Professional Documents
Culture Documents
Assessment
Profile
ELED
3650
Sarah
Beaird
Student
1
Introduction
Education
Plan
(IEP),
or
any
other
accommodation.
They
are
on
grade
level
in
math.
They
are
below
grade
level
in
reading.
This
student
is
part
of
the
Take
Home
Library
to
help
catch
them
up
in
reading.
Student
1
has
no
specific
behavioral
problems.
From
observations
throughout
the
semester,
I
have
noticed
they
will
get
off
task.
They
will
read
a
book,
color,
or
write
in
a
journal
rather
than
pay
attention
to
the
lesson.
I
have
especially
noticed
this
during
math
lessons.
Student
1
is
a
typical
fourth
grader.
This
is
why
I
chose
this
student.
I
wanted
to
see
what
areas
this
student
could
improve
upon.
Even
when
we
think
this
student
it
doing
things
right,
there
is
always
something
that
can
be
improved.
Assessment
1
The first assessment I chose was an end of chapter math test. This test was given at
the
end
of
Chapter
2
in
the
My
Math
program.
It
was
used
to
assess
the
students
understanding
of
the
concepts
taught
throughout
the
unit.
These
particular
concepts
were
about
addition
and
subtraction.
I
chose
this
test
not
necessarily
for
the
test
itself,
but
for
the
environment
in
which
the
test
was
taken.
I
wanted
to
focus
on
the
environment
of
the
test
to
see
if
that
elicited
different
test
results.
This test was given on a Tuesday morning right after library. The class was
supposed
to
have
about
thirty-five
minutes
before
recess
to
start
on
their
test
and
then
another
twenty
minutes
after
recess
to
finish
up.
On
this
particular
day,
the
weather
was
really
bad
making
it
so
students
couldnt
go
out
to
recess.
Rather
than
have
students
do
an
indoor
activity,
the
teacher
just
had
them
continue
taking
their
tests.
There
was
also
an
assembly
scheduled
later
in
the
morning.
While observing the class throughout this test, it became clear to me that the testing
environment
was
not
ideal.
There
was
a
lot
of
chaos
and
anticipation.
Students
were
not
focused
on
taking
the
test.
They
wanted
to
look
at
the
weather
outside
and
talk
about
the
upcoming
assembly.
On
more
than
one
occasion
the
teacher
had
to
stop
the
class
from
talking
and
chatting
with
each
other.
Because there was so much happening on this particular day, there was no real time
limit
for
the
test.
The
teacher
let
students
work
on
it
all
morning
until
the
assembly
and
after
the
assembly.
I
noticed
that
some
students
still
had
the
test
on
or
in
their
desk
late
in
the
afternoon.
Some
students
forgot
that
they
didnt
finish
it
and
other
just
didnt
want
to
finish
it.
(See
Appendix
A
for
student
test)
Assessment
2
The second assessment I chose was another math test. This test was given at the end
of
Chapter
4
in
the
My
Math
program.
This
assessment
is
very
similar
to
the
first
assessment.
This test was given on a Wednesday morning. As bell work, students did a review
for
the
test.
As
a
class
they
reviewed
the
bell
work
right
before
the
test.
Students
had
about
thirty-five
minutes
before
recess
to
get
started
on
the
test
and
another
twenty
minutes
after
recess
to
finish
up.
Students
were
also
told
that
they
would
have
time
to
go
to
the
The testing environment for this test was very good. The room was kept quiet so
students
would
be
able
to
concentrate.
All
students
stayed
on
task
to
finish
their
test.
For
the
first
part
of
the
test
there
was
an
aide
in
the
room
to
help.
My
self,
the
teacher,
and
the
aide
were
available
to
answer
any
questions.
No
one
was
to
give
the
answer
away
or
tell
them
how
to
do
the
problem.
All
students
handed
in
their
test
on
time.
No
one
kept
his
or
her
test
on
or
in
their
desk
after
the
teacher
collected
them.
(See
Appendix
A
for
student
test)
Assessment
3
The third assessment was a literacy assessment. This test was more of a
learning/formative
assessment.
Students
had
never
done
it
before
so
the
teacher
helped
them
the
whole
way
through.
After
students
learn
how
to
do
this
test
on
their
own,
it
will
be
used
to
assess
student
learning
after
reading
a
story.
The
story
and
questions
were
taken
out
of
the
Treasures
book.
Each student had his or her own copy of the Treasures book to read from. As a class
they
read
an
expository
text
about
the
teacher
Jaime
Escalante.
At
the
end
of
the
story
there
were
questions
about
the
text.
They
did
the
first
question
together
as
a
class.
They
read
the
question
as
a
class
and
answered
it
together.
The
teacher
called
on
a
few
students
to
help
him
answer
the
question.
The
teacher
then
had
the
class
answer
a
question
on
their
own.
He
read
the
question
out
loud
and
then
let
students
have
a
little
bit
of
time
to
answer
on
their
own
piece
of
paper.
The
teacher
observed
the
class
until
he
felt
that
everyone
had
a
chance
to
answer.
He
then
called
on
a
few
students
to
share
their
answer
with
the
class.
He
also
shared
his
with
the
class.
They
continued
this
pattern
until
they
had
answered
all
of
the
questions
from
the
text.
Although
the
teacher
had
students
write
their
answers
on
a
piece
of
paper,
he
did
not
have
them
turn
anything
in.
He
just
observed
and
listened
as
students
wrote
their
answers
and
shared
their
answers
with
the
class.
There
was
no
physical
copy
of
this
test.
Analysis
fifteen
questions
right.
They
had
no
special
accommodations.
They
were
in
the
same
testing
environment
as
the
rest
of
the
class.
Student
1
only
received
helped
if
they
asked
for
it.
fourteen
questions
right.
They
had
no
special
accommodations.
They
were
in
the
same
testing
environment
as
the
rest
of
the
class.
Student
1
only
received
help
if
they
asked.
On assessment three, there were no actual test scores. This test was observed and
monitored
by
the
teacher.
Student
one
followed
along
with
the
rest
of
the
class.
They
participated
in
reading
and
in
answering
questions.
When
called
on,
Student
1
had
an
answer
ready
to
share.
Synthesis
After viewing Student 1s math test scores, I would infer that this student really
understands
and/or
likes
math.
They
only
missed
one
problem
on
both
tests.
Even
on
the
Chapter
2
test,
in
a
chaotic
environment.
They
were
able
to
focus
on
the
test
and
do
their
best
work.
This
tells
me
that
this
student
is
very
focused
on
school.
They
want
to
learn
and
Adriana Brandt 12/17/2014 9:07 AM
do their best in everything. This attitude is evident throughout all three assessments
collected.
Student 1 was full participating in the literacy assessment. They were answering
questions
and
sharing
answers.
Through
my
observations,
it
looked
like
Student
1
was
enjoying
this
task.
They
seemed
like
they
were
excited
to
learn
and
participate
in
the
class
activity.
I dont think that I would necessarily want to change anything with this student. I
would want them to keep up what they are already doing. I would however want to
continue
to
motivate
them.
A
lot
of
times
students
like
this
get
overlooked
because
they
dont
have
any
pressing
special
needs.
With this student I would maybe even want to push them farther. They are on grade
level
in
math
and
working
to
catch
up
to
grade
level
in
reading.
Based
on
their
math
test
score,
I
would
want
to
encourage
them
to
go
further.
Start
thinking
more
deeply
and
challenging
them.
I
think
that
this
student
would
be
more
than
capable
of
handling
a
little
bit
of
a
challenge.
I would want to have a conference with the student and their parents. I think that it
is very important to keep parents involved and have their input on things. It is also
Student
2
Introduction
Education
Plan
(IEP),
or
any
other
accommodations.
This
student
is
on
grade
level
in
math
and
reading.
Student
2
has
no
specific
behavioral
problem.
This
student
does
have
a
hard
time
focusing
and
staying
on
task.
They
will
just
sit
there
doing
nothing
or
play
with
things
inside
of
their
desk.
They
shout
out
or
talk
out
of
turn.
There
is
no
specific
time
or
particular
subject
that
this
student
acts
out
during
Student
2
gets
along
well
with
their
classmates
and
teacher.
There
have
been
no
negative
interactions
with
classmates
or
any
other
students
on
the
playground.
They
enjoy
playing
foursquare
during
recess
or
making
things
with
the
Rainbow
Loom
rubber
bands.
Assessment
1
The first assessment I chose was an end of chapter math test. This test was given at
the
end
of
Chapter
2
in
the
My
Math
program.
It
was
used
to
assess
the
students
understanding
of
the
concepts
taught
throughout
the
unit.
These
particular
concepts
were
about
addition
and
subtraction.
I
chose
this
test
not
necessarily
for
the
test
itself,
but
for
the
environment
in
which
the
test
was
taken.
I
wanted
to
focus
on
the
environment
of
the
test
to
see
if
that
elicited
different
test
results.
This test was given on a Tuesday morning right after library. The class was
supposed
to
have
about
thirty-five
minutes
before
recess
to
start
on
their
test
and
then
another
twenty
minutes
after
recess
to
finish
up.
On
this
particular
day,
the
weather
was
really
bad
making
it
so
students
couldnt
go
out
to
recess.
Rather
than
have
students
do
an
indoor
activity,
the
teacher
just
had
them
continue
taking
their
tests.
There
was
also
an
assembly
scheduled
later
in
the
morning.
While observing the class throughout this test, it became clear to me that the testing
environment
was
not
ideal.
There
was
a
lot
of
chaos
and
anticipation.
Students
were
not
focused
on
taking
the
test.
They
wanted
to
look
at
the
weather
outside
and
talk
about
the
upcoming
assembly.
On
more
than
one
occasion
the
teacher
had
to
stop
the
class
from
talking
and
chatting
with
each
other.
Because there was so much happening on this particular day, there was no real time
limit
for
the
test.
The
teacher
let
students
work
on
it
all
morning
until
the
assembly
and
after
the
assembly.
I
noticed
that
some
students
still
had
the
test
on
or
in
their
desk
late
in
the
afternoon.
Some
students
forgot
that
they
didnt
finish
it
and
other
just
didnt
want
to
finish
it.
(See
Appendix
B
for
student
test)
Assessment
2
The second assessment was another end of chapter math test. This was the Chapter
5
math
test
in
the
My
Math
program.
Again
this
test
was
used
to
assess
student
understanding
of
the
concepts
learned
throughout
the
unit.
This
unit
included
multiplication
with
one
to
two
digit
numbers.
On
this
test
there
were
multiplication
problems,
word
problems,
and
estimation
problems.
This test was given on a Tuesday morning. Again it was given right after library.
Students
had
about
thirty-five
minutes
before
recess
to
get
started
and
another
twenty
minutes
after
recess
to
finish
up.
The
class
did
a
quick
review
before
actually
beginning
the
test.
The classroom was kept very quiet so all students would be able to do their best
work.
There
was
an
aide
in
the
room
for
the
first
half
of
the
test.
The
aide
was
in
there
to
help
those
students
with
IEPs.
The
aide
also
helped
anyone
who
asked
for
help.
The
teacher,
the
aide,
and
myself
were
available
to
answer
any
questions.
No
one
was
to
give
the
answer
away
or
tell
students
how
to
do
the
problem.
About half of the class finished the test before recess. The other half finished after
they
came
back
in
for
recess.
Every
student
turned
his
or
her
test
in
before
leaving
to
go
to
Success
Maker.
(See
Appendix
B
for
student
test)
Assessment
3
The third assessment was a literacy assessment. This test was more of a
learning/formative
assessment.
Students
had
never
done
it
before
so
the
teacher
helped
them
the
whole
way
through.
After
students
learn
how
to
do
this
test
on
their
own,
it
will
be
used
to
assess
student
learning
after
reading
a
story.
The
story
and
questions
were
taken
out
of
the
Treasures
book.
Each student had his or her own copy of the Treasures book to read from. As a class
they
read
an
expository
text
about
the
teacher
Jaime
Escalante.
At
the
end
of
the
story
there
were
questions
about
the
text.
They
did
the
first
question
together
as
a
class.
They
read
the
question
as
a
class
and
answered
it
together.
The
teacher
called
on
a
few
students
to
help
him
answer
the
question.
The
teacher
then
had
the
class
answer
a
question
on
their
own.
He
read
the
question
out
loud
and
then
let
students
have
a
little
bit
of
time
to
answer
on
their
own
piece
of
paper.
The
teacher
observed
the
class
until
he
felt
that
everyone
had
a
chance
to
answer.
He
then
called
on
a
few
students
to
share
their
answer
with
the
class.
He
also
shared
his
with
the
class.
They
continued
this
pattern
until
they
had
answered
all
of
the
questions
from
the
text.
Although
the
teacher
had
students
write
their
answers
on
a
piece
of
paper,
he
did
not
have
them
turn
anything
in.
He
just
observed
and
listened
as
students
wrote
their
answers
and
shared
their
answers
with
the
class.
There
was
no
physical
copy
of
this
test.
Analysis
On assessment one Student 2 received a 46% or they answered seven out of fifteen
questions
correct.
This
student
had
no
special
accommodations
or
special
help.
They
only
received
help
if
they
asked
for
it.
Student
2
took
the
entire
day
to
finish
this
test.
They
had
it
at
their
desk
until
the
end
of
the
day.
On assessment two, Student 2 received a 33% or they answered five out of fifteen
questions
correctly.
They
received
not
special
help
on
this
test.
They
were
in
the
same
testing
environment
as
the
rest
of
the
class.
They
only
received
help
if
they
asked
for
it.
Student
2
had
a
hard
time
staying
focused
on
this
test.
They
turned
it
in
on
time.
There were no actual test scores for assessment three. The teacher just used
observations
and
monitoring.
This
test
was
more
of
a
formative
assessment.
Student
2
had
a
hard
time
staying
on
task
with
the
rest
of
the
class.
Although
they
had
their
own
book,
they
were
not
following
along.
Student
2
wrote
a
few
items
down,
but
not
everything.
When called on to share with the class, they didnt have an answer prepared.
Synthesis
Student 2s biggest problem is their behavior and ability to stay focused. This is
evident
throughout
all
three
tests.
Throughout
the
semester
I
have
been
observing
this
student
and
the
problem
with
staying
focused
is
something
that
happens
quite
a
lot.
10
Looking at their math tests I would infer that they are not interested in math. They
received less than 50% on both math tests. Looking at just the Chapter two test I would
think
that
the
testing
environment
had
something
to
do
with
the
bad
test
score.
The
environment
for
this
test
was
chaotic
as
described
earlier.
But
combine
that
with
a
later
math
test,
Chapter
5,
it
is
clear
to
me
that
this
student
is
not
interested
in
math.
On
the
Chapter
5
test,
Student
2
has
drawn
all
over
it
(See
Appendix
B).
Rather
than
doing
the
work,
they
doodled
throughout
the
test.
The lack of ability to stay focused is also evident in the literacy assessment. They
were
not
following
along
and
they
had
no
answer
prepared
to
share
with
the
class.
They
were
playing
with
things
in
their
desk
or
doodling
on
their
paper.
They
had
no
interest
in
what
was
being
taught.
I feel that this student needs extra attention. They need someone to help keep them
on
track.
In
this
classroom
there
is
really
a
lack
of
consequences,
both
good
and
bad.
I
also
feel
that
this
student
would
greatly
benefit
from
having
a
reward
system.
They
need
To help this student I would implement a better reward system. I like the idea of
having
checklists
for
this
student.
I
would
sit
down
and
have
a
conference
with
them
and
their
parents.
I
would
find
out
what
types
of
rewards
Student
2
would
want
to
work
toward.
I
would
also
find
out
what
type
of
help
Student
2
thought
that
they
needed.
I
would
want
to
work
directly
with
the
student
and
parents.
There
is
no
point
in
making
a
reward
Adriana Brandt 12/17/2014 9:16 AM
11
I strongly believe that students at this age are fully capable of taking some
responsibility
for
their
own
education.
As
the
teacher
I
would
not
just
let
them
get
away
with
everything.
They
cant
just
sit
there
everyday
playing
or
doodling.
Scoring
Breakdown:
List
of
three
assessments:
10/10.
You
identify
each
of
the
assessments,
and
where
each
came
from.
You
describe
what
each
assessment
is
designed
to
do
in
broad
terms.
Description
of
assessment
data:
20/30.
Additional
information
and
detail
is
needed
to
contextualize
the
data,
both
in
terms
of
(1)
the
types
of
questions
and
information
elicited
from
this
assessment,
(2)
how
the
individual
learners
you
profiled
fared
on
each
of
these
assessments,
with
particular
item-by-item
assessment
(or
at
least
a
holistic
look
at
strengths
and
areas
for
growth
for
each
learner,
beyond
a
percentage
score),
and
(3)
what
this
means
with
respect
to
the
environment
(e.g.
if
whole-class
scores
were
generally
lower
on
the
chaotic
testing
day).
Identification
of
behavior
or
skill:
14/20.
Its
quite
possible
that
your
areas
of
behavior
or
skill
are
appropriate
for
each
learner.
However,
these
need
to
be
linked
to
data,
and
there
is
insufficient
data
available
(or
at
least
insufficient
data
described
here)
to
justify
the
approaches
identified
in
the
paper.
These
should
be
framed
as
tentative
directions.
Its
not
certain
how
or
why
the
low
math
scores
of
Student
2
arent
addressed
more
directly
here.
Action
Plan:
20/30.
Your
action
plan
for
Student
2s
behavior
challenges
is
adequately
specific,
as
you
describe
what
you
would
do
and
why
in
relatively
concrete
terms.
That
said,
it
seems
that
some
of
Student
2s
challenges
are
being
overlooked,
particularly
as
the
data
youve
presented
suggests
that
there
may
be
content
challenges.
For
Student
1,
the
action
plan
is
pretty
broad,
and
doesnt
seem
to
direct
your
action
at
any
particular
area.
Additional
specifics
are
needed,
particularly
to
show
how
to
continue
pushing
a
typical
student.
Writing:
9/10.
A
few
minor
grammatical
hiccups,
alongside
my
comment
about
pronoun
use
(which
may
be
intentional).
The
overall
tone
and
organization
is
appropriate.
Artifacts:
25/25.
These
are
included.
Final
Score:
98/125.
12
Appendix
A
13
14
15
16
17
Appendix
B
18
19
20
21
22