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Assessment Applicationand Analysis Report

Kelsey Vernon

ELED. 3420

Spring 2010

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Contextual Factors1. School District Information

Washington County School District

Elementary School Student Population: 11,889

The ethnicity information displayed above was taken from the Washington County SchoolDistrict website. It clearly displays that the majority of students attending school in WashingtonCounty are Caucasian. The second highest ethnicity displayed in Washington County is Hispanic. Allother ethnicities are about equal in the amount of students attending school from each ethnicity.

Source: www.washk12.org

82%

12%

2%

2%1%

1% 0.20%

Ethnicity

Caucasian

Hispanic

Native American

Pacific Islander

Asian

African American

Unidentified

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2. School Information

Diamond Valley Elementary School

o Student Population: 293

Diamond Valley Elementary school only has students from three different ethnicities attending theirschool. The large majority of students are Caucasian. There are 4 Hispanic students and 1 Pacific Islanderstudent attending this school.

Source: Kelly Mitchell- Diamond Valley Elementary School Principal

98%

1% 1%

Ethnicity

Caucasian

Hispanic

Pacific Islander

4

At Diamond Valley Elementary school, 18 out of the 293 students who attend the school haveidentified disabilities.


32% of students who attend Diamond Valley Elementary live in a low income or single parentfamily.


6%

94%

Disabilities

Students with identifieddisabilitiesStudents without disabilities

68%

32%

Low Income Students

Above Poverty LevelLow Income

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__________________________________________________________________________________________3. Classroom Informationo Fourth Gradeo Mrs. Tanner and Mrs. Larsen- Mrs. Tanner teaches science and social

studies in the mornings and Mrs. Larsen teaches language arts andmath in the afternoons.

o Number of students: 18

There are 11 boys and 7 girls in Mrs. Tanner and Mrs. Larsen’s 4th grade class at Diamond ValleyElementary School.

Source: Darlene Tanner- Classroom teacher

Boys Girls

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2

4

6

8

10

12

Gender

Gender

6

There is only one ESL student in Mrs. Tanner and Mrs. Larsen’s 4th grade class at Diamond ValleyElementary school. This student is a female who has tested out of being identified as ESL, but she is still beingwatched to make sure that she is progressing as an English speaking student.


Six of the students in Mrs. Tanner and Mrs. Larsen’s 4th grade class at Diamond Valley Elementaryschool are 9 years old; the remaining 12 students are 10 years old. By the end of the school year, all 18students will be 10 years of age.


1%

94%

ESL

ESL

Non- ESL

9 years old 10 years old

0

2

4

6

8

10

12

14

Age

Age

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There is one student in Mrs. Tanner and Mrs. Larsen’s 4th grade class at Diamond Valley Elementaryschool who has been diagnosed with Aspergers Syndrome. Mrs. Larsen has been trying all school year to getthis student an IEP, but the district says that this student is performing at his identified ability level andtherefore he cannot have an IEP. There are 5 other students in Mrs. Tanner and Mrs. Larsen’s class who theybelieve would benefit from having IEP’s but, once again these students don’t qualify because they areperforming on their identified ability level.


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Special Needs

Students who should have IEP's

Students who don’t need IEP's

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There is only one Hispanic student in Mrs. Tanner and Mrs. Larsen’s 4th grade class at Diamond ValleyElementary. She is also the only ESL student in the class.


Almost half (7/18) of the students in Mrs. Tanner and Mrs. Larsen’s 4th grade class at Diamond ValleyElementary school are eligible for free or reduced price lunch based on their parents or guardians yearlyincome.

Source: Shelly Larsen- Classroom teacher

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1

Ethnicity

Caucasion

Hispanic

31%

69%

Free or Reduced Price Lunch

Students who receive free orreduced price lunch

Students who don’t qualify forfree or reduced price lunch

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Mrs. Larsen has divided the class into 4 reading groups. These group change throughout the year asstudent’s progress or need extra help in certain areas. Mrs. Larsen tries to meet with the two lowest groupsevery day. The students in the highest reading group may be reading above a 6th grade reading level; however2 grades above their own grade is the highest that gets tested. The reading levels of these students have beendetermined by the Washington County School District reading program- DRA. DRA tests are given to thestudents multiple time throughout the school year to check student progress or possible digress in reading.

Source: Shelly Larsen- Classroom teacher

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1

2

3

4

5

6

7

6th Grade ReadingLevel or Above

74% or above on4th Grade Reading

Level

74% or below on4th Grade Reading

Level

3rd Grade 6thmonth Reading

Level

Reading Groups

Reading Groups

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4. Information of Students

Student Gender Personality Academic LevelAlex Male Diagnosed with aspbergers syndrome.

Very shy and doesn’t have very manyfriends. He only speaks when he isspoken to.

Performing below gradelevel. Teachers are workingto get an IEP. He gets extrahelp with his work.

Josiah Male Does his work very slowly, so hedoesn’t accomplish a lot in class. Saysthat he doesn’t have any friends.

Below grade level.Teachers would like him tohave an IEP.

Parker Male Very friendly and outgoing. He isalways polite and kind to others. Heis a procrastinator and often does hiswork at the last minute.

Performs on grade level inevery subject.

Jace Male Likes to play around in class, but stillget all of his work done and he does itwell.

Labeled as a gifted student.Goes to the schools giftedprograms for the last hourof the school day.

Rocky Male Likes to work alone. He gets stressedeasily when he has a lot of work toget done. He doesn’t have the easiesthome life, so he likes to confide hisworries into people that he trusts, likehis teachers.

Performs on or aroundgrade level in mostsubjects.

Max Male Talks to his friend Avery in class a lot.He doesn’t finish his work veryquickly.

Performs on grade level inall subjects.

Dylan Male Possibly the smartest student in theclass. When he has work that isinteresting and challenging to him heworks hard and gets a lot done.When he becomes bored in class helikes to misbehave and distract otherstudents and the teacher. Is alwayswilling to help other students who arestruggling. Very competitive.


Ethan Male Seems to be a follower. He is alwaysdoing what other boys in the class aredoing. Openly tells all of the girls inthe class that they are his enemies.

Usually performs belowgrade level.

Avery Male A very conflicting personality. Likes toget attention by acting out. Does hisbest work when he is receivingconstant positive feedback. Likes tosee how much he can get away with.


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Bailey Male Knows that he is smart and isn’t afraidto tell other people. He works well asa leader in a group.


Hunter Male Likes to get attention by messingaround in class and not doing hiswork.

Very behind because he hasmoved around a lotthroughout the school year.Not on grade level in anysubject.

Sayuri Female The only ESL student in the class.Seems to get distracted easily alwaysseems to be confused. She isconstantly losing her glasses andleaving things on the floor. Veryfriendly and likes to talk to whoeverwill listen.

Below grade level, butperforming well for beingan identified ESL student.

Shaylee Female Has a hard time focusing on her workbecause of all the distractions aroundher. She always tries to do her best.


Celeste Female Has been stereotyped as the“cheerleader” in the class. She likesto bug the boys. She goes to a soarto success program everyday duringschool to help her achieve grade level.

Performs below but veryclose to grade level.

Bailee Female Knows that she is smart and likes tolet everyone around her know it. Sheis very loud and outspoken. She likesto be the boss, but doesn’t like towork in groups. She always finishesher work quickly and then reads herbook.


Emily Female Tries very hard to be organized buther work and desk is always a mess.She is very sweet, but not afraid togive her opinion.

Performs at or aroundgrade level in mostsubjects.

Brooke Female Loves horses and spends more timedrawing horseshoes on her papersthan doing her work. She likes to beright and share her opinions.

Performs at or slightlyabove grade level.

Taylor Female Gets distracted very easily. She has ahard time focusing on her work. Shealways seems to be one step behind.She goes to a soar to success programeveryday during school to help herachieve grade level.

Performs below but veryclose to grade level.

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Assessments Administered

1. Spelling Inventory (4th Grade) 2. Utah Plants and Animals 3. DRA

Spelling Inventory5. Spelling Inventory is a standardized test designed by the “Words Their Way” program, which is the

spelling program that has been adopted by the Washington County school district. The test is 25questions long, for each question students are given a word and then they are expected to spell theword correctly on their paper. Students sit in their desks with only a lined sheet of paper and a pencil.Each student has a folder around their desk in order to keep their answers private. For each questionthe teacher says, “Number 1. Bed. I hopped out of bed this morning. Bed.” The teacher then waits forfive seconds before moving onto the next question. Each question is presented in exactly this fashion.Words cannot be repeated. Once each question has been verbally given, the students received 2minutes to look over their test and hand it in.

6. The purpose of this assessment is to check students spelling understanding in the following areas:1) consonants beginning and final, 2) short vowels, 3) digraphs and blends, 4) long vowel patterns, 5)other vowel patterns, 6) syllables junctures and easy prefixes and suffixes, 7) harder prefixes suffixesand unaccented final syllables, and 8) reduced and altered vowels, bases, roots, and derivatives. Thisspelling list was designed by the, “Words Their Way Program” to assess those exact eight spellingfeatures. The attached rubric feature guide allows teachers to be able to assess which spelling featurestheir students understand and which spelling features they need to work on. This assessment will begiven again at the end of the school year so that the results of the two tests can be compared toensure that the students improved.

7. This spelling inventory assessment was administered to the whole class at the same time. Theassessment was administered to the whole class at the same time under the same conditions in orderto keep it standardized and minimize the impact of environmental factors on the students’performance. The students stayed in their regular classroom and all sat in their normal desks. None ofthe students seemed nervous or made any comments about the test. The test was given right as thestudents came back from their lunch and recess break. They all had a full stomach and got theirwiggles out during recess. I believe that the students all felt comfortable in the environment that thetest was given, which helped them perform to their best ability.

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8. Sixteen students took the assessment. There were 25 questions, and each question was worth 1point for a total of 25 points. The average of the students’ scores is 16.625. The average score of the 7girls who took the test is, 14.4; and the average score of the 9 boys who took the test is, 18.3. Thehighest score was 25 and the lowest score was 4. The ELL student got 13/ 25 or 52% correct.

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Individual Student Scores


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Spelling Word Asked Number of students who got theword correct

(out of 16 students)1. Bed 162. Ship 153. When 154. Lump 115. Float 116. Train 157. Place 158. Drive 149. Bright 1410. Throat 711. Spoil 1312. Serving 1213. Chewed 1014. Carries 1015. Marched 1516. Shower 1017. Bottle 1218. Favor 1219. Ripen 1220. Cellar 421. Pleasure 522. Fortunate 523. Confident 424. Civilize 525. Opposition 2

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Questions 1-4 assessed consonants beginning and final, short vowels, and digraphs and blends. Questions 5- 11 assessed final consonants, diagraphs and blends, and long vowel patterns. Questions 12- 20 assessed diagraphs and blends, other vowel patterns, syllable junctures and

easy prefixes and suffixes, and harder prefixes, suffixes, and unaccented final syllables. Questions 21- 25 assessed other vowel sounds, harder prefixes, suffixes and unaccented final

syllables, reduced and altered vowels, bases, roots, and derivatives.

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7

6

1

Number of Students who got Each SectionCorrect

Questions 1-4 Correct

Questions 5- 11 Correct



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9. ANALYSIS

Spelling Word Asked Analysis of the outcome1. Bed All of the students spelled this word correct. I conclude that the students

are all familiar with this word and seen its correct spelling.2. Ship All except for one student spelled this word correct. The student who

missed this word spelled it, “shep.” This student only got 16% of thewords on the test correct.

3. When All except for one student spelled this word correct. The student whomissed this word spelled it, “wean.” This student only got 16% of thewords on the test correct.

4. Lump Five students misspelled this word. Two of those five students spelled it,“lomp.” I would say that most students are familiar with this word, butconfused their vowel sounds.

5. Float All of the students who misspelled this word put a “u” in the place of the“a,” spelling it flout. I believe that this is another case where studentsconfused their vowel sounds.

6. Train The one student who misspelled this word spelled it, “traun.” Thisstudent also confused vowel sounds in the word float.

7. Place Only one student misspelled this word by spelling it, “plase.” I wouldassume that this student hasn’t memorized spelling of this word, becauseshe spelled it exactly as she heard it.

8. Drive Two students misspelled this word. One student made a commonmistake of confusing vowel sounds and spelled the word, “driave.”Perhaps this student could’ve been thinking about the rule, “when twovowels go walking the first one does the taking.” That is why this studentadded the letter, “a’” after the letter “i” in order to make the “i” say itsname instead of its sound. The second student spelled the word, “truve.”I would assume that this student has never been taught the correctspelling of the word drive and therefore he did his best to sound it out.

9. Bright The two students who misspelled this word didn’t add the, “ight” ending.The two students who missed this word are the two students who scoredthe lowest on this test. I would assume that they haven’t learned orunderstand the “ight” ending yet.

10. Throat This was one of the most misspelled words. Four students spelled thisword, “throught,” four students spelled this word, “throut,” and onestudent spelled this word, “throte.” I would conclude that these studentssimply aren’t familiar with the spelling of this word.

11. Spoil Three students misspelled this word and they all used a different spelling.1) spoul 2) spiul 3) spoile. I would say that these students haven’t usedthis word very frequently and therefore haven’t memorized its spelling.

12. Serving I was surprised about the amount of students who misspelled this word. Iwas also surprised by the fact that there was no common misspelling ofthe word. 1) siving 2) srving 3) safing 4) serveing. I would conclude that

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maybe these students didn’t hear the correct enunciation of the wordwhen the teacher presented it during the test.

13. Chewed Six students misspelled this word. From the various spellings that thestudents used, I would conclude that either the students aren’t familiarwith this word or they didn’t hear a correct enunciation of the wordduring the test.

14. Carries Six students misspelled this word and they all spelled it very incorrectly. Iwould conclude that students haven’t learned the correct spelling of thisword.

15. Marched Only one student misspelled this word and their only mistake was thatthey left off the “ed” ending. I might guess that the student was in ahurry during the assessment or the student didn’t hear the ending whenthe teacher was presenting it.

16. Shower Three of the six students spelled this word, “shawer.” The other studentsmade larger mistakes like 1) shore 2) showir and 3) sower. I would saythat the students had trouble determining what vowels to use.

17. Bottle The most common misspelling of this word was “ bottel” however onestudent must have not had any idea what the word was because hespelled it “patil.”

18. Favor Four students misspelled this word. I would guess that they tried tosound out the word because the common mistakes were, “fovor” and“fafer.”

19. Ripen One student used spelling knowledge in an incorrect way by spelling thisword “wripen” another student must have not understood what theteacher said because he spelled the word, “rimin”.

20. Cellar All of the students who missed this word made one of two mistakes.Either they began the word with an “s” instead of a “c” or the used the“er” ending instead of the “ar” ending.

21. Pleasure Eleven students misspelled this word. I would conclude that pleasure isn’ta common word that fourth graders use and therefore they didn’t knowthe correct spelling.

22. Fortunate Eleven students misspelled this word. I would conclude that the studentshave not been taught the correct spelling of this word, and the studentswho spelled this word correctly probably learned it at home.

23. Confident Only four students spelled this word correctly. The mistakes that thestudents made were all over the board. I would guess that studentshaven’t been taught the correct spelling of this word.

24. Civilize The most common misspelling mistake that students made was spellingthis word with an “s” instead of a “c.” Maybe by the end of the teststudents were getting tired and therefore the spelled the word exactlyhow they heard it instead of how it is correctly spelled.

25. Opposition Only two students spelled this word correctly. Both of these studentshave been identified as gifted.

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10. SYNTHESISI will use the results from the table and pie chart on number eight along with the rubric scoring

guide to determine where individual students are at and where they need extra help. One student hasmastered all of the concepts that this assessment determines, I will give this student a spelling listabove grade level to test his real spelling proficiency. Two students, one being the ESL student in theclass, are not proficient in the first spelling stage of this test which is: consonants, short vowels, anddigraphs and blends. I will create extra lessons and try to spend individual time with these twostudents in order to help them master these beginning concepts. I will continue to use the “WordsTheir Way” program because it has designed spelling lists for each individual student according to theirspelling proficiency. I will give this same group of students this exact spelling test again in a fewmonths to make sure that the changes in instruction that I have made are indeed positively effectingand helping each student improve their spelling proficiency.

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Utah Plants and Animals5. This test was administered as a pre- test before Mrs. Tanner finished her Utah environments unit. Thepurpose of this pre- test was so that Mrs. Tanner could determine which concepts the students are familiarwith and understand and which concepts the students haven’t completely grasped yet. Mrs. Tanner will planmore lessons in her unit plan according to the students’ knowledge of different concepts. Mrs. Tanner’s classhas five identified gifted students; she used this test to determine if these students already knew all of theinformation that would be covered in the unit or if they would benefit from doing the same lessons as the restof the class. This pre- test is the same test that will be given as a post- test at the end of the unit, so Mrs.Tanner wants to be sure that all students gain a strong understanding of the concepts covered in this test.These concepts all come from the fourth grade Utah core curriculum. This test has 24 multiple choicequestions and was taken in the computer lab on the computers. The students received as much time as theyneeded, but they were to receive no help from peers or teachers. This test took an average of about 30minutes for all of the students to finish.

6. The purpose of this assessment was to give students a general idea of what they should know andunderstand after his unit of learning, and to give Mrs. Tanner an idea of what her students have and haven’tlearned about Utah plants and animals. From these test results, Mrs. Tanner will be able to plan effectivelessons that meet the needs of all students in this class for this unit of learning. At the end of the unit aboutUtah environments students will take a post test that has the same questions that are on this pre- test, sowhen students take their post- test there won’t be any surprise questions and students should be able toperform well. This pre- test will show students current knowledge and the post- test will display students’academic knowledge. I have attached a copy this Utah plants and animals test that students took.

7. The Utah plants and animals pre- test was administered to all students at the same time. The whole classwas required to take this test, so that Mrs. Tanner could have effective results to plan her future unit lessons.The students took this test in the morning during their regular social studies period. We chose to administerthis social studies assessment during the time that students are used to focusing on social studies so that thestudents still felt like they were following regular routine. The students were only nervous for a minute whenthey heard the word, “test” however after it was explained that it was a pre- test simply to see what theyalready know, and if they did their best then they would be fine, then the stress level decreased and studentswere fine to take the test. The students took the test in the computer lab and were asked to sit by who theynormally sit next to in class; this way students weren’t temped to sit by friends and be distracted ordistracting. The class has taken tests in the computer lab throughout the school year so they were alreadyfamiliar with the computer lab procedures and had no problems logging on or using the computers to take thetest. The class stayed quiet and all students were able to work hard and finish the test without any problems.

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8. Thirteen students took the Utah plants and animals pre- test. There were 24 questions multiple choicequestions for a total of 24 points (each question was worth one point). The average student score was 89%,which is about equal to answering 21 out of 24 questions correctly. The average score of the 6 girls who tookthe test was 83%, which is equal to answering 20 out of 24 questions correctly. The average score of the 7boys who took the test was 93%, which is about equal to answering 23 out of 24 questions correctly. Thehighest score was 100% and the lowest score was 63%. The ELL student scored 83% on the test.

0%

20%

40%

60%

80%

100%

120%



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93%

7%

0%

Student Percentage Scores

Above 70%

Between 65% and 75%

Below 65%

0%10%20%30%40%50%60%70%80%90%

100%

Percent of Students who got Each QuestionCorrect

Percent of Students who gotEach Question Correct

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9. ANALYSIS

Question Asked

Numberof

studentswho got

thequestioncorrect

Analysis of the Outcome

1. Which of the followingbest describes Utahwetlands?

11Most of the students got this question correct. I think thatstudents were able to correctly answer this question because theylive in Utah and are familiar with the different regions in the state.

2. Use this informationon a location in Utahto answer thequestion. Whatanimal might be foundliving here?

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For this question the students were given a chart that listed thetemperature range, elevation, and rainfall in a certain location inUtah. From this information most students were able to decidewhich animal would live in that area.

3. Which UtahMammals hibernate inthe winter?

10Hibernation is a concept that is taught from kindergarten. Ibelieve that most students were able to answer this questioncorrectly due to a large amount of background information.

4. Use the key above.What is the letter ofthe animal? 12

Students were to use a dichotomous key to answer this question. Iwas in practicum on the day that students practiced using thesekeys. The teacher made sure that each student fully understoodhow to use the key and come to the correct answer. I believe thatthis guided practice helped almost all students get this answercorrect.

5. What must you knowabout a plant oranimal to use aclassification key?

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This question also went along with using a classification key,students developed a strong understanding of how to useclassification keys and it showed in this test question.

6. How would a modelof a wetland bedifferent from amodel of a desert?What would thewetland…

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Each student in the class wrote an essay on one of the four majorregions in Utah. Doing the research on these regions helpedstudents in answering this question correctly.

7. How would a model ofa desert be differentfrom a model of aforest? The desertwould have…

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This question goes along with number six; I believe that studentsused the same information to help them answer both questions.

8. Use this classificationkey to answer thequestion. What is thename of this animal?

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Students used their mastery classification skills to help themanswer this question. Once again, the in class practice really paidoff.

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9. What pathway didyou go to find thisleaf’s name?

9 For this question, students once again used their skills withclassifying this question. However, this classification chart isdifferent than a dichotomous key and therefore it seems thatstudents struggled a little bit. Fewer students got this questioncorrect which makes me wonder if they did less practice with thissort of classification in class.

10. The Bear River flowsinto the Great SaltLake. The areaswhere the two cometogether is marshy.What type of area isthis?

10

Many students got this question correct. I think that the rightanswer was pretty obvious compared to the other possible answerchoices. I wonder if this helped so many students to get thisquestion correct or if the students truly understand thisinformation.

11. How does reptile skinhelp them to live indry environments?They have…

7

The students who took this test all live in a desert area of Utah,therefore these students are familiar with and possibly have evenseen many desert animals. However, only about half of thestudents got this question right. I think that Mrs. Tanner will needto re-visit this idea before the final test.

12. Which is a deciduoustree? 7

The students have discovered deciduous and coniferous trees.However it seems that Mrs. Tanner will need to re-teach theseideas because only about half of the students answered thisquestion correctly.

13. What is an importantdifference between areptile and anamphibian?

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This question goes along with number eleven which only abouthalf of the students answered correctly as well. I would concludethat students need to continue to learn about reptiles.

14. How do most birdssurvive the Utahwinter? They… 12

Most of the students got this question correct. I believe that thestudents received a lesson solely on birds In Utah. This lessonclearly helped the students to understand birds’ behaviors in orderto get this question correct.

15. Which beak wouldbest be adapted foreating small animals?

11Once again this question was about birds. The bird lesson onceagain was effective in helping students understand birds.

16. Where do cattailsgrow? 11

The students learned in-depth the four main regions in Utah.Wetlands are one of the regions and clearly most of the classremembers that cattails grow there.

17. Which of thefollowing help arattlesnake get food? 11

This question once again asks about a rattlesnake like questionsnumber 13 and 11. However, unlike those questions moststudents got this question correct. I still think that students wouldbenefit from another lesson on reptiles.

18. How do beaverschange theenvironment they livein?

9

About one third of the students got this question correct. I don’tthink that the class specifically studied beavers so students mostlikely used their background knowledge to answer this question. Itwould be helpful for Mrs. Tanner to discuss the habits of beaversto the students.

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19. What is the maindifference between avertebrate and aninvertebrate?

11 The students studied vertebrates and invertebrates when theylearned how to read classification keys. Clearly studentsunderstood and remembered this information because almost allstudents got this question correct.

20. If Utah were left in itsnatural state, whichenvironment would itmostly be?

11

All of the students who took this test live and Utah and I wouldassume that most students understand that most of Utah is adesert. The correct answers to this question show many of thestudents understand that most of Utah is a desert.

21. Think about thefollowing animals: elk,moose, foxes, rabbits.Which classificationare they?

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This question discusses vertebrates and invertebrates, thisquestion supports question number 19 in proving that studentsreally know and understand this topic.

22. Use the key above.What is the letter ofthe animal? 8

This key is the same as the key that students used to answerquestion number 9. Once again this question proves that studentsneed more practice to master this key the same way that theyhave mastered the other classification key.

23. Which plant wouldmost likely be foundin a desert area ofUtah?

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There are cactus’ all around the area in Utah where these studentslive. I believe that this familiarity with the area helped students toanswer this question correctly.

24. What must you knowabout a plant oranimal to use aclassification key?

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Finally, this question proves that the students clearly understandhow to use picture classification charts and what information isnecessary to use those charts.

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10. SYNTHESISFrom this pre- assessment that students took in the middle of their Utah plants and animals unit, I cannow determine what concepts students have mastered and what concepts I need to re-focus on inorder for all students to understand the information and be successful on the final test. All studentsexcept for one scored 75% or above, this helps me to know that the large majority of the students areabsorbing and understanding the information that has been taught to them thus far in the unit. Forthe one student who scored 63% I will create some extra notes and assignments that she can do inorder to help her understand the information. I will create a take home packed for her to work on athome and I will encourage parents or guardians to work with her on remembering this information.During class time, I will work with this student individually the help her fill in the information that shedoesn’t fully understand. Two students who took the test got 100% I would ask one or both of themto help the student who is struggling, I would create a game or activity that they can do togetherwhere they both benefit from the information they are learning. I will still require the two studentswho got 100% on this assessment to take the final unit assessment so that I know for sure that theyknow the information and didn’t just guess right on a multiple choice question. The areas on thisassessment where most students missed questions are classification key, types of trees, and desertrattlesnake habits. I would most definitely plan new lessons that re-cover this information so that allstudents remember and understand it before the final assessment on Utah plants and animals.

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DRA- Developmental Reading Assessment5. This test was administered to determine individual students’ developmental reading levels. The DRA testnot only determines students’ text reading levels but it determines each individual student’s readingengagement, oral reading, and comprehension skills; then all of these scores are complied together todiscover the student’s grade level reading ability. The test is given individually to one student at a time, andtakes anywhere from 15 minutes to an hour for students to complete. The student and teacher sit at a tabletogether, the teacher gives the student an option of two short books, (these books are on or one above thestudents’ reading level). Once the student has chosen a book, he reads the first page out loud to the teacherwhile the teacher times the student and keeps a running record. The teacher times to student to determinethe words per minute that the student can read, and the teacher keeps a running record to determine thestudent’s reading accuracy. Next the student is given a packet with the questions: 1. what are several thingsthat you think you will learn from reading this text? 2. List several questions that you think might beanswered as you read. After the student has finished answering these questions he gives this worksheet backto the teacher and then silently finishes reading the book. When the student is finished reading, he is asked tofinish the packet; it asks: 1. for a summary of important ideas and facts from the text, 2. a literalcomprehension question about the text, 3. for the student to make an interpretation about the text, 4. for thestudent to reflect on what they think the most important thing they learned from the text is and why, and 5.the student to tell the comprehension strategies that they used while reading the text. When the student isfinished the teacher grades the assessment according to a matching rubric. I have attached a copy of theassessment and grading rubric to better display how the test is administered.

6. The purpose of the DRA is for teachers to determine the reading level and ability of each student in theclass. Reading is crucial to all other curricular areas so it is important to have developmentally appropriatereading material in order for students to succeed in other content areas and not fall behind in these otherareas due to a low reading level. Once the teacher has determined individual reading levels then she candifferentiate instruction so that all students are able to succeed at their developmental level. Mrs. Larsen usesthe DRA results to put her class into reading groups that meet together each week and are reading the samelevel book together. The DRA test takes a long time to administer to each student because it requires directteacher attention for up to an hour; however Mrs. Larsen does her best to administer the DRA to her studentsat least 3 times during the school year.

7. The DRA that I have included was administered to one student. He has been identified by his school(Diamond Valley Elementary) as gifted, so his teacher (Mrs. Larsen) asked me to test this student at a 6th gradereading level to see how her performed. I gave the DRA to Dylan one afternoon while his classmates wereworking to finish up class work for the day. Dylan has been assessed through a DRA before so he knew theprocedure and wasn’t nervous or worried about taking the test. Dylan and I sat at the back table, the classwas fairly quiet and they knew not to bother us, which was helpful for Dylan to be able to focus. The DRA is astandardized test so I followed the teacher instructions exactly as they were printed on the paper. Thesedirections match the explanation that I gave above in #5 about administering the DRA. Dylan chose the book“One Brave Heart.” Dylan and I worked well together and were able to successfully complete the assessment.

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8. I only administered the DRA to one student, this student is in 4th grade but I gave him a 6th grade levelassessment. There were 7 questions that the student had to answer about the reading and there were a totalof 128 points possible that Dylan could earn throughout the assessment. Dylan scored 100/ 128 or 78% whichmeans that he is developmentally on a 6th grade reading level. Dylan reads at 97% accuracy and137 words perminute.

Individual Student Score: 100/128= 78%

Reading Concepts ScoresDRA Text Level 60/80DRA Reading Engagement Score 5/8DRA Oral Reading Score 14/16DRA Comprehension Skills/ Strategies Score 21/24DRA Total Score 100/128

Question about TextScoreout of

41. List the books you have read in the last couple of months. You may refer to a record of

books read. What are you currently reading at home? Think about your favorite authors,topics, and books. What do you like to read? Tell why.

3

2. List what you do well as a reader. List what you need to work on to become a better reader.Tell several specific ways you plan to improve your reading. 2

3. What are several things that you think you will learn from reading this text? List severalquestions that you think might be answered as you read. 4

4. Write a summary that includes the important ideas and facts in this text. 45. Tell how prosthetic limbs have changed over time. 26. How do you think Rudy’s motto “A brave heart is a powerful weapon” has helped him over

the years? 4

7. What do you think is the most important thing that you learned from this text? Tell why. 48. Tell how you used comprehension strategies by giving examples of what you did as you read

the text. 3

*These scores were determined by the attached scoring guide.

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9. ANALYSIS

According to the attached Teacher observation guide

DRA Assessment Categories Analysis of Student ScoresEngagement Total Score 5/8Wide Reading Dylan is on an independent reading level. He mostly reads grade level

texts within a certain genre. I would assume that Dylan reads gradelevel books because they are most easily available to him. Also, I thinkthat Dylan usually chooses comical fiction books because that is what hehas found to enjoy. It would be of great benefit to Dylan if he wasintroduced to books on his developmental reading level (6th grade) in avariety of genes, to get him more familiar with the wide variety of booksthat are available, I think that Dylan would find science fiction oradventure books really interesting. He would enjoy reading while heincreased his developmental reading ability.

Self- Assessment and Goal- Setting Dylan is on an instructional level in self- assessment and goal- setting.He identified only vague strengths and goals that he has for reading. Hisgoals included: no skipping pages and no skipping lines. Dylan’s plan forimproving reading was very vague. His plan included 1. Pay moreattention to the book. 2. Find a quiet place to read. 3. No distractions.4. Pick a good book.

Oral Reading Fluency Total Score 14/ 16Expression Dylan reads with some expression emphasizing key phrases and words

at important times.Phrasing Dylan is at an advanced level in phrasing. He wrote in consistently and

long and meaningful phrases. Dylan wrote several things that hethought he would learn from the text, and several questions that hethought might be answered from the text.

Rate Dylan reads at an advanced rate: 2.3 words per second and 137.9 wordsper minute.

Accuracy Rate Dylan reads at a 97% accuracy level on a 6th grade level. This isconsidered to be an independent level.

Comprehension Skills/ Strategies Total Score 21/24Prediction Dylan received the highest score possible for prediction. He listed

several thought out predictions and questions that were directly relatedto the text. Dylan proved himself to be advanced in the comprehensionstrategy of prediction.

Summary Dylan also proved to be advanced in the reading comprehension skill ofsummarizing. He wrote a clear summary in his own language thatcontained important facts, ideas, and vocabulary from the text.

Literal Comprehension Dylan struggles a little with literal comprehension. He scored 2 out of 4which puts him at an instructional level. He only included someinformation from the text and wasn’t complete in his thought process.

Interpretation Dylan scored the highest score in this area. He displayed an insightfulunderstanding of an important concept from the text in his answer.

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Reflection Dylan’s reflection portrayed an important and significant message fromthe text that was beyond the literal level. He gave an insightfulstatement with supporting details, proving to be in the advancedcategory for reflection in reading.

Metacognitive Awareness Dylan is at in independent level for Metacognitive awareness. He isaware that he is using comprehension strategies as he reads, howeverhe only listed one example of when he used a strategy. Therefore I onlyhave proof that he used one comprehension strategy as he read.

TOTAL SCORE 40/48= 83%

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10. SYNTHESIS

I will use the information from this student’s DRA test to determine many things. First, I will present thisstudent with 6th grade level reading material, that way the books that he is reading are on his level and mayeven push his reading level even higher. Second, I will place this child in a reading group with other studentswhose DRA’s show that they are on a 5th grade level or above. Putting together this reading group will helpme as the teacher to expand these student’s knowledge and reading abilities among many literacy areas.Third, I will differentiate other assignments by adding vocabulary words or extra articles for this student toread in order to expand and enhance what this student is reading and learning in class. I will use the DRAscoring guide information to plan individual instruction and extra assignments to help this student reach anadvanced level in all areas of reading. He has already mastered phrasing, reading rate, prediction,summarizing, interpretation, and reflection. However, he needs the most help to improve on self- assessmentand goal setting and literal comprehension. I will design activities that this student can do when he has extratime at school or at home where he can receive some help from a parent or guardian. I would not require thisstudent to read at any higher of a level until he is advanced in all areas of reading concept. He is alreadyreading two grade levels above his own grade and I don’t want him to skip or forget any important skills as headvanced in his reading and literacy ability.

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Assessment Application Analysis Report Reflection

I thoroughly enjoyed completing this assignment, I learned so much about each of my practicumstudents and I was able to see the importance of analyzing and reflecting on your students’ work andassessments. Just from administering, collecting, and studying three different assessments: 1) SpellingInventory, 2) Utah Plants and Animals, and 3) DRA, I truly learned the importance of authentic assessments.

First and foremost I gained a great deal of understanding about each student in my practicum class.The three assessments that I administered were from three different curricular areas, I was able to observeand define the strengths and weaknesses of each student in the following areas. If I were the real classroomteacher then I would be able to gain an entire view of each of my students through assignments andassessments in all curricular areas. I only administered the DRA to one student; this one assessment providedme with a much more solid understanding of this students’ individual reading level and ability. I canunderstand how administering the DRA to each student in the class a few times a year would greatly benefit ateachers’ understanding of his/her students.

Due to my new view and understanding of each child in my practicum class, I would now feel morecomfortable and capable of planning and differentiating lessons in order to benefit each individual student.The analysis of the results of each of the three assessments that I administered gave me a strongunderstanding of each students’ understanding of that particular concept and what instruction they need inorder to advance their knowledge.

Finally, completing the analysis of the assessments that I administered helped me to truly see if theywere authentic assessments. By reevaluating and essentially assessing the assessments, I could see if theyevaluated the students on what I had expected the student to know and be able to do. I was able to discoverquestions that possibly confused the students or didn’t ask the students appropriate questions according towhat they had learned. After analyzing the assessments I am now able to change the assessments and makecorrections where needed in order to create the most authentic assessment for each curriculum area.

It would take a great amount of time and effort for teachers to analyze each assignment or assessmentthat they administered to students throughout the school year. However, now that I have seen the positiveresults that can come from doing that extra work; I am making it my goal to analyze and reflect on eachassessment that I give to students in my own class. I want my students to receive the most effectiveeducation that I can provide them with, and I feel that by administering and creating only authenticassessments I will enhancing my role as a truly effective teacher.

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