks so they were
familiar with the information on the test. The purpose of this test was to assess if the students
could do the problems on the test with ease.
Mrs. Wahlberg gave the test on October 21, 2013 at 2:15pm. This was at the end of the
day.
Assessment Analysis Report 27
I believe the students were pretty comfortable about this test because they have been
doing problems like this for a couple weeks.. They were given many examples that would help
them take the test.
I have decided to focus on three individuals from the class. Burkley, Broc, and Alex.
Burkley is considered to be one of the classroom student’s high-level learners. She excels in
most school topics and gets bored very easily. She likes to write other students notes when she
has free time, but sometimes does it during classroom instruction because she is bored. Broc
would be considered one of the classrooms on grade level learners. He does pretty well on all of
his assessments and homework. He likes to share and ask questions. He is very good at writing
stories and enjoys writing. Alex, depending on the subject would be considered a low level
learner. He does well in math, but struggles with reading, which is why the test was read to him.
Alex is also very shy and doesn’t like to share with the class or be called on.
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14
Belizario X X X X X X
Wilian X X X X X X X X X X
Rylie X X X X X X X X X X X X X X
Broc * * * * * * * * * * * * * *
Ruby X X X X X X X X X X X X X X
Reagan X X X X X X X X X X X X
Assessment Analysis Report 28
Cristian X X X X X X X X X X
Dariana X X X X X X X X X X
Jenny X X X X X X X X X X X X
Kennedy X X X X X X X X
Berkley X X X X X X X X X X X X X X
Aby X X X X X X
Jessie X X X X X X X X X X X X X X
Lourdes X X X X X X
Alexa X X X X X X X X X
Alex * * * * * * * * * * * * * *
Kayla X X X X X X X X X
Steven X X X X X X
KEY: X=correct Blank boxes=incorrect *=Absent
Question 1:
2-digit subtraction
Answer:C. 37
Question 2:
3-digit subtraction
AnswerG. 155
Question 3:
Subtraction with estimating
AnswerB 30
Question 4:
Subtraction with estimating
AnswerH. 80
Question 5:
3-digit subtraction
AnswerD. $235
Question 6:
3-digit subtraction
AnswerG-$434
Question 7:
4-digit
subtraction
AnswerC. $746
Question 8:
Subtraction with estimating and rounding to the nearest ten
AnswerI.70
Question 9:
Subtraction with estimating and rounding to the nearest ten
AnswerD. 50
Question 10:
3-digit
subtraction
AnswerH.81
Assessment Analysis Report 29
Question 11:
4-digit
subtraction
AnswerA. 1226
Question 12:
Subtraction story problem
AnswerF.10 min
Question 13:
Subtraction Story Problem
AnswerD.10 containers
Question 14:
Subtraction story problem with exact or estimated answer
AnswerG. Exact, 11 girls
This test consisted of 14 questions. Based on the data from the graph above, the range of
scores is 43%-100%. In comparison with the rest of the class, Burkley scored 100%, which is the
same as 3 other people. When I asked about Broc and Alex’s test, they hadn’t taken it yet. I still
do not have these tests.
Students Comparison
The male students scored lower than female students by an average of 13%. The male
students’ averaged a score of 63% of the questions correct. The female students’ averaged a
score was 76% of the questions correct.
boys girl
63%76%
Gender
boys girls
Caucasian students had an average score of 85% on this assessment. While Hispanics
students had an average score of 63% on the assessment.
Assessment Analysis Report 30
caucasian
Hispanics
85%
63%
EthnicityCaucasian Hispanics
The high level learners scored 92% on this assessment. The students who had an
IEP scored 71% on this assessment. Students who attended tutoring and reading recovery
scored 62% on this assessment. Students who attended LLI scored 59% on this
assessment. The student in special education score the lowest with 42% on the test.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
0.71
0.59
0.62
0.92
0.42
Special EdHigh Level LearnersTutoring/Reading RecoveryLLIIEP
Information about Burkley, Broc, and Alex:
Burkley is an 8-year-old female who is considered to be a high-level learner. She
excels in everything she does. She is above average in language arts. She is the only one in
the class that can write a complete paragraph with complete sentences and correct
punctuation. In math, she has been told she will be tested for fourth grade math and if she
can do that with ease, she will be moved up to fifth and so on and so forth. She is only off
task some of the time and it is because she is bored and she writes notes. She rarely moves
her card and I’ve only seen it done once. I chose Berkley because I was interested in her
Assessment Analysis Report 31
when I found out she was being tested for Gifted and Talented. She is so high in her
reading and math abilities that it’s hard for her teacher to figure out what to do to challenge
her.
Bros is an 8-year-old male who is on grade level for his age. He is getting better at
writing paragraphs with complete sentences and with correct punctuation. He loves to
write stories and does so very often and shows it to Miss Farnsworth or myself. He is very
proud of his work as well. He does about average on math as well. He listens to the lessons
and then tries to do it without any assistance from any teachers. He doesn’t usually have
any disruptions during class and I’ve never seen him move his card. I close Broc because
he in the middle for his academic abilities. He will let a teacher know when he doesn’t
understand or if he has questions. When he takes tests, he finishes very fast.
Alex is an 8-year-old male who is only a little below grade level now. When he first
started third grade in Mrs. Wahlberg’s class, he was very low. His math level was low and
his language arts level was low. When I talked to Mrs. Wahlberg about Alex, she said that
from the beginning of the year to now, he is much higher in his athletic abilities in math and
reading. He doesn’t qualify for any interventions anymore because he has made a dramatic
jump in his grades. Mrs. Wahlberg also told me that when he was in second grade, he didn’t
talk to anybody, including her. She tries to give him plenty of opportunities to interact with
the class and either gives him an option to pass or ask his group. He has improved just
since I have been in this class. He has talked to me more and more and I look for
opportunities to help him with his speech. I think that maybe the fact that he doesn’t speak
very much and that makes it so we aren’t sure how much he actually understands very
hard to tell. I chose Alex because he didn’t talk at all last year and since he has been in Mrs.
Wahlberg’s class, he has been interacting with his teacher and his classmates. Since the
beginning of the year, he has progressed in his reading and math abilities.
Assessment Analysis Report 32
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14
Burkley X X X X X X X X X X X X X X
Broc * * * * * * * * * * * * *
Alex * * * * * * * * * * * * *
Synthesis of whole class:
As a whole, this class performed poorly on this subtraction chapter test. This
suggests that the material was not taught enough or explicitly enough.
On this assessment, none of the questions were answered with 100% accuracy. There
were however questions with 70% or higher. Questions 1, 2, 4, 5, 6, 8, 10, 11, and 12. Questions
1 and 2 pertained to be subtracted mentally. Question 4 pertained to rounding and then
subtracting. Question 5 and 6 pertained to regular 3 digit subtraction problems. Question 8
pertained to rounding and then subtracting. Questions 10 and 11 pertained to regular subtraction
problems. Question 12 pertained to a story problem using subtraction.
Questions 3, 5, 7, 9, and 14 were between 69% and 50%. Question 3 pertained to
rounding and then subtracting. Question 5 and 7 pertained to regular subtraction problems.
Question 9 pertained to rounding and then subtraction. Question 14 pertained to a subtraction
story problem and they also needed to determine whether to find the exact answer or an estimate.
Question number 13 was the most missed question with only 29% of the students
answering it correctly. The question pertained to using a story problem for subtraction.
What I would do to help these students do better on their tests is give them more review
on subtraction. For the most part, they all struggled with this test and this topic needs to be
Assessment Analysis Report 33
retaught. They need to be shown visuals and need to be taught how to take their time and work
through each question.
Synthesis of Burkley, Broc, and Alex:
Burkley has no problem with tests and takes them with ease. I don’t have any suggestions
for her except for giving her material that will challenge her, but as I stated before, that’s what
they are going to be doing for her. (For Burkley’s assessment, see Appendix A).
Broc and Alex were absent for this test and I never heard back from Mrs. Wahlberg
saying that she had given them the test. Their work will not be in the appendices.
Self-Reflection
I thought it was very interesting to see these assessments broken down into different categories. It was also interesting to me to see the different contextual factors the class had. Scores that students receive are not always what you expect. Sometimes you get the scores back and you are blown away by how well some of the students had done. I am grateful that I was able to do this assessment analysis before I had become a teacher. I believe this is helpful for me to see what students are struggling with and what they are excelling at. Because of this assignment, I will be sure I am doing explicit instruction and making sure I am doing my very best to have none of my students fall through the cracks.
This assessment analysis report has made me ask a few questions. Are there specific test analyzations that are more important to focus on or does it depend on the test? Or could it also depend on where I work. I would use a condensed version of this report when I become a teacher to determine how well my students have done on a test.
Assessment Analysis Report 34