Assessment Application and Analysis Report

Melissa Pope ELED 3420 Dr. Matsubara

Hurricane Elementary School Contextual Factors Hurricane Elementary is a public school system located in the city of Hurricane, Utah, which is located in the Washington County School District. This school contains grades K-5. As of fall 2012 there are 632 students enrolled. Of the 632 students, the ratio between boys and girls is very close. The most current number of female students is at 319 and the number of male students is 313.

Gender of students
320 318 316 314 312 310 Boys Girls 313 319 Boys Girls

While Washington Countys School District shows no students, attending Hurricane elementary, listed on their demographics as being economically disadvantaged there are students who receive free or reduced lunches. Free and reduced lunches are offered to more than half the student in the school, with a total of 386 out of the 632 students currently receiving one of the two. The amount of students that receive free lunches is currently 282, and the number for reduced lunches is currently at 104 students. Another item to consider is the amount of homeless students. It is very interesting how while 0 students are listed as economically disadvantaged, there are 17 homeless students enrolled in Hurricane Elementary.

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Homeless students
Homeless Not homeless 3%

Free and Reduced lunches

Free lunches

39%

45%

Reduced lunches No free or reduced lunches

97%

16%

Out of the 632 students currently attending school at this elementary, 60 of them are resource students, and 5 students are self-contained.

Resource Students
Self-contained 1% Resource 9%

Non-resource 90%

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The amount of English language learners in the school is at 37, with another 16 students who are ELL fluent. The number of disadvantaged minorities in the school is 63.

English Language Learners

ELL fluent students

ELL students

Non-ELL students 0 English Language Learners 100 200 300 400 500 600 700

Non-ELL students 579

ELL students 37

ELL fluent students 16

When looking at the number of students and teachers in the school, the ratio is approximately 1 teacher for every 20-25 students. When trying to get CRT scores these scores were unavailable because the practicum is being completed in a third grade classroom, where students are not tested using the CRT.

Contextual Factors of the classroom

There are many different contextual factors that play a role in the classroom. When taking a look at this third grade classroom at Hurricane elementary, many of these factors are in play. Before taking a look at these factors, let us take a look at the classroom rules and procedures. Classroom rules were designed by both students and teacher.

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Rules:

Love coming to school Show respect for ourselves, teachers, classmates, and our belongings Have positive attitudes Listen when others are talking and raise our hands when we have something to say Make smart choices that demonstrate good behavior Try our best and work hard each and every day (giving up is never an option)

Procedures: At the start of the day students repeat their third grade pledge to motivate them to work Students sometimes receive cougar bucks when answering questions correctly Students may occasionally be given a miniature orange, yellow, or red cone for a job well done As rows, students can receive points towards a reward if they are ready first during transition The Smart Board is used frequently in the classroom, providing students with interaction

This classroom appears to have a fun, safe environment for the students to learn. Everyone seems to get along rather well. While small issues sometimes arise, there has not been any that a little talking will not fix. Students seem to work well together, and appear to really enjoy all of the interaction that goes on inside the classroom.

When looking into the contextual factors of the classroom the first thing that was observed was the fact that out of the twenty-one students in the class, eleven are boys and ten are girls, all of which are Caucasian. Fifteen students come from a low socioeconomic status. That number is the same for the amount of students that receive free or reduced lunches.

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Gender
Boys Girls

Ethnicity
Caucasion

Free/reduced lunches
Receive Do not receive

48% 52% 100%

29%

71%

There are many areas in which students in this class need additional instruction. Students are pulled out of the classroom, continuously throughout the day for help in these areas. Some students are pulled out a lot more often than others. While some need help in only one area, others in the class need help in many areas. Currently there are only two of the twenty-one students on an IEP and are considered Special Ed students, they receive additional help in Language Arts (reading, writing, and vocabulary), Math, and Speech along with other students.

IEP/SpecEd Students
Have Do not have

9%

91%

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In Language Arts currently six out of twenty-one students receives additional support; in math five out of twenty-one students; and in speech the number was three but just recently has been increased, from referrals by the teacher, to five out of twenty-one students.

Special NeedsMath
Needed Not Needed

Special NeedsSpeech
Needed Not Needed

Special NeedsLanguage Arts

Needed Not Needed

24% 76% 76%

24% 71%

29%

While there are many students who have special needs in certain areas, there are three students whom the teacher feels may be gifted in the areas of Language and Math. However, these students have not yet been tested to see if this is the case.

When considering accommodations and modifications for students this is not really an issue. Students that are suffering in certain areas are pulled out of the classroom for intervention. There are a few students in the classroom who wear glasses but none have a vision problem that needs accommodations or modification. However, the classroom does have printed materials hanging on the walls for students to view easily and the Smart Board is used frequently throughout the day, I guess in a way these can be seen as accommodations for students with
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vision problems. The only place modifications have been apparent is in reading groups, students who struggle with reading are placed with reading aides during small group reading, and focus their study on simpler text.

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Assessment 1
Type of assessment: Growing with math-Topic 4 pre-test

Study Group: Student 1 and Student 2

Date: September 25, 2012 Place: 3rd grade class Hurricane elementary, Hurricane, Utah

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Assessment #1

This assessment pertained to math curriculum the students had been learning, and came from the Growing with Mathematics book. The assessment was made up of ten questions that related to measurement of the metric system. I chose to focus on Student 1 and Student 2 for different reasons. Student 1 is a very quiet individual. This student focuses on classwork, appears to be very intelligent, and is always on task. Student 1 does well on most tests. Student 2 is quite different. This student does not stay focused on the classwork and is often off task or yelling out when the teacher asks the class questions. Student 2 may be very intelligent, the biggest problem being that this student just rushes through assessments circling answers before giving them any thought.

The type of assessment given was a growing with mathematics test on the metric system. The students had been learning about this concept over the last week. The teacher first reviews some of the concepts the class has been learning about. The teacher then instructs students on how to take this assessment. Explaining to students that they need to read through the problem and then read through all of the possible answers before doing the work or making their decision. After observing student 2 taking the assessment and just flying through it, not even really reading the question, I have decided the teacher uses the best strategy possible for teaching students how to take this assessment and this is what I will focus on when teaching students how to take this assessment.

The purpose of this assessment is to find out what areas additional instruction will be needed in order for students to pass the post-test. This assessment measures students knowledge of centimeters and meters, whether students understand which is bigger, how to convert
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centimeters to meters, and measuring using the metric system. After this pre-assessment is given the tests are looked over and small group instruction will take place before the post-assessment is given.

This assessment consisted of 10 questions, all pertaining to measurement using the metric system, and was administered to the whole class. Of the 10 questions, all of them were multiple choice, with 8 questions asking about measurements using centimeters and meters, and the other 2 asking about perimeter. I have chosen to focus on only student 1 and student 2. The assessment was given in the practicum 3rd grade class at Hurricane elementary. It was given at 2:00 in the afternoon. The classroom was very quiet during the assessment, with all students working on the same thing. Students who did get finished before the others were allowed to read quietly at their desk until everyone was finished. Some students who did not finish stayed inside during their afternoon break to finish the assessment. These students missed their afternoon break due to the fact they had not been working on their tests during the 35 minutes that was given to take the assessment. The environment was very quiet for students to concentrate, and the teacher went around to each desk placing big folders up to divide the students from their neighbor. This provides a better opportunity for students to concentrate on their own work, and is another good strategy to use during assessments.

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Whole class

Analysis

The class scored an average of 8 out of 10 on this assessment. There were 2 students who missed 0, 7 students who missed 1, 5 students who missed 2, 5 students who missed 3, and 2 students who missed 4 on this 10 question assessment. Problem #1 was missed by 15 students, #2 by 2 students, #3 by 2 students, #4 by 1 student, #5 was answered correctly by all students, #6 was missed by 3 students, #7 by 9 students, #8 by 4 students, #9 by 1 student, and #10 by 3 students.

Question 10 Question 9 Question 8 Question 7 Question 6 Incorrect Question 5 Question 4 Question 3 Question 2 Question 1 0 5 10 15 20 25 Correct

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Synthesis

The class as a whole appeared to have learned the concepts that were taught. While 15 out of 21 students missed #1, this may due to error in the test. Students were not allowed to use any measurement tools during the assessment and I can see where the students may have trouble choosing the correct answer for problem #1, seeing how all options are within a few centimeters of one another. The next problem that was missed the most, was problem #7 which was also a very close measurement asking students to pick which student jumped closest to 2 meters, giving the students jumping distance in centimeters. This question may have been difficult for some students because it was not specific in explaining to choose the student who jumped closest to 2 meters. I believe that some students may have thought they needed to choose the answer that was closest to 2 meters without going over, choosing 197 cm instead of the correct answer which was 202 centimeters. As the teacher, I would reteach the concept of determining the measurement of a pole by sight without the use of a ruler. A good way to do this is to have students measure their fingers using centimeters. They will then be able to use their fingers to help them find the correct answer, just like in simple addition. I do not believe the concept for problem #7 needs retaught, I believe the teacher will just need to explain that when choosing the answer, choose the answer that is closest to 2 meters, even if the number is larger.

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Student 1

Analysis

Student 1 did exceptionally well on this assessment. (See Appendix A) This student scored 19 out of 20 on this assessment, scoring within the top half of the class. Student 1 only missed one problem on the assessment, along with 6 other students, and it may be due to the closeness of the measurements of the possible answers for that question. The problem this student missed was #1, along with 14 other classmates, meaning the student falls into the 70% of students in the class that missed this question.

Problem #1
Correct Incorrect

29%

71%

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Synthesis

This student shows all work neatly done on the assessment, and appears to understand the concept of measuring in centimeters and meters. The reason question #1 may have been answered wrong is because students were not allowed rulers, and on #1 it asks how long a pole is, giving 6cm, 10cm, and 12 cm for choices. This is a hard decision to make without the use of a ruler, seeing how they are very close measurements. Based on the score of student 1s pre-assessment it is clear that this student was focused and understood the material. This student will not need any additional instruction in metric measurement. In fact this student will not have to take the post-test. When a student receives a 17 or higher, the student does not have to take the post-test unless they want to better their score.

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Student 2

Analysis

The student did very badly on the test the first time, scoring 8 out of 20. This student was allowed to retake the pre-test as a pre-test, an adult sat with this student the second time the assessment was taken. The student was urged to read through every question, every possible choice of the answer, and think about what they are being asked on the assessment. After taking the second pre-assessment the student scored 16 out of 20 possible points. (See Appendix B) This student had received no extra guidance other than being urged to read the entire question and answers. On this pre-assessment the student missed two math problems the first being #1; out of the 21 students in the classroom, all students took the assessment, and of those, 15 students missed question #1. The second problem this student got incorrect was #7. This question asked who jumped closest to 2m the options listed was 205cm, 197cm, and 202 cm. This question was answered incorrectly by 9 of the 21 students in the classroom. It appears that a lot of students answered 197cm thinking the closest to 2m without going over, when the correct answer was in fact 202cm.

Problem #1
Correct Incorrect

Problem #7
Correct Incorrect

29%

43% 57%

71%

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Synthesis

This student did not appear to be either focused or knowledgeable in the assessment. Student 2 goes through the assessment rather quickly. This student would read the question and take one look at the answers and then just circle one. This student was done before anyone else in class and showed hardly any work on his paper. The second time this student took this assessment the work was displayed neatly on the assessment, and it was apparent the student really tried on this second assessment and shows that he is knowledgeable in this area and that he just needs to take his time when taking these assessments. This student did very well when he was urged to read through questions and answers, and asked to think about it for a few seconds. This student shows he is in fact knowledgeable in this area he just needs that little extra guidance. As the teacher, I would check throughout the time the assessment is taking place to be sure this student is in fact reading the questions, along with all possible answers.

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Assessment 2
Type of assessment: Growing with math-Topic 6 Post Test

Study Group: Student 1 and Student 2

Date: October 15, 2012 Place: 3rd grade class Hurricane elementary, Hurricane, Utah

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Assessment # 2

This assessment pertained to math concepts the students had been learning about over the last week. The assessment came from the Growing with Mathematics book, and consisted of ten multiple choice questions that were related to geometric shapes. I chose to focus on two very different students. Student 1 is very reserved; while he struggles in math he does not currently have an IEP in mathematics. This student needs frequent reminders to complete his work and to stay on task. Student 2 is also very reserved. This student is the exact opposite of Student 1, excelling in math. Student 2 is an intelligent student and is always focused on his classwork. This assessment focused on different shapes; such as cylinder, polygon, quadrilateral, 2D shapes, symmetry, and right angles. The students had been learning about these math concepts over the last week. Before giving the students the assessment the teacher gives a quick review of the concepts that students have been struggling with over the last week. The teacher will then instruct students that when taking the test it is important that they read the question and then each possible answer before answering the problem. Students are told that if they need to they may put an X over or mark out the answers that the students do not believe are correct. I believe the teacher uses the best strategy possible to teach the students how to take this assessment, by instructing the students to read the question and each possible answer before just circling an answer. The purpose of this post-test is to find out what concepts students struggled with and which concepts need to be retaught to all students. This assessment measures student knowledge of geometric shapes and any students who struggle with these concepts will attend an intervention class to help them try to increase their knowledge in this area.

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This assessment consisted of 10 multiple choice questions, all of which pertained to geometric shapes, right angles, and symmetry. The assessment was administered to the whole class; however, I have focused on Student 1 and Student 2. The assessment was given in the practicum 3rd grade class at Hurricane elementary, after lunch, during the students normal math time. The classroom was very quiet during the assessment, with all students working on the same thing. Students who did get finished before the others were allowed to read quietly at their desk until everyone was finished. The environment was very quiet for students to concentrate, and the teacher went around to each desk placing big folders up to divide the students from their neighbor. This provides a better opportunity for students to concentrate on their own work, and is another good strategy to use during assessments.

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Whole Class Analysis

The class scored an average of 7 out of 10 on this assessment. There were 5 students who missed 0, 2 students who missed 1, 4 students who missed 2, 7 students who missed 3, and 1 student who missed 4 on this 10 question assessment. Problem #1 was missed by 1 student, #2 by 1 student, #3 by 2 students, #4 by 4 students, #5 was answered incorrectly by 12 students, #6 was missed by 0 students, #7 by 5 students, #8 by 0 students, #9 by 8 students, and #10 by 2 students.

Question 10 Question 9 Question 8 Question 7 Question 6 Question 5 Question 4 Question 3 Question 2 Question 1 0 5 10 15 20 Incorrect Correct

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Synthesis

The class as a whole appeared to have learned the concepts that were taught, struggling with just a few of the questions on the assessment. While 12 out of 21 students missed problem #5, the reason why this many students may have gotten this problem incorrect is because it is asking students to choose the answer that is not a match for a square. I do not believe students need to be retaught this concept; I believe that the teacher needs to explain to students that the question needs to be read more carefully. This question is worded in a tricky way and there could in fact be two correct choices for the answer. When choosing the answer that does not apply to a square, students already know that a square is not a rectangle; however, the answer that it has exactly two right angles could be the correct answer, as well because we know that squares have four right angles. The next problem that was missed the most was problem #9, which was asking students how many right angles are in the shape. Most students answered 0. I believe that the reason students answered this way is because of the way the shape is turned. This is a concept that may need to be retaught. The teacher needs to explain to students that right angles are like perfect corners, the shape of a corner of a piece of paper. The teacher can reteach this by allowing students an index card; students can use the corner of this index card to measure each angle in the shape, determining which angles are right angles.

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Student 1

Analysis

Student 1 did exceptionally well on this assessment. (See Appendix C) This student scored 18 out of 20 on the assessment, scoring 10 out of 10 on the first part of the assessment and scoring at the top of the class with a few other students. Student 1 missed none of the problems on the assessment and shows complete understanding of geometric shapes and right angles. This student scored 100% on the first part of the assessment, along with 4 other students in the class.

Scores
Students with 100% Students with less than 100%

26%

74%

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Synthesis

This student shows all work neatly done on the assessment, and appears to understand the concept of geometric shapes and right angles. Based on the score of student 1s post-assessment it is clear that this student was focused and understood the material. This student will not need any additional instruction in geometric shapes or right angles. This student is very focused on his school work and needs very few reminders to stay focused. I believe this student will not need any extra instruction in this area, and may in fact benefit if the teacher were to provide the student with the opportunity to work on more difficult math concepts.

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Student 2

Analysis

The student did about average on this assessment scoring 14 out of 20, and scoring 7 out of 10 on the first part of the assessment. (See Appendix D) This student missed problem #2, being the only student to miss this problem. This problem pertained to matching a shape with its name. This problem asked the student to determine shape Z to be a cone, this student circled shape F and the answer cylinder. The next problem this student missed was #7, along with 4 other students. This problem asked students to choose which answer does not match the shape. The last question that this student missed was problem # 9. This problem was missed by several students in class and is similar to question #5.

Problem #2
Correct Incorrect

Problem #7
Correct Incorrect

Problem #9
Correct Incorrect

5% 26%

42% 58%

95%

74%

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Synthesis

This student did not appear to be either focused or knowledgeable in the assessment. Student 2 goes through the assessment rather quickly. This student showed hardly any work on his paper, and the work he did show was very confusing, not really helping the teacher to determine if he learned the concepts or was just circling items on the paper. This student may in fact be knowledgeable in this area but needs to take his time when taking the assessment. This student did very well on a few of the questions and then missed questions that were very similar. This student will need to be retaught the concepts of geometric shapes and right angles just to be sure the student understands the concept. Unfortunately, looking at his assessment will not help us to determine whether he is knowledgeable in this area or not. This student also needs to be asked to think about the possible answers for a few seconds before making a decision. As the teacher, I would check throughout the time the assessment is taking place to be sure this student is in fact reading the questions along with all possible answers, and not just guessing.

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Assessment 3
Type of assessment: Growing with math-Topic 7 Post Test

Study Group: Student 1 and Student 2

Date: October 30, 2012 Place: 3rd grade class Hurricane elementary, Hurricane, Utah

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Assessment # 3

This assessment pertained to math concepts the students had been learning about over the last week. The assessment came from the Growing with Mathematics book, and consisted of ten multiple choice questions that were related to fractions. I chose to focus on two very different students. Student 1 is very outspoken, and does not like to do her work. This student needs frequent reminders to complete her work and to stay on task. Student 2 is quiet and focuses on her work, at the same time struggling with the work. This student is the exact opposite of Student 1. While both students sometimes struggle with grades, Student 2 has a better attitude towards school and learning. This assessment focused on fractions; such as 2/4, 1/3, and 4/6. The students had been learning about these math concepts over the last week. Before giving the students the assessment the teacher gives a quick review of the concepts that students have been struggling with over the last week. The teacher will then instruct students that when taking the test it is important that they read the question and then each possible answer before answering the problem. Students are told that if they need to they may put an X over or mark out the answers that the students do not believe are correct. I believe the teacher uses the best strategy possible to teach the students how to take this assessment, by instructing the students to read the question and each possible answer before just circling an answer. The purpose of this post-test is to find out what concepts students struggled with and which concepts need to be retaught to all students. This assessment measures student knowledge

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of fractions. Any students who struggle with these concepts will attend an intervention class to help them try to increase their knowledge in this area. This assessment consisted of 10 multiple choice questions, all of which pertained to choosing which fraction describes the picture shown. The assessment was administered to the whole class; however, I have focused on Student 1 and Student 2. The assessment was given in the practicum 3rd grade class at Hurricane elementary. The assessment was given after lunch, during the students normal math time. The classroom was very quiet during the assessment, with all students working on the same thing. Students who did get finished before the others were allowed to read quietly at their desk until everyone was finished. The environment was very quiet for students to concentrate, and the teacher went around to each desk placing big folders up to divide the students from their neighbor. This provides a better opportunity for students to concentrate on their own work, and is another good strategy to use during assessments.

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Whole Class Analysis

The class scored an average of 8 out of 10 on this assessment. There were 6 students who missed 0, 4 students who missed 1, 7 students who missed 2, 1 student who missed 3, and 1 student who missed 4 on this 10 question assessment. Problem #1 was missed by 0 students, #2 by 0 students, #3 by 1 student, #4 by 0 students, #5 was answered incorrectly by 0 students, #6 was missed by 6 students, #7 by 7 students, #8 by 6 students, #9 by 3 students, and #10 by 2 students.

Question 10 Question 9 Question 8 Question 7 Question 6 Question 5 Question 4 Question 3 Question 2 Question 1 0 5 10 15 20 Incorrect Correct

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Synthesis

The class as a whole appeared to be knowledgeable during the first part of the assessment, but as students went further along in the assessment, the students were not as knowledgeable as they were at the beginning of the assessment. It appears that with just a few of the questions on the assessment. The results from the assessment show that problem #7 was missed most by the students, with 7 out of 20 students answering incorrectly. The students are asked which fraction out of 2/4, 4/6, and 6/8 is the same as 3/6. The next most missed question was #6, missed by 6 students, which asked students which fraction is greatest out of 1/3, 1/4, and 1/5. The other most missed problem was #8, missed by 6 students as well. Problem #8 explains to students that there are 8 cookies and 6 people and they are to split the cookies evenly, choosing the best possible answer. I believe that the teacher needs to explain to students that the question needs to be read more carefully. While the whole class did very well on questions 1-5, after finishing reviewing the remainder of the tests it is apparent that students have not learned this concept and further instruction will be needed for students to have a better understanding of fractions. The teacher needs to make sure to instruct students that they will need to draw pictures on their paper to go along with the test question they are currently working on.

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Student 1

Analysis

The student scored average on this assessment, scoring 12 out of 20 on the full assessment, scoring 8 out of 10 on the first part of the assessment. (See Appendix E) This student missed problem #3, being the only student to miss this problem. This problem pertained to looking at a picture that is partially shaded and determining whether 2/6, 3/6, or 4/6 of the picture is not shaded. The other problem that this student missed was problem #8, which was answered incorrectly by 5 other students in the class. This problem asked students to share 8 cookies between 6 people and determine which fraction would demonstrate what fraction of cookie each person would receive.

Problem #3
Correct Incorrect

Problem #8
Correct Incorrect

5% 32%

68% 95%

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Synthesis

This student is usually not focused whether during instruction or testing. This student does not appear to enjoy school and has a hard time staying on task. This student showed most of her work clearly on the paper, and the work she did show was drawn very neatly, looking as if the student took her time and was really concentrating and trying to focus on the task at hand. This student may in fact be knowledgeable in this area but needs to slow down when taking the assessment, not skipping past a question because it has gotten a little difficult. This student was the only student in class to miss #3 on the assessment, and I personally believe this was just an oversight of the word not in the question. Question #3 shows a picture that has several equal parts shaded in and asks the student, what fraction is not shaded? This student also missed question #8 which has the students to distribute 8 cookies to 6 people, giving each person an equal amount. This is a concept that will need to be retaught, during an intervention. This is a concept that may best be taught using manipulatives so students are able to relate the fractions to hands-on materials. This student needs to be asked to think about the possible answers for a few seconds before making a decision. As the teacher, I would check throughout the time the assessment is taking place to be sure this student is in fact reading the questions along with all possible answers, and not just guessing.

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Student 2

Analysis

The student scored below average on this assessment, scoring 10 out of 20 on the full assessment, scoring 6 out of 10 on the first part of the assessment. (See Appendix F) This student missed more problems than any other student in class. This student missed #6 along with 5 other students; the question asks students which fraction is greatest out of 1/3, 1/4, or 1/5. This student also missed question #7 which was missed by 6 other students and asked students which fraction is the same as 3/6, is the correct answer 2/4, 4/6, and 6/8. Another problem this student missed was #8, along with 5 other students. This question pertained to dividing 8 cookies equally between 6 people. The last problem this student got incorrect on the first part of this assessment was #9. This question was missed by two other students and gives students a shaded picture and asks students to choose the answer that is not true.

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Problem #6
Correct Incorrect

Problem #7
Correct Incorrect

Problem #8
Correct Incorrect

Problem #9
Correct Incorrect

32 % 68 %

37 % 63 %

32 % 68 %

16 % 84 %

Synthesis

This student is usually not focused whether during instruction or testing. This student does not appear to enjoy school and has a hard time staying on task. This student showed most of her work clearly on the paper, and the work she did show was drawn very neatly, looking as if the student took her time and was really concentrating and trying to focus on the task at hand. This student may in fact be knowledgeable in this area but needs to slow down when taking the assessment, not skipping past a question because it has gotten a little difficult. This student was the only student in class to miss #3 on the assessment, and I personally believe this was just an oversight of the word not in the question. Question #3 shows a picture that has several equal parts shaded in and asks the student, what fraction is not shaded? This student also missed question #8 which has the students to distribute 8 cookies to 6 people, giving each person an equal amount. This is a concept that will need to be retaught, during an intervention. This is a concept that may best be taught using manipulatives so students are able to relate the fractions to
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hands-on materials. This student needs to be asked to think about the possible answers for a few seconds before making a decision. As the teacher, I would check throughout the time the assessment is taking place to be sure this student is in fact reading the questions along with all possible answers, and not just guessing.

Reflection

When beginning this assignment I felt it was going to be a rather easy task to complete. After spending hours upon hours on this assignment, I have come to realize that this is no easy task. However, as teachers we must analyze both students and the assessments we give them. We must do this so we know whether we are teaching the students sufficiently. Analyzing assessments will also help teachers know if there may, in fact, be a problem with the assessment and not how it was taught. Teachers must also learn how to synthesize, focusing on the problem and doing what they can to fix the problem. We must find out where the students are going wrong before we can know if it is just the assessment or if we are not teaching the students sufficiently. Taking a deeper look into all of the assessments has really made me realize how different students can be in their academic abilities. After thoroughly reviewing these assessments, I was also able to see how students, who are on completely different levels, can get the same problems wrong on assessments. In some cases, it appears that students are just making menial errors that could have been avoided if they had reread the question. This, in turn, has made me realize that teachers may find flaws in some of the assessments that are given to students. When all students pass the assessment showing their knowledge of the content, however fifteen out of twenty-one students get the same problem wrong on the assessment it is clear that there may be a problem with the question, either the way it is worded or testing of material that was not taught. This project has given me the opportunity to see how students may be lacking in skills needed to learn the content taught, how teachers may not be teaching efficiently or meeting
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student needs during instruction, and how assessments may contain flaws or may be worded in a tricky manner confusing students who may not be paying close attention or who does not reread the question. This project was a very informative learning opportunity and I believe that I have gained some knowledge on analyzing and synthesizing both students and assessments. I feel this opportunity will be very beneficial to my future career as a teacher.

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