Kassandra Munoz

Assignment 3: Assessment Implementation

1. Client Information

a. Kenelma Gist
b. Beulah Elementary, Douglas County
c. Kenelma.gist@douglas.k12.ga.us
d. Certification number- 656183

2. The Actual Assessment

 Directions before the quiz- We will be taking a three-question quiz on adding,

subtracting, and estimating to the nearest 10 or 100. You will need to read

each question very carefully to understand how to solve the problem. Explain

your reasoning in a constructed response format. You may use scratch paper

to solve your problem, but only answers submitted will be graded. You will be

graded on your computation (how you solve your math), your estimation (how

you round the numbers to the nearest 10 or 100, and your reasoning (your

constructed response typed explanation.)

 Full Quiz Questions-

3. The Measurement Tool

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Title: NBT1 and NBT2 Quiz

Objectives:

Students will be able to add and subtract within 1000.

Students will be able to answer their answer to the nearest 10 and 100.

Students will be able to explain their mathematical reasoning using a constructed response format.
Question 4 Points 3 Points 2 Points 1 Points 0 Points
1 I estimated I estimated I estimated OR I showed minimal I did not attempt
correctly AND I and/or calculated calculated understanding. I an answer. This
calculated correctly. My correctly. I did not solve the shows limited to
correctly. My explanation showed a partial estimation or no understanding
explanation fully showed understand of the calculation of the standard.
explained the understanding of standard through correctly, but I
estimation and the standard. the explanation. attempted
calculation. through showing
my work.
2 I estimated I estimated I estimated OR I showed minimal I did not attempt
correctly AND I and/or calculated calculated understanding. I an answer. This
calculated correctly. My correctly. I did not solve the shows limited to
correctly. My explanation showed a partial estimation or no understanding
explanation fully showed understand of the calculation of the standard.
explained the understanding of standard through correctly, but I
estimation and the standard. the explanation. attempted
calculation. through showing
my work.
3 I estimated I estimated I estimated OR I showed minimal I did not attempt
correctly AND I and/or calculated calculated understanding. I an answer. This
calculated correctly. My correctly. I did not solve the shows limited to
correctly. My explanation showed a partial estimation or no understanding
explanation fully showed understand of the calculation of the standard.
explained the understanding of standard through correctly, but I
estimation and the standard. the explanation. attempted
calculation. through showing
my work.

Total _______/12

4. One Example of Student/Participant Submission with Teacher Feedback and

Grade
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5. Report of Your Findings - Explain what worked well or did not work well with the

assessment implementation.

 Were the students/participants able to complete the work as directed or did

they need clarification on anything?

 Most students did complete the work as directed but received partial

credit. Most errors were made because students were unfamiliar with the

testing platform or they misread the problem. Students that had a read

aloud accommodation benefited from having the directions read to them

as opposed to just reading themselves.

 Did you get the types of responses or performances you expected?

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 For a beginning online constructed response quiz, these are what we had

expected. We expected the students to have a harder time with a typed

constructed response more than a written response because they have

not had much practice typing answers. The results of this assessment

serve more as a baseline of the students’ abilities to type a constructed

response to a mathematical question. The results of this data will help us

see where the students are with their computer skills and help us to plan

future lessons assessments that help students practice these skills. The

overall goal is to for students to be able to independently and effectively

answer a mathematical word problem using a typed constructed response

format.

 What should be done to improve the assessment the next time it is

implemented?

 During the implementation process, we immediately saw that that the

assessment needed to be altered. The quiz was too long to fit time

constraints of the day and put unnecessary stress on the students. We

altered the quiz to three questions instead of five questions and gave the

quiz again. Even then, with time constraints and internet problems on the

day of implementation, the quiz showed to be difficult for the students.

The mathematical components u of these questions were not difficult as

this was a review of past standards learned, but the combination of a new

online tool, typing, and constructed response was difficult for the students.

This showed us that the students need more practice with each of these

separately. Students need more practice using online platforms such as

Edmodo, students need more practice typing- especially typing answers

straight on a computer and not just copying from a previously written

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paper, and students need more practice with constructed repose format,

especially in math.

6. Report of Impact on Student Learning - After the assessment has been

implemented, conduct an analysis of the data.

 First provide an analysis for the whole group of students.

 Overall Grade of the Whole Group

Results of Whole Group by Letter Grade

22.22% A
B
C
D
55.56% 11.11% F

11.11%
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 A- 90-100

 B- 80-89

 C- 71-79

 D-70

 F-69 and Below

 Next provide an analysis for subgroups of students.

Results of Sub Group Data by Letter Grade- ESOL Students

16.67% A
B
C
D
16.67% F

66.67%

 Provide descriptive statistics such as means or percentages, and include the

number of students in your analyses.

 As a result of time constraints and technology issues, only 9 students

were able to fully finish the quiz. Therefore, only these students are

counted in the data. Out of these 9 students, 6 are ESOL students. The
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teacher and I recognize that this does not represent the class as a whole

since the whole group was not able to complete the quiz, but the data

reported does reflect the overall needs of the students as a whole.

Overall, 44% of the whole group tested scored a passing grade. 56% of

the whole group tested scored a failing grade.

 Write a brief narrative to explain the interpretation of the data for

 (a) the whole group

 Results of the whole group data showed that only 44% of the

group tested made a passing grade. This shows that the students

need more practice with this type of assessment. The student’s

teacher reported that the math portion of the assessment was

overall done well as the students were able to write down their

work on a piece of paper and then type their answers in. The main

problem was that the students were unsure of how to fully answer

in this format.

 (b) the subgroups.

 Results of the sub group data showed that 67% made a failing

grade and 23% made a passing grade. This shows that these

students may have had trouble understanding what the problem

was asking and how they needed to answer. Some students

answered each question partially, leading to partial credit for each

problem, but did not understand how to fully answer the question.

7. Future Instructional Plans -

 What should be done to revise instruction based on areas where

students/participants did not perform well?

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 Mrs. Gist and I discussed the main factors that prevented the students

from doing well on this quiz- time constraints, lack of typing practice, a

new online tool, and a lack of understanding of the constructed response

formation within math. These were all factors we had been worried about

before, but this data solidified the fact that the students need more time to

practice with digital tools. This data will serve overall as baseline data

from third grade students. Even though the entire group was unable to

finish the quiz, this showed us that the students will need much more

preparation of using online assessment tools, especially to ready them for

the GA Milestones assessment. Mrs. Gist and I have discussed revising

instruction by continuing to use Edmodo or a similar online testing tool,

but creating shorter quizzes to build up student endurance and stamina.

These quizzes will start off with short answer or multiple-choice questions

to get students used to the format, and then end with more constructed

response questions. We will practice using constructed response in

writing and in typing to help students get used to this process. We will set

aside specific time to use these online tools and assessments so students

have continuous practice. We will also make sure our ESOL students

have one-one-one practice with constructed response to make sure they

understand what the question is asking of them.