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Student

Assessment Profile
ELED 3650
Sarah Beaird

Student 1
Introduction

Student 1 is in the fourth grade. They have no special needs, Individualized

Adriana Brandt 12/17/2014 8:58 AM


Comment [1]: Future grammatical note:
they is plural. He/she would be more
appropriate here (unless youre deliberately
masking gender).

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.

Adriana Brandt 12/17/2014 9:01 AM


Comment [2]: Next steps: how does this
first assessment relate to your individual
student, and what were the results from the
test? Its possible that youll address this
later, but Im adding this note in case its
not.

Adriana Brandt 12/17/2014 9:02 AM


Comment [3]: In what ways? Format,
skills assessed?

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

Adriana Brandt 12/17/2014 9:02 AM


Comment [4]: Curious to know your
thoughts on breaking up a test this way.

library and finish if this was not enough time.

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)

Adriana Brandt 12/17/2014 9:02 AM


Comment [5]: Similar question here re:
specific results.

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.

Adriana Brandt 12/17/2014 9:03 AM


Comment [6]: Next steps: say more about
the nature of the questions, since there is
not hard copy of the assessment. What types
of questions were asked, and what were the
nature of students responses?

Analysis

On assessment one, Student 1 received a 93% or they answered fourteen out of

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.

On assessment two, Student 1 received 93%, or they answered thirteen out of

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.

Adriana Brandt 12/17/2014 9:05 AM


Comment [7]: Say more about these
results. What can you say about the types of
questions Student 1 answered correctly?
What types of patterns do you notice about
the questions answered incorrectly?

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.

Adriana Brandt 12/17/2014 9:05 AM


Comment [8]: An appropriate one? What
types of responses did this learner 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

Comment [9]: Caution: this could be an


over-application, as its based on limited
data points. The learner may be only
interested in math, or may be quite obedient
and compliant but not actually interested in
learning. Youd need more information
particularly directly from the learner to
make a blanket assessment of this nature.

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

Adriana Brandt 12/17/2014 9:08 AM


Comment [10]: So, even missing some
questions in math doesnt indicate an area
for growth? All learners should be pushed to
grow, even if on grade level.

continue to motivate them. A lot of times students like this get overlooked because they
dont have any pressing special needs.

Adriana Brandt 12/17/2014 9:08 AM

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

Adriana Brandt 12/17/2014 9:09 AM


Comment [12]: How? Provide some
specific ideas of what youd do next.

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

Adriana Brandt 12/17/2014 9:09 AM


Comment [13]: For what in particular?
What would you discuss in this meeting, and
how would you use this data?

important to have the students input as well.






Comment [11]: Accurate statement. So,


what would you do to give this learner the
type of attention and support that would
motivate him/her? What other information
would you need to have to know how to do
this more effectively?

Student 2
Introduction

Student 2 is in the fourth grade. They have no special needs, Individualized

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

Adriana Brandt 12/17/2014 9:10 AM


Comment [14]: Re: the three assessments
for Student 2 see my previous notes. I
wont duplicate them in this second section.

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.

Adriana Brandt 12/17/2014 9:10 AM


Comment [15]: Say more about what this
looked like.

When called on to share with the class, they didnt have an answer prepared.

Adriana Brandt 12/17/2014 9:12 AM


Comment [16]: Another way to think
about this: perhaps its a content learning
issue. The math scores suggest that the
learner may not, in fact, be on grade level
for math. Its true that a lack of focus may be
at the heart of these test scores. However,
the learner may also be too challenged by
the material, and thus may be acting out and
losing focus due to too high a challenge. You
likely need more observation and data
points before making this assessment.

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

Adriana Brandt 12/17/2014 9:15 AM


Comment [17]: Perhaps the student
doesnt understand the material?

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

Adriana Brandt 12/17/2014 9:15 AM


Comment [18]: It seems that this may
need to be coupled with some strategic
academic goal setting.

something to work towards in order for them to stay focused.


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

system if the student isnt interested in the rewards.

Comment [19]: This could be an


appropriate sequence of actions. Id
recommend additional assessment, too
(perhaps formative, throughout a unit) to
ensure that its not a content issue (which it
may very well be, or a combination of the
two).

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.

Adriana Brandt 12/17/2014 9:17 AM

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

Comment [20]: Its important to get at


the root cause of this, which may be deeper
than superficial disengagement.

Appendix A


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Appendix B

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