Assessment

Application and Analysis Report

Pre-Assessment

The pre-assessment administered was for a 1st grade-mapping unit, given

February 25, 2015. The unit aligns with Common Core Social Studies Standards
Objective 2: Recognize and use a map or a globe. This assessment was given to
determine students knowledge on reading a map, identifying features, and using
cardinal directions. Not every student was in attendance for this assessment, but
students who were missing the day of the assessment then took the assessment 2
days later. The assessment is a worksheet, where students label the compass rose,
color land and water, and then determine which direction certain landmarks from
each other.

I gave instructions before students began this assessment. I told students this

was an assessment for me to see how much they already know about maps and
directions. If they didnt know the answer, dont worry about it just put a question
mark next to it. I then read through each question one at a time and provided
enough time for students to complete the question before we moved on to the next
one.

The students seemed very calm as they began this assessment, and seemed

quite happy that if they didnt know the answer they could just put a question mark
next to the problem. They quietly completed the assessment, which took about 20
minutes to do.

Three students who I am analyzing are student 2, 3, and 26. Student 2 was

chosen because of her IEP. She has been diagnosed with ADHD and is currently

Assessment Application and Analysis Report

taking medication. Student 3 is a struggling student, and student 26 has been

identified by the classroom teacher as a high level learner.

Post- Assessment

The post assessment was given April 2, 2015. This assessment was

administered after the completion of 6 lessons directly focused on finding

landmarks, identifying features, and using the cardinal directions. This assessment
was given with similar instructions to the pre-assessment. I instructed students to
not look at their neighbors paper, and to be honest in the work they do. I again read
through the assessment question by question and aloud time for students to
complete before I moved onto the next.
Students showed confusion with questions 3-7 and I gave more explicit
instruction to those questions. Question 3 says, The rowboats are ____ of the
campfire. Students werent sure whether they needed to identify the rowboats and
then label the direction the campfire was from there or to find the campfire and
then identify the direction to the rowboats. I then instructed students to find the
campfire, and then label which direction you would go to get to the rowboats. Many
students were listening to my instruction, but many of my higher-level students
went ahead and completed the questions identifying the directions backwards. After
about 25 minutes I asked the students if they had any other questions, and then I
collected their papers. I then went to the ELMO and showed a blank test and
completed it with their help. As I began to complete the sentences with the
directions student 26 broke into tears saying that he did those questions backwards.
I asked if any others had done the same thing and many others of my higher-level

Assessment Application and Analysis Report

students raised their hands, they had gone ahead and didnt listen to my instruction
as I helped the class earlier to not make that mistake. The following day I allowed
those students who had done it backwards to retake the post-assessment, and then
recorded their scores.

1)
2)
3)
4)
5)
6)
7)

Analysis

Label N, S, E, and W on the compass rose.
Color the land green and the water blue.
Write north, south, east, or west to complete each sentence.
The rowboats are ____ of the campfire.
The camping trailers are ____ of the tents.
The cabins are ____ of the tents.
The campfire is ____ of the camping trailers.
The island is ____ of the cabins.

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22

Table 1.1
Pre Assessment Post Assessment
2/25/2015
4/2/2015
2/11
6/11
3/11
9/11
2/11
10/11
2/11
10/11
2/11
10/11
3/11
8/11
10/11
11/11
2/11
7/11
2/11
10/11
6/11
10/11
2/11
10/11
9/11
11/11
2/11
11/11
5/11
11/11
3/11
8/11
4/11
11/11
7/11
9/11
6/11
8/11
5/11
9/11
6/11
7/11
4/11
11/11
8/11
10/11

Assessment Application and Analysis Report

23
24
25
26
27
28

2/11
1/10
11/11
6/11
2/11
4/11

10/11
9/11
11/11
11/11
10/11
11/11

Table 1.2
12
10
Girls

Boys
6

Struggling
HLL

IEP
2
0
Pre

Post

Synthesis
Together the class did not do very well on the pre-assessment. There were

only 3 students who had scored a 9 or higher (out of 11), 25 scored less than 9
points. This pre-assessment solidified the need for the unit plan I had prepared for
these students so that they will understand cardinal directions and be able to use
and read a map.

As table 1.2 shows the comparison between the pre and post assessments

you can see that every group of students did significantly better on their post
assessment. The total amount of points students could get on these assessments was

Assessment Application and Analysis Report

11. While most subgroups were near, the struggling students in the class were still
slightly lower than the other students, with an average score of 7.5. All other
subgroups averaged above 9 points. The post assessments supports the pre-
assessment findings, that students didnt understand maps, or how to use maps, but
throughout the mapping unit students learned techniques and information that
helped them to understand directions, landmarks, and features.

While the pre and post test assessed students ability to identify landmarks

using a legend, and determine directions, it did not ask students to determine
physical and man made features. I noticed this, and throughout many lessons while
we looked at maps we discussed man made and physical features. This was
constantly being addressed throughout my lessons, because I knew the post and pre
assessment did not particularly address these questions. That is one thing I would
like to add to the assessments in the future, to make sure that the pre and post
assessments entirely line up with the core requirements.

The assessments given throughout the lesson are aligned closely to the

lesson plans and the core requirements. Lesson 1s assessment was to draw and
label a compass rose. Lesson 2s assessment was to make a list of landmarks they
saw on the map. The assessment for Lesson 3 required students to draw a man
made features, which were completed on student whiteboards. Lesson 4 was
completed as a worksheet, and students determined which features were man
made and which were physical features. The assessment for lessons 5 and 6
required students to create a map, which has taken a lot longer than planned, and is
still currently taking place. Formative assessments have included discussions on

Assessment Application and Analysis Report

man made and physical features, identifying landmarks, using cardinal directions,
and understanding a legend. These assessments have proven to be valid especially
when reflecting on the scores and the understanding these students have of maps.

Table 1.1 shows individual scores. A score of nine or higher shows proficient

students (9/11 is equal to 82%). With the pre test only three students out of 28 scored a
9 or higher. The posttest identifies 23 students who scored a 9 or higher. Those results
show that 82% of the class tested proficient in the post assessment aligned to the
common core social studies standard Objective 2 and its indicators.
Objective 2: Recognize and use a map or a globe.
Indicators:
a.
b.
c.

Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city
hall, churches).
Locate physical features (i.e. continents, oceans, rivers, lakes), and man-made features (equator,
North and South poles, countries) on a map and on a globe.
Identify the compass rose and cardinal directions on a map and on a globe.

Student 2 Analysis


Lesson 1 Summative Assessment: 4/4
Lesson 2 Summative Assessment: 5/5
Lesson 3 Summative Assessment: 1/1
Lesson 4 Summative Assessment: 10/10
Lesson 5 & 6 Assessment: (student maps) In Progress
(See Appendix C for student assessments)


Student
Pre Assessment Post Assessment

2/25/2015
4/2/2015

2
3/11
9/11

Assessment Application and Analysis Report

9.3
9.2

Student 2

9.1

Class Average

9
8.9
8.8
Percentage correct

Student 2 Synthesis

Student 2 performs at a higher level in the classroom, when medication is

taken. She continues to struggle with staying focused, but improvement has been
noticed in her performance since she has been taking medication. She can complete
assignments and tasks, but usually requires a reminder to not talk with her
neighbors, and to try and stay focused.
Student 2 performed extremely well on her end of lesson summative
assessments. She has also been able to correctly answer verbal questions regarding
directions, landmarks, and everyday applications. The day we took the post test,
student 2 was not feeling well. She complained of a headache, and stomachache, and
was in tears the majority of the day. She still completed the post-assessment, but I
dont believe it was to the best of her abilities because she was feeling sick. I didnt
require her to color her post assessment, as she was barely able to complete the
assessment. She only missed 2 questions on her post assessment, which placed her
an 82%. Overall student 2 did extremely well on this unit, and her formative and

Assessment Application and Analysis Report

summative assessments show that. Modifications and accommodations were made

to help student 2 succeed throughout this map unit, and it showed to very beneficial
to include interaction with classmates at specific points in the lesson, as well as to
call on her throughout my instruction time. She did extremely well and I am pleased
with her performance. I would like to see how she would do if she were to take the
post assessment again, but I would have to conduct that at a future time.
Student 3 Analysis
Lesson 1 Summative Assessment: 4/4
Lesson 2 Summative Assessment: 5/5
Lesson 3 Summative Assessment: 1/1
Lesson 4 Summative Assessment: 9/10
Lesson 5 & 6 Assessment: (student maps) In Progress
(See Appendix C for student assessments)

Student
3

Pre Assessment
2/25/2015
2/11

Post Assessment
4/2/2015
10/11

10
9.8
9.6
9.4
9.2
9
8.8

Student 3
Class Average

Percentage correct

Assessment Application and Analysis Report

Student 3 Synthesis
Student 3 performs at a lower level in the class. He struggles specifically with
reading. While the assessments included very little reading student 3 excelled in all
of his assessments throughout this unit. He has successfully created a compass rose
and labeled it correctly as well as identify it on a map, he has been able to identify
landmarks, and has been able to determine whether landmarks are physical or man
made.
His post assessment he took alongside the rest of the class and did
exceptionally well. He missed one question, which placed him at a 91%. Throughout
the formative and summative assessments student 3 has been successfully able to
complete the common core requirements integrated into the unit plan. I have seen
exceptional quality from him in his assignments, and am very pleased with his
performance. The accommodations made for this student, were very helpful to him.
I read many questions allowed, I provided examples, and I incorporated many
visuals. This students assessments show the effectiveness of the accommodations
made, and how well he understand the content being taught.
Student 26 Analysis
Lesson 1 Summative Assessment: 4/4
Lesson 2 Summative Assessment: 5/5
Lesson 3 Summative Assessment: 1/1
Lesson 4 Summative Assessment: 10/10
Lesson 5 & 6 Assessment: (student maps) In Progress
(See Appendix C for student assessments)

Student
26

Pre Assessment
2/25/2015
6/11

Post Assessment
4/2/2015
11/11

Assessment Application and Analysis Report

10

11
10.5
10
9.5
9
8.5
8

Student 26
Class Average

Percentage correct

Student 26 Synthesis

Student 26 performs at a higher level in the classroom. He understands
higher order thinking questions, and brings remarkable insight to many classroom
discussions. His formative and summative assessments throughout this unit he
scored extremely high on, receiving 100% on all summative assessments. He
showed growth and improvement from his pre and post assessments, and has
mastered the ability to identify landmarks (physical and man made), identify a
compass rose, and correctly label and use the cardinal directions.

Student 26 was very engaged in the map lessons. He could have easily been

given harder tasks and excelled at them. I could have had him create a more
complex map, to accommodate for him, but will know to have that option available
to students the next time I teach this unit.

While I was reading the post assessment to the students, I noticed a lot of

confusion on which direction the question was asking. For example the question
stated The rowboats are ____ of the campfire? While we had previously practiced
locating directions from opposite places, students were unsure whether to

Assessment Application and Analysis Report

11

determine the location of the rowboats first and then write the direction to the
campfire, or find the campfire first and then write the direction to the rowboats.
After I noticed much confusion, I worked through it explicitly with students and said
identify the campfire first, and then go to the rowboats, write which direction you
went. While most of my students stayed with me, my high level learners ignored my
prompts and completed them individually. After the assessment I went over it with
the entire class. Student 26 was in tears by the end, telling me that he had done
everything backwards, which many other students did. I told him not to worry, that
I would allow him to retake the post assessment the following day. He settled down
after that and the next day 7 students retook the post assessment.