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Reflection Section 1

The document provides a reflection from a teacher on assessment results from individual lessons in language arts, math, science, and social studies. The teacher analyzed student self-assessment rubrics and observation checklists to understand student performance and confidence in different areas. The results helped the teacher identify which concepts needed more practice and how to group students for the next lessons based on their needs.

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49 views4 pages

Reflection Section 1

The document provides a reflection from a teacher on assessment results from individual lessons in language arts, math, science, and social studies. The teacher analyzed student self-assessment rubrics and observation checklists to understand student performance and confidence in different areas. The results helped the teacher identify which concepts needed more practice and how to group students for the next lessons based on their needs.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Individual Lesson Assessment Reflection-

SECTION 1: Reflection in Action

1. Language Arts Assessment Results:

Students were given a rubric for self-assessment during the class discussion about the
book When I Grow Up by Al Yankovic. The students were given comprehension questions as a
prompt. Students took turns raising their hand to participate in the discussion. The students
were given the directions for the rubric before the discussion started. The students were told to
score themselves based on how they think they did for each criterion, during the discussion. 4
being the highest and 1 being the lowest. These were the students’ results of the rubric/self-
assessment

The results did not surprise me, I assumed the numbers the students gave themselves
would be all over the bored. It is sometimes hard to figure out or know if the students may have
just circled numbers based on something other than self-assessment (for example, a student
may have just wanted to circle numbers in a certain pattern, or the same number all the way
through) but I believe most of the students grasped the concept of choosing the number based
on the way you they thought they performed during the class discussion. Having these results
could definitely help when planning the next days lesson. Planning the lesson based on the way
students think they performed could be a great way to start another class discussion that relates
to the topic in the lessons. The students could brainstorm ways to become better listeners and
contributors and how to help each other do better. Having students contribute to their own
learning and helping others learn better is a great way to keep students involved and social with
each other, especially in remote learning where the students don’t interact as much.

2. Math Assessment Results:

For the assessment results in math, a rubric was designed to have students assess themselves so
that I could see what areas they thought they needed more help in. The results in the chart above show
that for the first “I can” statement, I can identify place value in 2 digit numbers when using base ten
blocks, 4 students felt they needed to practice more, 3 students thought they needed just a little more
help before they are there, and 3 students think that they got it. For the second “I can” statement, I can
count and write numbers when shown base ten blocks, 6 students felt they needed to practice more, 2
students thought they needed just a little more help before they are there, and 2 students think that
they got it. For the last “I can” statement, 3 students felt they needed to practice more, 5 students
thought they needed just a little more help before they are there, and 2 students think that they got it.
This type of rubric helps greatly to let me know the student confidence in a certain area. The results
somewhat surprised me, I was thinking that more students would be embarrassed to admit they needed
help, but the students seemed to be mostly honest. In math, a lot of students are uncertain and are
afraid to admit that they need help, so I really like this rubric to let the students express their needs to
me in this way. I think this would help me design the next day’s lesson by allowing me to see which
students need more help and which ones don’t and I can group them together by their needs. Students
who are more confident can work with students who need help, and the students who need a lot of help
can work one on one with me.

3. Science Assessment results:

I chose an observation checklist as a way to score the assessment for Science. The
online assessment was a thumbs up/thumbs down assessment. The reason I did this is because
it was my first lesson that I had to teach to the students in a remote setting and I was nervous
and wasn’t sure how they would react. It is hard to see everyone, but when teaching on zoom,
you can mostly see everyone on the screen. I am not surprised of the results at all, I had
complete confidence that the students could all perform this assessment with ease. I chose to
put the results as “Right” when I could see that more than ¾ of the class had their thumbs up. It
was easier to assess that way for me, and it ended up that saw no student showing the wrong
answer for any question on the slide. I liked this assessment because it showed me that all of
the students understood the lesson and were able to correctly identify what they were
supposed to. I can also use this assessment to do the next day’s lesson because I can use the
results to build upon the lesson and make the content a little harder, knowing everyone is on
the same page. It makes scaffolding much more possible as a group, rather than individually.
This definitely helps when planning lessons.
4. Social Studies Assessment results:

For the assessment results for Social Studies, I chose a scoring guide that allowed me to
see if the students were able to follow directions to the assessment and if they were able to
comprehend what some of the directions meant. I think that this type of scoring guide is helpful
because it allows me to see what a child’s strengths and weaknesses are in comprehension
skills. This scoring guide was done through observation. It would help me for the next day’s
lessons because I would then know what types of directions or statements might be too hard for
the students to follow or comprehend, so I able to adjust my lessons accordingly.

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