Week One Assignment: Assessment Analysis 1

Michael Muniz

National University

ITL 516-Professor von Felten

May 11th, 2019

Whole Group Analysis

The misconceptions about the class may be that most of the students cannot grasp the

concepts of math. But with further analysis, there are many factors that play into the lack of

skills needed to succeed. Many of the students need computational fluency work and must be

retaught vocabulary and mathematical terminology. It was evident through my analysis that

many of the students lacked in vocabulary knowledge. If my students do not know what a math

term means, how can I expect them to grasp a concept, let alone perform a problem-solving

question without knowledge of vocabulary within the problem. The students know how to

identify a word form number and write the number in standard form. What additional

information might you need in regards to assessing math? Do my students understand basic

division and multiplication. Do my students perform well in math facts assessments. Can my

students create their own word problem and solve it themselves correctly? What questions

would you need to ask to determine if they are developmentally ready? My students will all

have to be fluent in math key terms and vocabulary because we will be getting into more in depth

word problems. What are the potential barriers to their learning? Social emotional needs and

Motivational needs. Many of the students are going through issues at home regarding parents

and even malnutrition. Taking care of the emotional and social emotional needs will be my

number one priority before I can expect them to be successful. What are limitations of the

assessment measure? I am only able to see one assessment that had 26 questions. I would need
Week One Assignment: Assessment Analysis 2

to see many more assessments and even homework assignments to really pin point main areas of

struggles or weakness. But, for the 5th grade assessment I am able to see what student need more

support and what students may be great partner in small groups to help the struggling students.

Student Math Proficiency Assets Needs

skills

Melvin - He picks up -becomes impatient

on with peers at times.
information -does not understands
26/26 very quickly. sometimes why
- Completes students don’t get a
100% tasks quickly concept.
before other -frequent assurance
students grasp he is on the right
the concept track.
taught.
- He reads three
grade levels
past his grade.
- Gets along
with peers
- Is a great
athlete
Mario - Works very -work on higher order
hard and is thinking and making
4/26 well behaved. connections with
- Does well in concepts.
15% math and likes
sports
-
Angel -does well in math -work with
-Parents are computational
15/26 supportive fluency and word
-displays good problems.
57% attention
-regularly does his
homework

Jenny -she is responsible -lacks confidence, so

and is like a mother to she needs confidence
18/26 other students. building.
-
Week One Assignment: Assessment Analysis 3

69% -can be bossy at

times.

Tate -hands on students -Has attention

that does well with problems.
7/26 manipulatives. -gets frustrated with
-is bright student. classmates.
26% -lacks control with
impulses.
Natalie -enjoys math and -Can become
helping the teacher. confused with new
-has a good group of concepts in math.
18/26 friends. -needs work with
-works hard and decomposing
69% enjoys hands on numbers and
activities. computational
fluency.

James -collaborates well and -needs counseling

works well with -needs to be at school
others. more often because
5/26 the absences are
-grasps concepts creating issues with
19% easily. his education.
-needs to have his
-sweet student. depression dealt with
by allowing school
physiologist to
intervene.

My Three Focus Students

Student Math Proficiency skills Assets Needs

-Knowledge of Math -Need to reteach

Bianca Terms and Vocabulary “Writing the Value of
Example: Place value, each digit in word
-Student who Decimal point and form”
is on an IEP 22/26 correct expanded form)
and is on the 84% -Need to reteach Place
Autism -Math Skills value “Charts”
Spectrum.
Makes poor
Week One Assignment: Assessment Analysis 4

eye contact -Using a model to -re-visit expanded

and gets upset Shade fractions as form. (she said it was a
with loud decimals “common way to write
noises. a number”)
-Understands greater
-IEP GOALS= than, less than. -Revisit word
Social Skills problems and
Awareness -Reads well.

-she can explain her

thinking and problem
solve when presented
with physical objects.
-Must reteach Math
-Can Solve Basic math Key terms and
Fabiola problems. Vocabulary ASAP.
Math One on One is
-EL Student - -understands what a necessary.
Only 2 years in decimal point is.
US and parents -Small Group Math
speak no -Can identify what digit Work with vocabulary
English. Level is in the “Thousands building.
2 “Expanding” 6/26 Correct place” according to
on ELPAC. 23% number 9 of the - Reteach “Writing
assessment. values of digits.”

-can write numbers -using base 10 blocks

from words form to to represent fractions
standard form according as decimal.
to number 10 of the
assessment. -Greater than. Less
than.
-She can do great in
Problem Solving with -writing fractions as
some extra guidance. decimals, decimals as
fractions.
-Loves Art.

-he understands what

Dwayne “Standard form” means. -Needs motivation and
needs to be shown
-Social 11/26 Correct - can write numbers Empathy.
Emotional 42% from words form to
Needs and has standard form according -More work with math
anger issues games and Apps to
Week One Assignment: Assessment Analysis 5

about life. to number 10 and 11 of build his confidence

Lives with the assessment. up.
single mom
and is new to - Using a model to -Math One on One
the school. Shade fractions as
Still has not decimals -Small Group with
made friends. math facts review.
May be angry -Dwayne understands
about not what makes a sentence
seeing father true by identifying
since the greater than less than.
recent move
but loves the
computer or
technology and
may do well in
the blended
math program.

5th Grade Assessment

Bar Graph
14

12
12

10
10

4
4 4
3
2

1 1 1 0
0
Bianca (IEP) Fabiola (EL) Dwayne (S.E)

Vocabulary Concept Check Problem Solving

Week One Assignment: Assessment Analysis 6

After my analysis of the three students that I chose, I have come to a few conclusions of

Assets the students have and needs that must be addressed in further lessons and small groups

sessions. The three students that I analyzed were Bianca, Fabiola, and Dwayne. Bianca is my

student who is on an IEP. Fabiola is an EL learner who recently moved the United States with

her parents who speak no English. And Dwayne is my Social Emotional needs student who lives

with a single mom and has recently gotten upset over not seeing his father since the move to our

school. Bianca is on an IEP and is on the Autism Spectrum. She makes poor eye contact in class

and gets upset with loud noises. Bianca’s IEP goals are Social Skills Awareness. My next

students Fabiola is an EL Student who has been in the United States for 2 years and her parents

speak no English. Fabiola is at Level 2 “Expanding” on ELPAC. Dwayne has anger issues

about life. He lives with a single mom and is new to the school. Dwayne still has not made

friends and may be angry about not seeing his father since the recent move. Dwayne loves the

computer or technology and may do well in the blended math program.

Week One Assignment: Assessment Analysis 7

References

Gojak, L., Miles, R.H. (2016). The Common Core Mathematics Companion. National Council of
Teachers of Mathematics. Retrieved from nu.vitalsource.com/#/9847530348