Student Assessment Profiles

Kara Stewart

Students

Caleb (Assessment #1)

Assessments
My Math Chapter 8 assessment. Chapter Assessment assessing students math skills
learned in Chapter 8 of the My Math program.
Drops in the Bucket Literacy assessment. Literacy assessment designed to assess
students knowledge of various literacy concepts.
My Math Chapter 14 assessment. Chapter assessment designed to assess students math
skills learned in Chapter 14 of the My Math program.
Interviews, and observations were conducted to gain an understanding, and knowledge of
each student.
A background assessment was administered to students in the form of interviews and
observations. In the interviews we asked all students in the class questions such as; what are
your interests, who is in your family, how do you like to learn, and what are your favorite
subjects. Observations were also conducted over a space of many weeks. The information
gathered from these sources is used throughout the following research.
Student #1 Description
Student #1 is an African American fourth grade student, at Crimson View Elementary. I
will now refer to this student as Caleb, a pseudonym. He is an ESL student who was adopted
from Africa. He was adopted approximately three years ago. Prior to coming to the United
States he lived alone, and had no family. He had no one to take care of him, he lived in a tree,
and had no prior education. When he was adopted and came to the U.S. he had never had any
education. Now, three years later, he is still struggling. He often is not to the level the class is,
and he is behind on a lot of things. He struggles being able to pay attention in class. Often times
he is watching others and paying attention to his social surroundings, rather than learning. This
student is at a WIDA level 2. He also has an IEP for learning disabilities. Although he is well
behind, he tries in class, and he is working hard to improve. He lives with his parents and little

sister, who was also adopted. His parents are a huge support to him, and they are committed to
giving him a quality life, and education. He loves playing with other students, and he especially
loves sports.

Student #2 Description
Student #2 is a Caucasian female fourth grade student, at Crimson View Elementary. I
will now refer to her as Ashley, a pseudonym. She is one of the high level students in the class.
She is above grade level on writing, reading, and math. She excels at most subjects. She loves
to answer the questions in class, and she is always attentive. She does well on most everything
she is given to do. She is often times placed next to a lower level student so she can help them
when needed. I have been in the classroom every Wednesday for several weeks and not once
have I seen her off task or not doing her work. She is very neat and organized. She lives at
home with both of her parents, and her younger siblings. She loves to dance.

Assessment #1 Description
The first assessment is a My Math chapter assessment. This assessment was designed by
McGraw-Hill, which is a text book company. The purpose of this assessment is to gain an
understanding of the students knowledge about Chapter 8. This assessment tests the students
knowledge of prime and composite numbers, multiples, reducing fractions into simplest form,
improper fractions, mixed numbers, equivalent fractions, and story problems relating to
fractions. (A blank copy of the assessment can be found in the artifacts section of the paper.)
This assessment gives the teacher an idea of what the students understood and what students may
need extra help with. It also gives the whole fourth grade team an idea where all students in

fourth grade are struggling. It also gives them an idea of where there might be gaps within their
program. It also gives them a perspective on what they can do to help their current students
improve in these areas, and how they can teach in the future to improve these areas. The data
from this assessment is purposeful in making sure that students, and teaching are improving.
This assessment was delivered to the whole class. Students used privacy folders to
ensure to students were working on their own work. Students who have a hard time focusing
were brought to a separate table to work on their assessment. Both ESL students were brought to
a separate table where the questions were read aloud to them.
As a whole class students performed very favorably on this assessment. Scores were
relatively high. The overall average score for this assessment was a 93%. Most students ranged
from 86%-100%, 19 out of 23 students scored 13 or higher out of 15. The remainder of the class
scored between 73%-80%, 4 students scored either 11 or 12 out of 15. Benchmark for this
assessment was an 80%. The highest score possible was 15, and 14 out of the 23 students
received a 15. The lowest score received on this assessment was an 11 and only two students
received an 11. The following chart is broken down into students scores based on their
percentages.

Students Scores based on percentages

73-80%; 17%
73-80%
86-93%

100%; 61%

86-93%; 22%

100%

The most missed question on this assessment was question 15. This question was missed five
times. Question 15 assesses students; knowledge of values of fractions. This concepts can be
very abstract, making it difficult for students to understand. Questions 11 and 14 were also
missed 3 times. Question 11 assesses students knowledge of equivalent fractions, and question
14 assess students knowledge of factors. The following table breaks down the questions of the
assessment and the scores of the students.
S

QQQQQQ1
%
5

1
F
2
3M
4M
5F
6M
7M
8M
9M
1F
10
1

1
1
1
1
1
1
1
- - -8
-8
9
1

1
12
13
14
15
16
71
18
29
20
1
A
2s
3
C
aCorrect

--

Incorrect

1
8
1
1
- - -8
-

7
9
1
1
1
8
- -7
-

Severe
LD

Student #1: Student number 1, Caleb, received an 11 out of 15 on this assessment. Although, his
score on the assessment was one of the lowest in the class. He still scored a 73%. This score
was just barely under benchmark. Compared with the class his score was low. However,
comparing the score to himself he did very well. Typically he scores well below benchmark. He
is improving and that is what is desired as his teacher.
Based on the data from the assessment, and other observations conducted in class, I can
gather that Caleb has a hard time grasping the concept of improper fractions, and mixed
numbers. Both of these questions were missed on the assessment. He also missed question
number 14, which deals with factors. I believe that he is having a hard time grasping these
concepts because these concepts are more abstract. I also noticed in the next chapter, the chapter
currently being taught, which was on capacity, he also had a hard time. While learning about
liquid capacity he was confused during the whole process, and had to be pulled aside for some
extra help on the concept. In the beginning he could not fully grasp what was being taught, and
so he just began to space out. I have noticed that if he doesnt feel capable to learn the material
his affective filter will go up, and he will try to go unnoticed. I believe that it would be

beneficial for him to receive some one-on-one help to assist him in learning and understanding
these concepts. I also feel that concrete resources, such as; manipulatives, tangrams, and actual
liters, gallons, etc. will help him learn. He is not able to think abstractly so any resource we can
give him will help close some gaps for him. As I use more concrete methods of teaching him,
and as I become more explicit I feel that he will be better able to improve.

Student #2: For this assessment Ashley received 100% on her assessment. This is not
uncommon for her. Ashley is typically the first student to understand a concept being taught in
class. She often will understand a concept and then be instructed to assist other students in
learning the content. Although, she excels in most subjects, math is one of her favorites. To help
assist Ashley I plan to help give her enrichment activities. She often knows the information
within a few minutes of being taught. I feel that after she has received explicit instruction I can
give her more enriching activities to help her gain a deeper grasp on the concept. For this
Chapter I could give her a math menu that would deepen her understanding of fractions and their
values, improper form, and mixed numbers. For her I will pre-assess her knowledge in each
chapter and determine what enrichment activities could be done to deepen her knowledge.

Assessment #2
Student #1 Description
Student #1 is a female Caucasian student with brown hair. She will now be referred to as Anna,
a pseudonym. Anna is a new student. She moved in just a few weeks ago. When you move to a
new school it is often hard to transition, and I feel that she is having a hard time transitioning.

During class she often looks confused, and you can tell she is struggling to understand what to
do.
I feel that student Anna needs to communicate more with the teacher. I feel like she is
trying to just slide by with the teacher. However, it would be very beneficial if the teacher would
talk to her about her progress, and what things she needs help on. I believe that communicating
with her and giving her extra resources will help catch her up, and keep her moving forward.
Student #2
Ashley, as described above.

Assessment #2 description
This assessment is a literacy assessment. This literacy assessment is called Drops in the Bucket.
It is a one page assessment containing 20 questions. The questions are short answers and
multiple choice questions. The assessment tests students knowledge of homonyms, end
punctuation, commas, verb tense, fact or opinion, possessives, contractions, adjective or adverbs,
root words, and prefixes/suffixes. (A copy of the assessment can be found in the artifacts
section.) The test requires students to actually engage in doing literacy skills. This allows the
teacher to understand the data, and what her students are struggling with, specifically. The
benefits of this assessment is that it gives you an opportunity to see what students are not
understanding, by how they answer and do their work.
This assessment was given to students right after returning from lunch. The students
went over some key concepts with the teacher, and then they were given the assessment.
Overall, I felt that the students felt comfortable with the material because they had practiced it

multiple times in class. However, when the students received the material they became tense and
frustrated. The assessment was only administered to 14 students that day because 5 of the
students, students 2, 5, 11, 12, and 13 were away at a school activity. Student 18, and 20 were
both absent, Student 17 was not administered the assessment due to her severe learning disability
the assessment would not have been appropriate for her, because it is well above her abilities.
On this assessment the class as an average was below well below benchmark.
Benchmark on this assessment was 75%. As a class the average score was 64%. The highest
score on this assessment was a 17 out of 20, which is an 85%. There were two students in the
class who received this score. The lowest score in the class was a 7 out of 20, which was a 45%.
There was also two students in the class who received this score on the assessment. The results
from this assessment show that there were 4 out of 14 students who received between 35-50%.
There were 6 out of 14 students who received 60-70% on the assessment. There were 4 out of 14
students who received an 80-85% on this assessment. Out of the 14 students who took the
assessment, 4 of the students were at or above benchmark on this assessment. The following
table shows the breakdown of students and whether they answered a question correct, or
incorrect.
20 1 2. 3. 4. 5. 6. 7. 8. 9. 10.
1F

14

2M

3M

16

4F

17

5M

6M

* *

x
*

14

7M
8M

*
x

14
*

x
* *

9F

12

10F

13 x

x
*

12.

13.

14.

x
*

x
x
*
x
x
*

x
x

11.

15.

16.

17.

18.

19.

20

x
*

*
x

x
*

x
*

*
x

11F

* *

12M

* *

13M

* *

14F

14

15M

17

16M
*

* *

18F

7 x

Anna*

9 x
*

20F

7 x

17F

10

Ashley*

16 x

*
x

* *

21M

*
x

*
x

x
x
*

x
x

*
x

x
*

*
x

*
x

x
x

x
*

x
*

x
*

x
*

x
*

x
*

*
x

x
*

x
*

x
*

x
*

*
x

x
x

x
*

23M

* *

* *

* *

24M

* *

* *

* *

Correct
Incorrec

t
Absent

*
Student #1: Anna received a 9 out of 20 on this assessment (45%). On this assessment

she missed questions 1,3,6,7,8,9,10,11,13,14,16, and 17. These questions dealt with homonyms,
punctuation, commas, fact and opinion, possession, and adjectives and adverbs. Student #19 was
one of the 4 students who received a 35-45% on this assessment.
This was one of the lowest scores in the class. I have noticed that student #1 is not
understanding the content being taught in almost every subject. She is continuously lagging
behind in every subject. However, she has scored continuously well on listening. As the teacher
I would take this knowledge and use this to build upon to increase her learning. For example, in
literacy I could have find songs or videos that explain the concepts. There are plenty of fun
videos and songs for contractions, verb tense, and homonyms. I would allow her to watch these
videos and listen to these songs after I have spent extra one-on-one time going over the concepts
with her. After I would check to see her progress.

Student #2: Ashley received a 16 out of 20 (80%) on this assessment. This score was
above average on this assessment. She was also above what the benchmark was for this
assessment. Ashley missed questions 6, 7, and 8. These questions all dealt with punctuation.
Questions 6 and 7 dealt with end punctuation, and question 8 dealt with commas.
Ashley is one of the highest achieving students in the class. She typically scores above
the rest of the students. She almost always scores at or well above benchmark in her
assessments. For this assessment she did really well. However, I noticed that she missed all of
the questions dealing with punctuation. This was something that almost every student who took
the assessment struggled with. I feel that it is necessary to go back and review this concept with
the whole class. I feel that as I do this review that she will be able to understand this concept
better. I believe that commas is something that should be given more time, and more
opportunities for students to practice as well. I feel that as these things are done they will help
Ashley grow and improve.

Assessment #3
Student #1
Anna, as described above.
Student #2
Ashley, as described above.
Assessment #3 Description
This assessment is a My Math Chapter 14 assessment. This assessment was given to
assess students knowledge on the following geometry skills; lines, rays, parallel and
perpendicular, angles, and symmetry. (A copy of this assessment can be found in the artifacts

section.) This assessment gives the teacher an idea of what the students understood and what
students may need extra help with. The data is also used for the whole fourth grade as a team.
They can use this data to see where their class is. It also gives the teachers an idea of where
there might be gaps within the whole fourth grade program. It also gives them a perspective on
what they can do to help their current students improve in these areas, and how they can teach in
the future to improve these areas. The data from this assessment is purposeful in making sure
that students, and teaching are improving.
This test was administered during the day on a Thursday. While this test was being
administered some students were still taking the SAGE test. During the test things were a little
chaotic in the class. Students were coming, and going and the class seemed very anxious.
On this assessment the average score was a 90% or 12 out of 13. Benchmark for this
assessment was 80%. The majority of students were at or above this. The most missed questions
on this assessment were questions 4 and 6. Question 4 asks students to identify a line in a figure
where two lines intersect but are not perpendicular. Question 6 asks students to describe the
angle shown in a figure. The following figure breaks down students scores based on their total
score, and which questions were answered incorrectly.
1.

2.

3.

1M

2M
Ashley*
4F
5F
6M
7F
8M
9F
10M
11M
12M

4.
x

5.

6.

7.
x

8.

9.
x

10.

11.

12.

x
x

x
x

x
x

x
x

13.

Total
10
13
13
13
12
13
13
13
11
13
10
8

Anna*
14F
15F
16F
17M
18M
19M

x
x

x
x

x
x

6
12
11
13
13
13
13

There were 4 students out of 19 students who did not reach the benchmark score. The 4
students who did not reach benchmark are consistently below benchmark. On every assessment
I have collected data from these four students have been below benchmark. I feel that 3 out of
the 4 are below benchmark because they have a difficult time following along, and paying

Results
15

16

13

14
12
10
At grade level
8
# of Students
6
4

Below Grade level

Total Students
2

2
0

0
46-62%

69-76%

0
85-100%

Scores by Percentage

attentio
n with the rest of the class. The following graph shows the results of students who are
continuously below benchmark compared with students who are at grade level.

Student #1: Anna missed questions 1-4, and questions 6-8. Questions 1-4 deal with lines
and rays. These questions are looking at a figure, and asking them to identify a line, a ray,
parallel lines, and perpendicular lines. These questions require that Anna knows how to read the
figure shown. They also require that she knows and understands lines, rays, parallel lines, and
perpendicular lines. Question 6 requires that students understand angles. Question 7 requires
that students understand symmetry of pentagons. Question 8 requires students to find an
unknown angle. From this assessment I can gather that Anna does not understand lines, rays,
perpendicular, and parallel lines, and angles. These concepts are concepts that most of the class
understands, so I feel that it would be best appropriate to pull her aside one-on-one and do some

interventions. As we have also found she learns best by listening so creating videos she could
watch at home or in class would be a great way to help her get caught up on concepts she does
not quite understand. For example, I could make videos of me teaching the content, and have her
watch this videos in a quiet space. This would then give her the ability to learn without
distractions, and learn with her preferred method of learning. I also feel that eliminating
distractions during assessment time would also help Anna. She could go in the hall or in the
library to take the assessment. This will allow her have some quiet and not be distracted.

Student #2: Ashley received a 13 out of 13 on this assessment. During my observations I noticed
that Ashley understood this concept very quickly. For this chapter I would move her quickly to
extensions. I feel that I would not have her participate in the normal independent practices the
other students do. I would create a separate task that goes deeper into the concept and have her
engage in this activity. While doing this I will need to monitor that she stays on task, and that
she is extending her learning. For this chapter some examples could be more complex graphs, a
video going more into depth on angles, or have her create a symmetrical picture. All of these
activities over the chapter can help her deepen her knowledge of geometry in Chapter 14.
Conclusion:
After completing the research of the data from these assessments for the three students I have
concluded that each student has the ability to be successful. There are obstacles that may make
learning a little more difficult for Anna and Caleb. However, with explicit instruction, one-onone interventions, and other strategies specific to each student these students can succeed and
progress. One thing I have learned through these assessments is that both Anna and Caleb have
strengths and weaknesses. When we use their strengths to improve their weaknesses they can

learn and grow and make the best progression possible. These assessments can help us know
what we need to focus instruction on and how we can best help them.

Artifacts