Form: "*Assessing Learning Task*"

Created with: Taskstream

Author: Lauren Coleman
Date submitted: 04/01/2016 11:32 pm (PDT)

Before beginning this task, read the complete

directions provided in the CalTPA Candidate
Handbook.
Step 1: Assessment Selection and Planning for
the Whole Class Directions
To plan classroom assessment, a teacher determines his or her current point within
the instructional sequence of a unit of study and identifies the student academic
learning goals to measure.
"Ideally, assessment and instruction are linked inextricably within any curriculum.
The key to using assessment effectively and efficiently in a program of instruction is
to recognize above all that different types of assessment tools must be used for
different purposes. " (Reading/Language Arts Framework for California Public
Schools, 1999, page 215)
Select one class, a content area, and a unit of study to work with as you complete
this performance task. Respond to the prompts below about the unit of study and its
assessment.

A. Academic Content Selection

(REQUIRED) Grade Level
5th

(REQUIRED) Content area

Mathematics

(REQUIRED) Subject matter

Adding and Subtracting Fractions

(REQUIRED) 1. List the state-adopted academic content standards or stateadopted framework you will cover in this unit.

5.OA.A.2.1 - Express a whole number in the range 2-50 as a product of its

prime factors.
5.NF.A.1 - Add and subtract fractions with unlike denominators (including
mixed numbers) by replacing given fractions with equivalent fractions in such
a way as to produce an equivalent sum or difference of fractions with like
denominators.

5.NF.A.2 - Solve word problems involving addition and subtractions of

fractions referring to the same whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations to represent the
problem. Use benchmark fractions and number sense of fractions to estimate
mentally and assess the reasonableness of answers.

(REQUIRED) 2. Describe the unit of study that addresses those standards.

The unit of study consists of eight lessons. These lessons include: prime
factorization, finding prime factors, writing to explain (word problems), estimating
sums and differences of fractions, adding fraction with unlike denominators,
subtracting fractions with unlike denominators, more adding and subtracting
fractions, and draw a picture and write an equation (problem solving).

(REQUIRED) 3. What is (are) the academic learning goal(s) for this unit of
study?

Students demonstrate that composite numbers can be written as the product

of their prime factors.
Students understand that the prime factorization of a composite number will
always be the same and can be represented using a factor tree.
Students estimate sums and differences of fractions using a variety of
techniques.
Students solve the sum of fractions with unlike denominators.
Students solve the difference of fractions with unlike denominators.
Students understand the relationship between quantities in the some realworld problems are represented using a bar diagram and that the diagram
can be analyzed to write a numerical equation that can be used to find the
answer to the problem.

(REQUIRED) 4. At what point in the sequence of the unit are you teaching?
Check one:

At the end of the unit of study

B. Assessment Planning
If you are at the beginning of your unit, you will give your students an entry-level
assessment. If you are moving through the unit of study, you will use progressmonitoring assessments. If you are at the end of the unit of study, you will use a
summative assessment. (For more information about these three kinds of
assessment, see Frameworks for California Public Schools, published by the
California Department of Education.)

(REQUIRED) 5. For what purpose will your assessment be used within this
unit of study? Chose one:

Summative

(REQUIRED) 6. Identify and describe the type of assessment. (verbal

response, multiple choice, short essay, oral presentation, performance
task, and the like)
At the conclusion of the unit, I will be using a summative assessment in order to
evaluate student's mastery of the unit's objectives. The assessment is a written test
consisting of multiple choice and constructed response questions.

(REQUIRED) 7. What will your students need to know and/or be able to do

to complete the assessment?
Students will need to be able to determine whether a number is prime or composite
and find the prime factorization of a number. They will also need to know how to
write an explanation of how to estimate fractional parts. Students need to use a
number line to estimate sums and differences of fractions. Students also need to
use models and computational procedures to add and subtract fractions with unlike
denominators. Students need to know how to solve problems involving addition and
subtraction of fractions and how to draw a picture and write an equation to solve a
problem.

(REQUIRED) 8. What evidence of student learning will you collect?

Students are responsible for turning in homework that corresponds to each of the
eight lessons in the unit. The homework is student-corrected, but I will take
additional time to review student's work in order to target topics that may need re
teaching. I will also collect the student's math notes to check for understanding and
review for completeness and participation during in-class examples. A quiz will be
given as a progress monitoring assessment at the midpoint of the unit, and the unit
test will be collected at the conclusion of the eight lessons and review. For this
assessment, the only evidence is the unit test itself.

(REQUIRED) 9. In what ways will the evidence document student

achievement of the academic learning goal(s)?
The homework review provides evidence of participation and understanding. Each
homework assignment also corresponds directly with the academic learning goals
and objectives of each lesson throughout the unit. Most of the assignments are
given in class and students have time to work on the problems and ask for help
during independent work. The homework also highlights areas in which students are
struggling and provides opportunities to re teach content prior to the summative
assessment. The quiz, serving as a progress monitoring assessment, demonstrates
student understanding of the concepts taught during lessons one through five. It
also foreshadows the areas students might struggle with (multiple choice or short
answer) on the summative assessment. Since I've chosen a summative assessment,
each of the unit's academic learning goals and objectives is measured by way of a
correct or incorrect answer on a combination of multiple choice or short answer
questions.

(REQUIRED) 10. How will the student assessment evidence be measured or

scored?
The ability to answer correctly on the unit assessment will be scored by giving each
question a point value. The value will correspond to the difficulty of the
question. Multiple choice questions are given a value of X and short answer
questions are given a value of x. After calculating the number of total questions
answered correctly, the student will receive a fractional score noting points achieved

by answering correctly out of the total points possible and a percentage grade that
corresponds to the fractional scoring. Although not written on the tests, the student
is able to infer based on the percentage the letter grade (A,B,C,D or F) they've
earned on the unit test.

11. Think about how you will sequence your implementation of the
assessment. Describe your plan for implementing the assessment
in the order in which it will occur.
Address each of the following and provide a rationale for each of your decisions:

Teaching strategies including communicating the purpose of the assessment,

the scoring criteria, and the procedures for completing the assessment
Student activities
Student grouping
Materials, technology, and/or resources, including the use of instructional
aides, parents, or other adults in the room

(REQUIRED) Assessment Implementation Plan

Please note the sequence of your Assessment Plan, by indicating a letter (a.,
b., c, and so on) before each part.
This assessment takes place at the conclusion of an 8 lesson unit. Since this
is taking place at the beginning of the third trimester, most students are
familiar with note taking, the math book, homework responsibilities, and the
test format. Each lesson's written notes included the learning goal so the
students were able to understand the expectation from that day's
instruction. The teacher and I also verbally read each expectation at the
beginning and end of each lesson. Each lesson of the unit followed a similar
model: direct instruction while I read the notes and provided examples for the
students to see that were carried over from the teacher's edition of the math
book, guided practice allowing the students to work in groups and partners to
solve additional problems similar to the previously teacher-demonstrated
examples, and individual assignments that provided me an opportunity to
check for understanding for each student in the classroom and provide
additional assistance when needed. However, great emphasis was placed on
the progress monitoring quiz at the halfway point of the unit, and the final
homework assignment, which mimicked many of the actual assessment
questions.
The implementation of the assessment is very thorough.
a. Students are told the assessment is based on their last two weeks of
lessons on unit 9, adding and subtracting fractions with like and unlike
denominators. They are also made aware that there are a total of 32 points
they can earn and it will count towards their third trimester math grade.
b. The students are directed to put up test dividers and get out their
highlighter.

c. Under a projector, I read each question out loud to the class and highlight
key terms and numbers the students will need to solve the problem. I also
probe the students with question like, "Do you think you need to add or
subtract? Can you remember the first step to adding with unlike
denominators?"
d. Upon checking for clarification, students are tasked with individually
completing the assessment.
e. Students are able to use pencils and their assessment worksheets
only. Additional scratch paper is provided through the teacher if/when
needed.
f. I monitor the student's progress while walking around the classroom,
observe student's answers on the assessment and answer any questions they
may have individually while completing the assessment.
g. Students turn in their completed assessment in the turn in tray for
scoring.

(REQUIRED) Rationale
Please use the identical letter from the plan you wrote to match the rationale
for that portion of the plan.
a. It is important to communicate to the students the purpose of completing
the assessment in order to manage their expectations. Emphasis is placed on
the scoring impact the assessment could have on their third trimester grade
in order to convey the importance of them putting forth their best effort to
complete each problem correctly, show their work and when applicable, use
the adaptations made available to them to achieve a high score.
b. Test dividers are utilized in the classroom because cheating has been an
issue during the administering of previous assessments. While students are
waiting for dividers to be placed on their desks, they can save time by
simultaneously finding a highlighter to complete the next step.
c. The projector is used to provide students a visual of their test and a
reference to the words being highlighted. I read each question out loud to
assist students who struggle with reading comprehension and benefit from
highlighting the key terms in the word problem that are needed in order to
solve the question. Probing the students with questions helps other students
clarify the highlighting and opens the door for student questions.
d. Students complete the assessment individually so that I can monitor their
progress toward achieving the learning goals of the unit. I also analyze the
work they've shown on their assessment to find the strengths and
weaknesses of their math skills and what might have hindered or assisted
their scores.

e. Unless modifications are specified, the students must rely on their

knowledge gained during the unit's lessons and review in order to solve the
problems correctly.
f. I am able to monitor the student's progress on their assessment while
walking throughout the classroom and observing not only their physical
assessment, but their physical reactions as well. This provides additional
insight into which students might be struggling with the assessment. I am
able to target these students and ask them if they have any questions or
need assistance in order to complete a problem on their assessment.
g. Students turn in their completed assessments so that I may review their
answers, obtain a numerical score for the grade book, and determine the
level of mastery the student has achieved with each of the learning goals and
objectives of the unit.

(REQUIRED) 12. In what ways will you use the assessment results?
I will use the assessment results to evaluate how well the students met the
learning goals of the unit. The assessment results will also determine
whether students are ready to move forward to the next unit, or if re teaching
is needed in order to solidify understanding of addition and subtraction of
fractions. The results may also highlight areas that students need to improve
on, such as reading each question thoroughly and answering all parts. Scores
from the summative assessment will provide a significant percentage of the
math grade for this trimester as well. The results may also bring about
intervention for low achieving students such as tutoring or modification of
future assessments.

(REQUIRED) 13. In what ways will you share the assessment results
with students, families, and other colleagues and support personnel,
when appropriate?
Assessment results will be shared with the students individually, results will
be posted to the parent portal online, and tests will be sent home for parentreview the following day.

(REQUIRED) 14. Is your assessment one that you developed, you

adopted, or you adapted from another source such as a district,
publisher, Internet, or another teacher?
o

Adopted or adapted from another source. Identify the source::

enVisionMATH

15. Submit a copy of the assessment and, if available, submit

the assessment directions, answer key, rubric, scoring guide,
and the like.

Step 2: Learning about Students: Whole Class

and Two Focus Students
Class Information
An important step in planning assessment is to learn about your students.
Provide information about the whole class in the boxes below.

(REQUIRED) Age range of students

10-11

(REQUIRED) Number of male students

15

(REQUIRED) Number of female students

16

(REQUIRED) Total number of students

31

Directions:
Select two students from the class you described above. Select one student
who is an English learner and one student who has an identified special need.
Consider your selected content area when describing what you learned about
the two focus students. In each of the boxed areas below, provide:
o
o

a description of what you learned for each of the students

an explanation of how the information will influence your academic
instructional planning, including assessment

Note: Single subject candidates for a credential in Languages Other Than

English who are delivering instruction entirely in the target language may
choose another student with a different instructional challenge rather than an
English learner.

A. Student 1: An English Learner

(REQUIRED) Gender
o

Male

(REQUIRED) Age
11

(REQUIRED) 1. Why did you select this student?

This student is not only new to the school this year, but also has a 504 for
ADHD in addition to qualifying as an English Language learner. He faces
many challenges academically. His grades are impacted by his inability to
comprehend the content based on a lack of academic vocabulary, number
sense, and focus. However, he stands out socially. He was quickly accepted
by his peers, is not afraid to ask questions or volunteer answers (although
generally not in math), and has a jovial disposition. I plan to utilize pair
share and small groups during instructional planning in order to harness this
student's social skills and help him gain confidence in his academic
abilities. Many of the assessments during the first few days of the unit will be
teacher observation during class note taking and book work practice. It is
evident during note taking that this student often writes illegibly and does not
complete the notes. He will receive copies of the teachers notes. Additional
time will be taken with this student each day to review the homework
problems he missed. As the summative assessment approaches, additional
review will be given to this student and his test will be chunked into problems
with similar operations and the option to redo missed questions upon review
will be given.

(REQUIRED) 2. What did you learn about this student's linguistic

background?
This student's primary language is Spanish. He lives at home with his mother
and two siblings, an older sister and younger brother. The older sister is in
high school and was not identified as an English language learner in
elementary or junior high school. The younger brother, who also attends the
same school as this student, is also identified as an English language
learner. The parents are divorced and he lives with his mother. The mother's
first language is Spanish. However, she indicated that she is fluent in English
too and they speak both languages at home. There is little data provided
from this student's previous schools in relation to his testing and adaptations
for learning as an English language learner. Directions for assignments and
test schedules will be sent home in both English and Spanish. The older
sister is able to assist this student with homework, as the mother indicated
she didn't understand the math he was doing. The mother is open to
additional ways this student can improve his academic scores. The school
provides after school tutoring in both math and language arts and I plan to
recommend he utilize the tutoring opportunities as well.

(REQUIRED) 3. What did you learn about this student's academic

language abilities in relation to this academic content area?
This student struggles with academic vocabulary. His CELDT (California
English Language Development Test) score is a 3 overall. This classifies him
as Early Advanced. His SRI (Scholastic Reading Inventory) is a 570,

classifying him as a below basic student in relation to reading

comprehension. The average student at the end of 5th grade should be
between 756 and 905. He does not comprehend words like numerator,
denominator, least common factor, divisor, dividend, or quotient. Although
these terms are posted visually throughout the classroom, he does not seem
to be aware and/or utilize them as a resource. Therefore, when reading
through problems, he does not know what function the book or teacher is
asking him to perform unless it is written out numerically. Even terminology
like more than, less than, the sum of and product are academic content words
that this student has difficulty applying in order to achieve the correct answer
of the numerical equation. This student will benefit from a color coordinated
word box on his desk with academic content vocabulary expressed in
mathematical terms. Additional time will be spent with the student reading
assignment, quiz, and test questions together in order to determine what
function this student is being asked to perform. He will also highlight the
questions with the appropriate color that matches the word box.

(REQUIRED) 4. What did you learn about this student's content

knowledge and skills in this subject matter?
This student scores below average or grade level in every content area of 5th
grade math he's been tested in thus far. His SMI (Scholastic Mathematics
Inventory) score was 340, classifying him as far below basic. The average
student at the end of 5th grade should be between 820 and 1120. His largest
hurdle to overcome is his lack of number sense. The content taught in 5th
grade math requires students to increasingly rely on their previously taught
knowledge of addition, subtraction, multiplication and division. This student
struggles in each of these four basic areas. As a result, content such as long
division, division with decimals, fractions, order of operation, etc. are
increasingly difficult for this student to solve and comprehend. Since he has
only been at the school a short time, he just recently began RTI (response to
intervention) with the RSP teacher in order to practice basic math facts. His
mother has downloaded several apps on his home IPad to encourage
additional practice as well. When evaluating his assessments, consideration
will be taken when the numerical math is being done correctly, but perhaps
the lesson's objective is not achieved. Additional time to review and re teach
the content will reinforce lesson's and unit's objectives and provide additional
opportunities to practice solving the questions correctly.

(REQUIRED) 5. What did you learn about this student's physical,

social, and emotional development relevant to this academic content
area?
This student is physically, socially, and emotionally on par with the rest of his
5th grade class. He's average height and weight, well groomed, and capable
of performing the tasks in relation to the content area of mathematics. He
does have accommodations for his ADHD that includes taking breaks and
walking outside the classroom when needed, but most students are unaware
and he seems to respond well and refocus on the task at hand after his
breaks. He makes friends easily, communicates well with both students and
the teacher, and isn't afraid to volunteer in class. He has appropriate
emotional responses to situations and others at school. My instructional

planning and assessment are not influenced by his social or emotional

development. However, some physical accommodations such as breaks and
nearness to the teacher are needed to assist this student with content
comprehension in all academic areas.

(REQUIRED) 6. What did you learn about this student's cultural

background, including family and home, relevant to this academic
content area?
This student is Hispanic. He has an older sister and younger brother. His
parents are divorced and his lives with his mother full time. She expresses
that as a single mother, she does not have as much time as she would like to
help her son with his homework. He and his younger brother are picked up
from school by their Grandfather. After a conference with the mother, it
became evident that little to no homework was being completed while the
student was with his Grandfather, but he was telling his mother that he
completed all the work. She was not checking the work, and the student was
returning the following day empty handed. Once the mother became aware,
some improvement of returned work occurred, but it seems that resources for
this student to receive help on homework are limited. Although his older
sister does help occasionally, the work is often done incorrectly. This student
would benefit greatly from after school tutoring and homework club.

(REQUIRED) 7. What did you learn about this student's special

considerations, including health issues relevant to this academic
content area?
This student does not have any visible health issues. Although he presents
with ADHD, he does not require any medication and functions well in class
with his peers. Many of the common concerns like an inability to socialize, do
not apply to this student. However, the main area of concern is the low level
of academic performance. ADHD combined with the ELL classification make
for two very large hurdles this student must leap over in order to learn for
understanding. Modifications for both ADHD and the lack of academic
vocabulary in the area of adding and subtracting fractions are made to
improve this student's learning.

(REQUIRED) 8. What did you learn about this student's interests and
aspirations relevant to this academic content area?
When posed with questions about the future, this student said he didn't know
really what he wanted to be when he got older. Then with a pause he said he
wanted to be a professional basketball player, then "maybe a secretary," then
a business man. When asked about college he didn't seem to care one way
or another about continuing his academic education beyond high school. His
future aspirations revolving around sports provide an opportunity to bridge
the mathematical content to terms he can relate to as an individual
student. I plan to incorporate basketball and other sports analogies and
activities to demonstrate adding and subtracting fractions. As possible
example could be: if 4 of your team mates were not on the court, what
fraction could you use to represent yourself (1/5). If 3 other players then

joined you on the court, what equation, using fractions could you write to
represent yourself and your teams? (1/5 + 3/5 = 4/5).

(REQUIRED) 9. Describe other information relevant to the academic

content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like.).
This student attends school on a consistent basis. He has very few absences,
and most are cold/flu related. Since his younger brother also attends the
same school, any missed in-class work and homework are sent home the day
of the absence. He does not participate in any after school activities either
related or not affiliated with the school. I believe he would benefit greatly
from extracurricular activities that centered on both academic content
(mathaletes, book club, legos) and physical education (soccer, tennis,
basketball, etc.).

B. Student 2: A Student with an Identified Special Need

(REQUIRED) Gender
o

Female

(REQUIRED) Age
11

(REQUIRED) 1. Why did you select this student?

This student is quite unique. She is a triplet. Her brother and sister are in
another 5th grade general education class together. Her brother does not
struggle with any academic content areas and performs average or above
average with testing and assignments. Her sister does not score as high as
her brother, but puts forth effort to maintain average grades and
comprehends 5th grade content. The student I selected struggles with an
auditory processing disability. She has to work very hard to comprehend the
content and learns differently than both her siblings. She has an IEP and
goes to RTI (response to intervention) for both language arts and
mathematics. She was also going bi-weekly to the speech teacher, but was
recently released from program since her speech has seen great
improvement. Her frustrations to comprehend the content are often visible
during instruction and she wants so badly succeed.

(REQUIRED) 2. How is the instructional challenge that he or she

presents different from that of the other student?
Auditory processing can simply be defined as "what we do with what we
hear." This student's challenges are different from that of another student
because she has difficulty paying attention to and remembering information
that is presented orally. Auditory processing disorder is often misdiagnosed
as ADHD. Quite often with mathematical instruction, there are mutli-step

processes needed in order to solve an equation or word problem. This

student struggles with mutli-step processes as she cannot process each step
sequentially when listening to classroom instruction. She also has difficulty
with reading, comprehension, spelling, and vocabulary. This becomes
especially challenging when working with words problems. This student is
able to overcome some of her processing difficulties by using visual aids. I
also plan to provide highlighted copies of in-class math notes for her
review. Her assessments are chunked in order to help her attack each
problem sequentially (meaning each problem in a sequence is utilizing the
same rule or steps to achieve the answer). She is also able to take her
assessments in a quite testing environment to reduce background noise that
may distract her from performing at her best.

(REQUIRED) 3. What did you learn about this student's linguistic

background?
This student speaks English as her primary and only language. Her parents,
older brother, and two twin siblings also speak English. She was attending biweekly speech sessions, but has improved greatly since starting the
program and no longer needs to utilize those sessions with the speech
teacher. As a result of the auditory processing disorder, she does have
language difficulties. Her language difficulties include confusion of syllable
sequences, difficulty developing vocabulary, and problems understanding
language. She benefits greatly from vocabulary word boxes, lessons being
both read to her, and her reading them on her own in order to clarify
questions and solidify understanding of the concepts.

(REQUIRED) 4. What did you learn about this student's academic

language abilities in relation to this academic content area?
This student scores below average or grade level in every content area of 5th
grade math she's been tested in thus far. Her SMI (Scholastic Mathematics
Inventory) score was 390, classifying her as below basic. The average
student at the end of 5th grade should be between 820 and 1120. She has
two significant challenges when working with math; sequencing and word
problems. Her SRI (Scholastic Reading Inventory) is 127, classing her as far
below basic. The average student at the end of the 5th grade year is
supposed to score between 756-905. When taking the DAZE (reading
comprehension) test, she scored a 6, with the average being 24. There is
significant evidence that she struggles to comprehend the text she's
reading. This effects her ability to complete word problems in the academic
content area of mathematics. She has been going to RTI (response to
intervention) since 2nd grade for both language and mathematics
assistance. She continues to go for mathematics three times a week and
often goes to a homework club during recess as well. Her parents are both
involved in the classroom and after school activities, but it's a daily struggle
for this student to keep on pace with her fellow classmates, and especially her
two siblings.

(REQUIRED) 5. What did you learn about this student's content

knowledge and skills in this subject matter?

This student performs better in the area of mathematics than most of the
other academic content areas. However, she does lack foundational math
skills and a strong number sense. In fact, the teacher had to write down
even numbers for her so she could visualize the numbers in a fraction that
needed to be simplified. I've noted through observation and progress
monitoring that she has grasped some of the concepts well. There are several
steps that need to occur when adding and subtracting fractions. First, you
need to find the LCD (lowest common denominator). Then you need to
multiply each fraction in order to use the LCD. Then you have to add or
subtract the numerator. Finally, you have to simplify the fraction (reduce to
it's lowest form). This student often skips a step and gets frustrated when
correcting work or trying to understand problems modeled by the
teacher. Her biggest hurdle is simplifying the answer because she lacks
number sense to complete the division. She is able to use a multiplication
chart that aids her in finding the LCD. She also utilizes a "cheat board" to
write out the problems in a space large enough for each step to be
emphasized. She is instructed to write the sequential steps to perform
addition or subtraction of the fraction on both her in-class work and
homework. This aids her parents in assisting with completing assignments
and studying for the unit test.

(REQUIRED) 6. What did you learn about this student's physical,

social, and emotional development relevant to this academic content
area?
This student is socially and emotionally on par with the rest of his 5th grade
class. She is physically above average compared to the rest of the 5th grade
class. She is always one of the first to complete her timed laps, sit ups, and
push ups each morning. Most of her recess and lunch activities involve some
type of running game and she does not like to loose. She's average height
and weight, always put together from head to toe, and capable of performing
the tasks in relation to the content area of mathematics based on her
physical, social, and emotional development. She isn't afraid to volunteer to
answer a math question or ask questions if she's having difficulty. She has
appropriate emotional responses to situations and others at school. My
instructional planning and assessment are not influenced by her social or
emotional development. However, I've tried to incorporate more kinesthetic
activities in order to appeal a learning style I think will help solidify her
understanding of the steps and concepts introduced when adding and
subtracting fractions.

(REQUIRED) 7. What did you learn about this student's cultural

background, including family and home, relevant to this academic
content area?
This student is caucasion. She is one of four siblings. She is a triplet, with a
brother and sister, and also has an older brother. She lives at home with
both her mother and her father. The two other triplet siblings are in another
general education 5th grade classroom. Her older brother is in high
school. Her mother is very involved in the parent-teacher organization at
school and isn't afraid to approach the general education or RSP teacher to

ask for assistance in helping her daughter study or grasp a mathematical

concept. It is evident that she completes all of her homework and her mother
is aware of the areas she is struggling to complete successfully. She has a
strong support system at home, but can often be frustrated when compared
to her two twin siblings. Her brother excels in mathematics and although her
sister is not as strong as her brother, does not have nearly as much difficulty
as this student.

(REQUIRED) 8. What did you learn about this student's special

considerations, including health issues relevant to this academic
content area?
This student has no visible health issues. She is active, physically fit, and
socially age appropriate. She does leave the general education room two to
three times a day to go to RTI (response to intervention) for language, social
studies, and mathematics with several other students, but there is little
attention paid to their routine by the rest of the class. She performs better in
a quiet testing environment and is able to use testing aids like word boxes,
classroom notes and multiplication charts in order to bolster her success
during mathematics testing.

(REQUIRED) 9. What did you learn about this student's interests and
aspirations relevant to this academic content area?
This student wants to be a cheerleader. Her academic aspirations are
intertwined with her ability to continue cheerleading in the future. Similar to
my first focus student, this student would benefit from incorporating
mathematical content into cheerleading exercises. The RTI teacher has
encourage her to chant her multiplication facts. I think incorporating a
physical activity with the sport she loves would help her improve her lacking
number sense and concrete some of the sequential steps to mathematical
problem solving.

(REQUIRED) 10. Describe other information relevant to the academic

content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like).
This student is rarely absent, on time to school daily, and very active in
extracurricular activities. However, I think there is a lack of balance between
academic and physical extracurricular activities. Her mother has mentioned
that she is often up late as a result of needing more time than her siblings to
complete homework assignments after cheerleading practice or
competitions. I think this student would benefit from mathematics centered
extracurricular activity after school. This would help her form relationships
with higher level students (other than her siblings) that could assist her with
math homework and help her study for the tests.

Step 3: Assessment Adaptations for Two

Focus Students

Directions:
Consider your plan for assessment in Step 1 and what you learned about the
two focus students, and the implications for instruction and assessment that
you identified in Step 2. Respond to the questions below about the two
students.

(REQUIRED) 1. What will Student 1 need to know and be able to do to

complete this assessment?
Student 1, the English language learner, will need to know how to add,
subtract, and multiply to solve equations using fractions. He will also need to
know academic mathematical content vocabulary in order to read the word
problems and understand what function should be performed in order to solve
the question correctly. He will also need to understand the instructions prior
to starting the assessment. I anticipate he will have difficulty deciphering
what function each problem is asking him to solve due to his lack of academic
vocabulary and number sense. So, I will verbally instruct him one-on-one
and chunk his assessment in order to increase his potential to succeed.

(REQUIRED) 2. What will Student 2 need to know and be able to do to

complete this assessment?
Student 2, who has an auditory processing disorder, will need to know how to
add, subtract, and multiply to solve equations using fractions. She will also
need to know academic mathematical content vocabulary in order to read the
word problems and understand what function should be performed in order to
solve the question correctly. She will also need to understand the instructions
prior to starting the assessment, something she struggles with since the
instructions are delivered verbally during whole class instruction. I anticipate
she will have difficulty deciphering what function each problem is asking her
to solve since she struggles with reading comprehension. So, I will verbally
instruct her one-on-one and chunk her assessment in order to increase her
potential to succeed.

For the two students, determine what adaptations you will

make to this assessment that you have planned for the whole
class.
Describe those adaptations for each of the two focus students. If you
determine that no adaptations are needed for a part of the plan for
assessment, explain that decision. Respond to the prompts below. For each
include:
o
o

Your decisions about assessment adaptations

A rationale for those decisions

A. Adaptations for Student 1: An English Learner

1. Evidence of student learning you will collect

(REQUIRED) Decision
There are no adaptations needed for the evidence I'm
collecting. Although I've collected some samples of the student's
notes and progress-monitoring quiz, for the purpose of this
assessment the evidence I'm collecting is the unit test itself. The tests
are taken individually and I feel this student often hides behind others
in a group when he doesn't understand a problem. This measure of
assessment highlights his areas of weakness and enables the teacher
to re teach and focus on ways he can improve his understanding of the
concepts in order to move forward to the next unit and be prepared for
standardized state testing.

(REQUIRED) Rationale
Collecting the individual tests allows me to assess each student's
ability to meet the learning goals and objectives of the lesson. For this
student, assessing his learning challenges are often difficult with
multiple choice tests because he doesn't show his work. Although it is
a requirement, and the students are all instructed to show their work
for numerical credit towards their final score, Student 1 often omits
any "work" evidence. When work is shown, it provides me the
opportunity to analyze what steps he may be missing or math errors
being performed in order to better instruct him for future math
lessons. He is given the opportunity after receiving the test and his
grade to review the questions he missed and get explanation for how
to find the correct answer. The assessment also provides me a final
grade to apply to his mathematical progress for this unit.

2. How the student assessment evidence will be

measured or scored?
(REQUIRED) Decision
Student 1's assessment will be measured and scored by the numerical
value associated with each question as noted on the answer
key. Several problems require an illustration or more than one answer
to solve the problem. These problems are given a higher numerical
value. In addition, points are also awarded for showing the "work,"
also referred to as steps needed, to solve the problem and select or
write in the correct answer. There are no adaptations needed for
measuring and scoring his test.

(REQUIRED) Rationale
The numerical value assigned to each question corresponds with the level of
difficulty and parts to the problem. 1/2 point is awarded for showing work, so
even if students are getting the incorrect answer, I am able to see where they
might have taken a misstep and students cannot pass the test just by showing
incorrect work. This student is required to meet the same state standards as
the rest of the 5th grade class, thus is results are scored the same as the

other students. I fear that even with the adaptations made to his unit
assessment, he will still do poorly because he doesn't have the academic
vocabulary knowledge or number sense to analyze the questions and then
execute the mathematical steps.

3. The implementation of the assessment, including:

!

!
!
!

Teaching strategies for communicating the purpose of the

assessment, the scoring criteria, and the procedures for
completing the assessment
Student activities
Student grouping
Materials, technology, and/or resources, including the use of
instructional aides, parents, or other adults in the room

(REQUIRED) Decision
!

Teacher Strategies - Prior to handing out the test,

students are instructed to get out a highlighter and not
start the test taking until I have reviewed it with
them. I then proceed to read through each question
with the class and highlight important details the
students need in order to solve the problem. While
highlighting key words such as estimate, how much
more, prime factorization, etc. I probe the students to
confirm the function (addition, subtraction, rounding)
they need to perform. Some students write it down but
they are not required to do so. In order to adapt the
test for this student, his test is chunked into similar
functions. Each question that asks him to perform a
similar task, such as prime factorization, is highlighted
or circled in the same color. He is instructed to
complete only the highlighted problems first, given
verbal instruction about what function is needed to
answer the questions, and instructed to come back for
further highlighting and explanation when he completes
each group of questions. He is also able to use his math
book, math notes, and a multiplication chart to refer
back to in order to help him answer the test questions
correctly.
Student Activities - The student will highlight and
listen to explanation along with the rest of the
class. However, he will complete the test individually in
chucked group order and only after I verbally instruct
him and highlight each question of the group. I
anticipate it will take him a little longer to complete the
test since there are four groups of problems and he will
have to break each time to receive the next round of
questions and instructions.
Student Grouping - As this is a summative assessment
and used as a grade to monitor mathematical progress
during the trimester, the students individually complete

the test. There are no adaptations for student grouping

for Student 1.
Materials, Technology, and/or Resources - Student
1 will have a pencil, his math test, a multiplication chart,
math book, math notes, and completed and corrected
homework assignments.

(REQUIRED) Rationale
!

Teacher Strategies - The additional steps taken for

this student are an attempt to help him over his
academic language hurdle. In addition to his language
difficulty, his ADHD makes focusing on the instructions
and highlighting a challenge. The chunking allows him
to focus on one particular mathematical "job" to perform
instead of reading each question in order on the test and
trying to understand the meaning and mathematical
function. The one-to-one instruction helps him focus on
highlighting the vocabulary and directs him to what
sections of his math book and math notes he should be
referencing in order to solve the test questions. The
multiplication chart aids with his lack of number
sense. The breaks in between each section of teacherhighlighted questions also gives him the time to refocus
on the task at hand.
Student Activities - The student does not typically ask
questions or volunteer answering questions during whole
group math instruction. The one-on-one instruction with
me allows him to ask questions in an environment that
he feels safe and comfortable with and I can check his
understanding as well. Each time he comes back for a
round of questions, I can also look at his completed
work and point questions he might want to review.
Student Grouping - Student 1 has a tendency to hide
in his group while completing pair or group work during
mathematical instruction. This assessment provides an
accurate measure of his individual progress towards
achieving the learning goals and objectives of the unit.
Materials, Technology, and/or Resources - The
student is able to utilize a multiplication chart as he
relies heavily on it during in-class and homework
assignments. This tool confirms his lack of number
sense, however it aids his ability to complete each stepby-step process to solve prime factorization and addition
and subtraction of fractions. His math book and
homework also correspond to the test. The test
indicates (9-1, 9-5, etc.) what section corresponds to
the text book, math notes, and homework
assignments. This allows him to review previously
completed work and look at text book
examples. However, his homework completion is

inconsistent and potentially won't provide much

additional support.

4. Ways you will use the assessment results.

(REQUIRED) Decision
The assessment results will be used to measure his ability to
perform the tasks needed to meet the learning goals and
objectives of the unit. They will also provide a unit grade for
the third trimester. Student 1 has the opportunity to review
each of his incorrectly answered questions at the conclusion of
the unit to clarify missteps and review with myself, the teacher,
or an instructional aid. There are no adaptations for the use of
assessment results.

(REQUIRED) Rationale
Understanding the learning goals and objectives of the unit and
using mathematical language and processes are a constant
throughout each unit. The concepts are used in all
standardized testing. He will need to have the vocabulary and
number sense in order to move forward with future units. All
students who answer questions incorrectly have the opportunity
to review and receive explanation in order to re teach and
provide one-on-one or small group instruction.

5. Ways you will share the assessment results

with students, families, and other colleagues and
support personnel, when appropriate.
(REQUIRED) Decision
Assessment results will be shared with the students
individually, results will be posted to the parent portal online,
and tests will be sent home for parent-review the following
day. If this student fails to receive a score of 65% or above on
the assessment, his mother will also be emailed to notify her of
his results.

(REQUIRED) Rationale
Test scores are given individually as to avoid comparison with
other students and unnecessary conversation in the class room
about test results. On several past occasions, the student has
failed to show his mother a failing test grade and the mother
indicated she doesn't have time to check the parent
portal. Each failing test goes home with a slip of paper
attached to the test indicating the parent must sign and return

it. The student is also able to earn two points, which are
allotted to their failing test score, if they write why they think
they did poorly and how they plan to improve on their next
test. So in order to stay on top of both student and mother's
request, she is notified via e-mail the day the test is sent
home.

B. Adaptations for Student 2: A Student with an

Identified Special Need
1. Evidence of student learning you will collect.
(REQUIRED) Decision
There are no adaptations needed for the evidence I'm
collecting. Although I've collected some samples of the
student's notes and progress-monitoring quiz, for the purpose
of this assessment the evidence I'm collecting is the unit test
itself. The tests are taken individually and I feel this student
does well in a quiet testing environment. This measure of
assessment highlights her areas of weakness and enables the
teacher to re teach and focus on ways she can improve her
understanding of the concepts in order to move forward to the
next unit and be prepared for standardized state testing.

(REQUIRED) Rationale
Collecting the individual tests allows me to assess each
student's ability to meet the learning goals and objectives of
the lesson. Due to her auditory processing deficiency, great
emphasis is placed on making sure steps are followed in the
correct order and that she understands what the questions are
asking her perform. She is fairly detailed at showing her work,
which provides me an opportunity to analyze her
missteps. When she doesn't understand the question or
process, work shown is often omitted. She is given the
opportunity after receiving the test and her grade to review the
questions she missed and get explanation for how to find the
correct answer. The assessment also provides me a final grade
to apply to her mathematical progress for this unit.

2. How the student assessment evidence will be

measured or scored.
(REQUIRED) Decision
Student 2's assessment will be measured and scored by the
numerical value associated with each question as noted on the
answer key. Several problems require an illustration or more

than one answer to solve the problem. These problems are

given a higher numerical value. In addition, points are also
awarded for showing the "work," also referred to as steps
needed, to solve the problem and select or write in the correct
answer. There are no adaptations needed for measuring and
scoring his test.

(REQUIRED) Rationale
The numerical value assigned to each question corresponds
with the level of difficulty and parts to the problem. 1/2 point
is awarded for showing work, so even if students are getting
the incorrect answer, I am able to see where they might have
taken a misstep and students cannot pass the test just by
showing incorrect work. This student is required to meet the
same state standards as the rest of the 5th grade class, thus is
results are scored the same as the other students. I am
hopeful with the adaptations made to her assessment that she
will be successful on the test.

3. The implementation of the assessment

including:
!

!
!
!

Teaching strategies for communicating the purpose of

the assessment, the scoring criteria, and the procedures
for completing the assessment
Student activities
Student grouping
Materials, technology, and/or resources, including the
use of instructional aides, parents, or other adults in the
room

(REQUIRED) Decisions
!

Teacher Strategies - Prior to handing out the

test, students are instructed to get out a
highlighter and not start the test taking until I
have reviewed it with them. I then proceed to
read through each question with the class
and highlight important details the students need
in order to solve the problem. While highlighting
key words such as estimate, how much more,
prime factorization, etc. I probe the students to
confirm the function (addition, subtraction,
rounding) they need to perform. Some students
write it down but they are not required to do
so. In order to adapt the test for this student,
her test is chunked into similar functions. Each
question that asks her to perform a similar task,
such as prime factorization, is highlighted or
circled in the same color. She is instructed to

complete only the highlighted problems first,

given verbal instruction about what function is
needed to answer the questions, and instructed
to come back for further highlighting and
explanation when she completes each group of
questions. She is also able to use her math
book, math notes, and a multiplication chart to
refer back to in order to help her answer the test
questions correctly.
Student Activities - The student will highlight
and listen to explanation along with the rest of
the class. However, she will complete the test
individually in chucked group order and only after
I verbally instruct her and highlight each question
of the group. I anticipate it will take her a little
longer to complete the test since there are
four groups of problems and she will have to
break each time to receive the next round of
questions and instructions.
Student Grouping - As this is a summative
assessment and used as a grade to monitor
mathematical progress during the trimester, the
students individually complete the test. There are
no adaptations for student grouping for Student
2.
Materials, Technology, and/or Resources Student 2 will have a pencil, her math test, a
multiplication chart, math book, math notes, and
completed and corrected homework
assignments.

(REQUIRED) Rationale
!

Teacher Strategies - The additional steps taken

for this student are an attempt to help her over
her academic language, reading comprehension,
and number sense hurdles. The chunking allows
her to focus on one particular mathematical "job"
to perform instead of reading each question in
order on the test and trying to understand the
meaning and mathematical function. The one-toone instruction helps her focus on highlighting
the vocabulary and directs her to what sections
of her math book and math notes she should be
referencing in order to solve the test questions. It
also provides another opportunity for her to hear
the instructions. The multiplication chart aids
with her lack of number sense.
Student Activities - The student is not afraid to
ask questions or approach the teacher for
additional clarification. The one-on-one
instruction with me allows her additional time to

ask questions and I can check for understanding

as well. Each time she comes back for a round of
questions, I can also look at her completed work
and point questions she might want to review.
Student Grouping - This assessment provides
an accurate measure of her individual progress
towards achieving the learning goals and
objectives of the unit.
Materials, Technology, and/or Resources The student is able to utilize a multiplication
chart as she relies heavily on it during in-class
and homework assignments. This tool confirms
her lack of number sense, however it aids her
ability to complete each step-by-step process to
solve prime factorization and addition and
subtraction of fractions. Her math book and
homework also correspond to the test. The test
indicates (9-1, 9-5, etc.) what section
corresponds to the text book, math notes, and
homework assignments. This allows her to
review previously completed work and look at
text book examples. Her homework is always
completed and corrected during class with a peer
so she should have another great reference for
the test.

4. Ways you will use the assessment results.

(REQUIRED) Decisions
The assessment results will be used to measure her
ability to perform the tasks needed to meet the learning
goals and objectives of the unit. They will also provide a
unit grade for the third trimester. Student 2 has the
opportunity to review each of her incorrectly answered
questions at the conclusion of the unit to clarify missteps
and review with myself, the teacher, or an instructional
aid. There are no adaptations for the use of assessment
results.

(REQUIRED) Rationale
Understanding the learning goals and objectives of the
unit and using mathematical language and processes are
a constant throughout each unit. The concepts are used
in all standardized testing. She will need to have the
vocabulary and number sense in order to move forward
with future units. All students who answer questions
incorrectly have the opportunity to review and receive
explanation in order to re teach and provide one-on-one
or small group instruction.

5. Ways you will share the assessment

results with students, families, and other
colleagues and support personnel, when
appropriate.
(REQUIRED) Decisions
Assessment results will be shared with the students
individually, results will be posted to the parent portal
online, and tests will be sent home for parent-review the
following day. There are no adaptations needed to the
way the assessment results are shared for Student 2.

(REQUIRED) Rationale
Test scores are given individually as to avoid comparison
with other students and unnecessary conversation in the
class room about test results. Student 2 also has two
siblings in another 5th grade class. I am aware that
tests need to be sent home the same day as her siblings
so I do communicate with her sibling's teacher to make
sure we are on the same "send home"
schedule. However, she has always proven herself
responsible to communicate her test scores to her
parents so no additional notification is needed.

Step 4: Giving the Assessment to

the Whole Class, Including Two
Focus Students
Directions:
Give the assessment to your class. Collect and score all
the evidence of student learning from the assessment.
Consider all the assessment responses and select three
responses of students other than your two focus
students that represent the range of achievement within
the class. Label these responses as Student 3, Student
4, and Student 5. Label the two focus students
assessment responses as Student 1 and Student 2.
Submit all five assessment responses. Review carefully
the evidence of student learning you are submitting.
Briefly, explain why you selected each of the following
responses to represent the range of responses in the
class:
Note: If the assessment is oral or represents a student

performance, provide your description of the students

responses and your written assessment of those
responses, including the class as a whole, the three
responses that represent the range of achievement in
the class, and the two focus student responses.

(REQUIRED) Student 1 (EL focus student)

This student is not only new to the school this year, but
also has a 504 for ADHD in addition to qualifying as an
English Language learner. He faces many challenges
academically. His grades are impacted by his inability to
comprehend the content based on a lack of academic
vocabulary, number sense, and focus. However, he
stands out socially. He was quickly accepted by his
peers, is not afraid to ask questions or volunteer
answers (although generally not in math), and has a
jovial disposition.

(REQUIRED) Student 2 (SN focus student)

This student is quite unique. She is a triplet. Her
brother and sister are in another 5th grade general
education class together. Her brother does not struggle
with any academic content areas and performs average
or above average with testing and assignments. Her
sister does not score as high as her brother, but puts
forth effort to maintain average grades and
comprehends 5th grade content. The student I selected
struggles with an auditory processing
disability. Interestingly, my master teacher's son also
has the same learning disability. Student 2's
frustrations to comprehend the content are often visible
during instruction and she wants so badly succeed.

(REQUIRED) Student 3
High Achieving Student: This female student is one of
my personal favorites. She excels in all academic
content areas. She is engaged during math instruction
and asks great probing questions. It is evident through
her homework, progress-monitoring quizzes and
previous tests that she learns from her errors and uses
models from in-class lessons to recreate problems and
solutions.

(REQUIRED) Student 4
Average Achieving Student: This student also goes for
extra math help in the afternoons with Student 1. She
generally performs on the low achieving level, but has

also started attending an after school homework club

and practicing her basic math facts. Previously, she was
in detention daily for incomplete or non-existent
homework assignments. The improvement in her score
on this test was quite noticeable and I was very proud of
her hard work and effort. Like Student 1 and Student 2,
she really needs to try and put forth the effort in order
to achieve learning for understanding.

(REQUIRED) Student 5
Low Achieving Student: It wasn't hard to predict this
student's assessment outcome. She is also new to the
school this year, and although not classified as ELL, I
believe her language abilities are far below grade level
and she also struggles with basic math facts. She has
managed to "blend in" during class instruction and will
volunteer to answer questions occasionally, but is often
off task and does not always complete her homework
assignments. She is also a twin. Her sister, who is
academically higher, is in the same 5th grade class as
Student 2's siblings.

Step 5: Analyzing Evidence of

Student Academic Learning and
the Assessment
Directions:
Consider your responses in Steps 1 through 4. Think
about the evidence of student academic learning from
the assessment. Answer the questions below for the
whole class and for the two focus students. Remember
to cite specific evidence from the five responses that you
have submitted. (This includes responses from the two
focus students and from the three students you selected
to represent the range of achievement with the class).

A. For the Class as a Whole

(REQUIRED) 1. What did you learn overall about
the students' progress toward achievement of the
academic learning goal(s) for this part of the unit?
I learned that approximately 2/3 of the class were
successful based on the scoring measure of 70% or
higher on the test. However, 11 out of the 31 students'
scores reflected their lack of progress toward
achievement of the learning goals. It was fairly easy to
predict the students who would struggle with the

assessment, however there were several who generally

receive higher scores. Several of these students lost
points for failure to show their work. The sample of 5
students included in this assessment mimics the class as
a whole. Those who showed work and put forth the
effort to demonstrate understanding like Students 2, 3
and 4 all received passing scores. Those who did not
show work and guessed on the multiple choice and short
answer questions did not receive passing scores like
Students 1 and 5.

(REQUIRED) 2. Describe the extent to which the

assessment that you planned allowed students to
demonstrate achievement of the academic
learning goal(s) for this part of the unit.
The assessment allowed students to demonstrate the
academic learning goals of the unit because they not
only had to select the correct answer, but also
demonstrate how they solved the problem. The
assessment questions also corresponded directly to the
learning goals of the unit and included review from each
of the 8 lessons.
!

Students demonstrate that composite numbers

can be written as the product of their prime
factors (Questions; 1, 4, 8, 9, 13 and 14).
Students understand that the prime factorization
of a composite number will always be the same
and can be represented using a factor tree
(Questions; 1, 4, 8, 9, 13 and 14).

These questions are highlighted in yellow on Student 1,

2, and 4's assessment as they were all chunked in order
help the student focus on each function individually
instead of having to switch functions in between
questions.
!

Students estimate sums and differences of

fractions using a variety of techniques
(Questions; 2, 5, and 11).

These questions are highlighted in pink on Student 1, 2,

and 4's assessment as they were all chunked in order to
help the student focus on each function individually
instead of having to switch functions in between
questions.
!

Students solve the sum of fractions with unlike

denominators (Questions; 3, 10, and 16).

These questions are highlighted in blue on Student 1, 2,

and 4's assessment as they were all chunked in order to
help the student focus on each function individually
instead of having to switch functions in between
questions.
!

Students solve the difference of fractions with

unlike denominators. (Questions; 6, 7, 12, 15
and 16).

These questions are highlighted in a pink circle on

Student 1, 2, and 4's assessment as they were all
chunked in order to help the student focus on each
function individually instead of having to switch
functions in between questions.
!

Students understand the relationship between

quantities in the some real-world problems are
represented using a bar diagram and that the
diagram can be analyzed to write a numerical
equation that can be used to find the answer to
the problem. (Question 15).

(REQUIRED) 3. Would you make any changes to

the directions or to the format of the assessment?
Why?
I would allow for additional time and explanation of the
directions of the assessment. We were rushed to get
through the highlighting of the details and generally
more information is written down (like add, subtract,
etc.) next to each question. They are also encouraged
to label their answers (like the answers on the scoring
key) but we forgot to tell them during the directions so
the assessment's scoring does not reflect labeling. The
labeling demonstrates a student's understanding of what
they are being asked to solve and also their reading
comprehension abilities. I would not make any changes
to the format of the test. During discussions with my
master teacher, I've come to realize the tests mimic
state standardized test questions and also relate more
to real-world situations. Rather than testing a student's
ability to simply perform a math equation, they must be
able to interpret questions and solve them correctly. I
believe this is Student 1's greatest difficulty since he
cannot decipher what function the question is asking
him to perform. The format is also exactly like their
homework review prior to the unit test. If they put the
effort into doing the homework, and paying attention
while the questions are being reviewed the day prior to
the test, they should be able to interpret the questions

on the unit assessment easily and solve the

mathematical equations.

(REQUIRED) 4. Would you collect different or

more evidence if you were to do this assessment
again? Why?
If I were to do this assessment again, I would like to
collect the student-corrected review homework. The
students are responsible for checking their work, and I
believe this review assignment was a fantastic test
preparation opportunity. Each of the questions was
reviewed in class the day prior to the assessment. In
fact, Student 2 was absent, and although she passed the
test, I believe she would have scored even higher had
she been present for the review. I think many of the
students missed the opportunity because they either
didn't complete the review homework or didn't pay
attention during the in-class review. For the future, I
would place a higher point value and emphasis on this
assignment and make sure I collected evidence of
students correcting their mistakes prior to administering
the unit assessment. Based on the homework findings,
I might also add in an additional day of review and focus
on the problems I noticed students struggling with on
the review homework. Many of the students lost
interest during the review if they were already getting
the correct answers on their homework
assignment. Collecting and reviewing the homework
might enable me to skip problems everyone seemed to
grasp based on their work and correct answers.

(REQUIRED) 5. Was the implementation and

timing of this assessment appropriate for this
class? Why?
The implementation and timing of this assessment was
appropriate for this class. Students were taught the
content of this unit over a two week period and each
lesson enabled the students to achieve the learning
goals and objectives of the unit in chunked
portions. The class had also taken a progress
monitoring quiz half way through the lesson and an
additional day of review was added based on
approximately 1/3 of the class scoring 3 or less out of 5
on the quiz. They were given ample time to complete
in-class and homework assignments and also ask
questions during correction and review. Students 1, 3,
4 and 5 were all present for the review session the day
prior to the assessment, however Student 2 was
absent. I believe she would have benefitted from

reviewing her assessment preparation homework and

could have scored higher should she had taken the test
either immediately after the review or on the following
day.

(REQUIRED) 6. In what ways would a different

type of assessment (e.g., verbal response,
multiple choice, short essay, oral presentation,
performance task) than what you used allow
students to demonstrate their achievement of the
academic learning goal(s) for this unit?
The assessment given included multiple choice and short
answer questions and required students to show their
work on each of the sixteen problems. It would be
difficult to assess the learning goals of this unit without
the student putting pen to paper. The students could
demonstrate a mastery of the unit's content through a
performance task. The task could require students to
write and solve their own open-ended math problems
based on each of the unit's eight lessons. Verbal
responses could also be assessed if a student were
asked to tell about each step they used to solve a
problem and how they achieved their answer. Although
Student 3 would likely face no difficulty verbalizing her
answers, Students 1, 2, 4, and 5 would struggle during
explanation not only with using academic vocabulary,
but also public speaking in general. With the time
constraints of an every-day classroom, written
mathematical assessments seem like the best option for
students to demonstrate their achievement of the
academic learning goals for this unit. The format of the
assessment is also similar to the in-class and homework
assignments.

B. For Student 1: An English Learner

(REQUIRED) 1. To what extent were the
assessment directions and format clear and easy
to follow for the student? How do you know?
The assessment directions and format were clear and
easy to follow for Student 1. I know because the
adaptations to his assessment required one-on-one
delivery of instructions with additional aid given with
highlighted colors. Once I gave him the instructions for
each portion of the highlighted areas, I asked him to
repeat the function he was supposed to perform and
which numbers were involved in solving the problem. I
noted that his highlighting during whole class instruction

was minimal and often incorrect, but with the additional

time spent directing him, he was aware of the tasks,
focused, and knew what he was supposed to do.

(REQUIRED) 2. To what extent did the student

achieve the academic learning goals for this part
of the unit?
Sadly, Student 1 did not achieve the academic learning
goals for this mathematical unit. He received a mere
10.5 points out of a possible 32. I believe his lack of
number sense and inability to perform simple math
(adding and subtracting) hinder his ability to follow the
steps necessary to solve a problem without making a
mathematical error. I also think that even with
additional explanation, his lack of academic vocabulary
knowledge combined with his ADHD cause of lack of
focus and an inability to read the questions carefully
enough to decipher what functions he being asked to
perform. Even with the highlighting and reminders, his
effort toward achieving a passing score is virtually nonexistent. He doesn't show his work and races to finish
without reviewing any of his answers.

(REQUIRED) 3. How well did the student's

assessment response correspond to the work the
student does on a daily basis?
(Was the response that you expected from the student?)
Unfortunately Student 1's assessment response
corresponds with his daily work and was expected. His
in-class math notes are often illegible and
incomplete. He is given a copy of the teacher's notes at
the conclusion of each lesson for his math journal. His
completion of homework is inconsistent and even though
he receives additional math instruction in the afternoon
with an instructional aid, I do not think the time is
beneficial because she has the teacher's edition of the
math book and simply gives him the answers without
explanation after he's tried to solve the problem. When
I worked with him during in-class small group
instruction, he wasn't able to solve a mathematical
equation without step by step assistance. I noticed that
he never reviewed his notes or used the multiplication
chart during in-class work or even on the test. He's
always in a hurry to finish, even if he knows the answer
is incorrect.

(REQUIRED) 4. What different or additional type of

evidence might you need to collect for the
student?
As mentioned during whole class analyzation, I would
collect and review the homework assignment that
mimics the unit assessment. I believe the evidence
collected (homework and progress-monitoring quiz) and
teacher observation throughout the unit provided a clear
picture of this student's needs. I do not believe he is
working to his full potential and plan to add additional
basic math fact assignments to his homework in order to
help him strengthen his number sense. These basic
math fact assignments will also be what he takes during
his time with the instructional aid.

(REQUIRED) 5. What does the student's response

tell you about his or her academic strengths
and/or needs?
Student 1 is far below grade level in math and
reading. His responses on the assessment indicate his
lack of attention to detail and inability to solve the
problems. Even though he was given additional verbal
instructions and his test was highlighted to indicate the
function he needed to perform, he didn't show work on
any of the multiple choice questions and minimal work
on the short answer questions. I attribute his responses
to his lack of academic vocabulary and number
sense. Although identified as ELL, he does not need
directions translated into Spanish. Rather, I think he
has a lack of foundational knowledge in math and
struggles with reading comprehension. When asked to
orally read the questions, one would most likely not
identify him as an ELL. However, when he was asked to
interpret the problem and identify the key words to
solve (even though they are underlined on his test), he
struggled. This student needs a stronger academic
support system outside the classroom and more time in
class, or in RTI, to build up his foundational
knowledge. Since he has only been at the school for 2.5
months, he has not been tested for any additional RTI
needs. I believe he will qualify based on his SRI scores
and grades during the second half of the trimester.

(REQUIRED) 6. Based on the student's response,

describe next steps you would take with the
student to further his or her academic
achievement in the content area?

To further Student 1's academic achievement in

mathematics, I would try to incorporate basic math
facts. He needs to spend additional time practicing
addition, subtraction, learning his multiplication table,
and simple division. I also think he would benefit from a
vocabulary list at the beginning of each unit highlighting
the key terms and giving him a "head start" on terms to
practice. I would encourage him to make flash cards
with the terms and possible steps to solve and study
those for the assessment's as well. After observing his
practice of speeding through the test questions and not
using any additional resources, I might also encourage
him to have a timer that requires he spend a minimum
amount of time trying to solve each
question. Additionally, I will offer him the opportunity to
take his test in a quiet, private testing environment
where he would hopefully feel more comfortable using
his additional resources (math notes, vocabulary list or
note cards, homework, and quizzes).

(REQUIRED) 7. Describe the ways in which

specific adaptations you made to your
assessment plan did or did not work.
I am disappointed the adaptations made to his test were
not more successful. We have been working on ways to
adapt his assessments and believed chunking would
have been beneficial to his scoring outcome. He was
able to use his math book, math notes and a
multiplication chart, yet chose not to refer to any of
them during the assessment. I think this did not work
because he was worried about how his adaptations
might look in front of other students who did not have
the ability to use the same resources. I think the
chunking did help him understand some of the word
problems and the functions he needed to
perform. Based on the work he did show on the test, he
knew what prime factorization looked like and where to
subtract and add, but he simply couldn't perform the
mathematical functions or follow the steps necessary to
solve the problem.

(REQUIRED) 8. In what ways did the assessment

support this student's language abilities?
This assessment supported the student's development of
academic vocabulary. Throughout the unit he learned
mathematical terms like prime factorization, least
common denominator, more than, less than, composite,
sum and difference. These terms were highlighted on
the assessment in order to assist his ability to reference
materials and be able to filter through the word

problems in order to decipher the information needed to

solve them. The one-on-one instruction of the
highlighted areas also assisted his language abilities
because it allowed me to clarify his objectives for each
question and enabled him to ask questions in a safe
environment.

(REQUIRED) 9. If you were to give the assessment

to the student again, what changes, if any, would
you make? Why?
Student 1 rushes through his assessment in order to
"get it out of the way." He does not seem invested in
trying to succeed, rather just wants to get the inevitable
out of the way. After observing his practice of speeding
through the test questions and not using any additional
resources, I would encourage him slow down, take more
frequent breaks (even more than between highlighted
sessions), and offer him the opportunity to take his test
in a quiet, private testing environment where he would
hopefully feel more comfortable using his additional
resources (math notes, vocabulary list or note cards,
homework, and quizzes). There is a lot of trial and error
with this student right now as we learn more about him
and try to find methods that will help him catch up to
grade level standards despite his language and ADHD
difficulties.

(REQUIRED) 10. What would be your next steps in

planning to facilitate this student's English
Language Development?
My next steps to facilitate Student 1's English Language
Development would be to encourage more reading and
practicing academic vocabulary with all content
areas. In regards to mathematical content, I think he
would benefit from a vocabulary list at the beginning of
each unit highlighting the key terms and giving him a
"head start" on terms to practice. I would encourage
him to make flash cards with the terms and possible
steps to solve and study those for the assessment's as
well. The key to this student's success is also getting
support. He continues to be seated close to the teacher
and we've tried several bilingual students next to him. I
think we've found a good partner now, and they will
continue to assist each other's learning. His mother also
plays an integral part in his success and communication
with her will be sent on a daily basis in order to help her
assist him at home with homework and practicing
vocabulary.

C. Student 2: A Student with an Identified

Special Need
(REQUIRED) 1. To what extent were the
assessment directions and format clear and easy
to follow for the student? How do you know?
The assessment directions and format were clear and
easy to follow for Student 2. I know because the
adaptations to her assessment required one-on-one
delivery of instructions with additional aid given with
highlighted colors. Once I gave her the instructions for
each portion of the highlighted areas, I asked her to
repeat the function she was supposed to perform and
which numbers were involved in solving the
problem. Her highlighting was almost identical to the
whole class instructions and she didn't ask any questions
once she began working on her assessment. This is
typically not the case, as she usually has several
questions during math assessments. When I reviewed
her assessment after each highlighted section, she was
showing her work and using a multiplication chart. I did
notice that she struggled with estimating, but do not
believe this was associated with directions or format of
the test.

(REQUIRED) 2. To what extent did the student

achieve the academic learning goals for this part
of the unit?
Student 2 did an average job of achieving the academic
learning goals for this mathematical unit. She received
24 points out of a possible 32, which is equivalent to a
75%. She fell almost exactly in the middle of the class,
with 16 scoring higher than 24 points and 14 scoring
lower than 24 points. I think she worked hard to
process each questions, decipher what function it was
requiring her to perform, and show how she solved the
problem. I believe her greatest struggle was not with
the math itself, rather making sure she read and
understood each question and didn't miss multiple steps
she was asked to perform in order to solve the problem.

(REQUIRED) 3. How well did the student's

assessment response correspond to the work the
student does on a daily basis?

(Was the response that you expected from the student?)

The assessment results correspond with her daily work
quite well. She tries very hard during in-class
instruction to understand the content and participate in
the example problems. She often comes to small group
instruction to clarify the necessary math steps needed to
solve the in-class work and asks questions when we
review homework the following day. She struggles most
with the word problems during daily work as well. This
difficulty is also reflected on her assessment. Although
she does complete all the in-class work and homework, I
noticed that she did not utilize her work, math notes, or
math book as references during the assessment.

(REQUIRED) 4. What different or additional type of

evidence might you need to collect for the
student?
As mentioned during whole class analyzation, I would collect
and review the homework assignment the mimics the
assessment. I believe the evidence collected (homework and
progress-monitoring quiz) and teacher observation throughout
the unit provided a clear picture of this student's needs. I
think she is working hard, but needs to further utilize her
adaptations. I predict she would score even higher on the
assessment had she reviewed her notes and visually seen the
steps for each of the highlighted sections. I also think she
would have benefited from being at school during the review of
the homework assignment that mimicked the assessment.

(REQUIRED) 5. What does the student's response

tell you about his or her academic strengths
and/or needs?
Student 2 is working very hard to improve on her
academic weaknesses. She still lacks a strong number
sense compared to other 5th graders, but continues to
improve and maintain average grades. Her responses
on the assessment are indicative of her struggles with
reading comprehension and following multi-step
processes. Most of the problems she answered
incorrectly on the assessment involved problems that
required her to analyze more than one problem in order
to solve. I think her basic math facts are strong, but
she needs to practice her multiplication facts and
continue to focus on the important details of the each
question rather than get caught up in the extra
words. Her continual attendance at RTI and support

from home will aid in her continued academic

improvement and success.

(REQUIRED) 6. Based on the student's response,

describe next steps you would take with the
student to further his or her academic
achievement in the content area?
To further Student 2's academic achievement in mathematics,
I would continue to encourage her to utilize her resources and
practice her multiplication. She is able to grasp the
mathematical steps when she writes down the order and
highlights key terms. She also does well using mnemonic
devices. I've even had her start cheering her sentences to
help her memorize the steps of mixed numbers and improper
fractions. During future assessments, I also plan to offer her
the opportunity to test in a private testing environment. This
may make her feel more comfortable using her additional
adaptations of a math book, notes, and unit assignments.

(REQUIRED) 7. Describe the ways in which

specific adaptations you made to your
assessment plan did or did not work.
I am pleased to note that I think the adaptations made
to Student 2's assessment were successful. I think
chunking the problems together to help her perform the
same functions helped her focus on a single (addition,
subtraction, prime factorization, estimating) function
rather than get confused reading from question to
question. During a previous test we also attempted to
chunk the test by highlighting, but gave her the test in
its entirety. It was evident she did not do the problems
that were highlighted together and continued to answer
the questions in numerical order. Based on this
knowledge, for this assessment we only highlighted the
problems she was supposed to work on. Once she
completed a section, she had to come back and ask for
the additional problems in the next group and it also
gave me an opportunity to review the problems she'd
solved and point out problems she might want to
review.

(REQUIRED) 8. In what ways did the assessment

support this student's language abilities?
This assessment supported the student's development of
academic vocabulary. Throughout the unit she learned
mathematical terms like prime factorization, least
common denominator, more than, less than, composite,

sum and difference. These terms were highlighted on

the assessment in order to assist her ability to reference
materials and be able to filter through the word
problems in order to decipher the information needed to
solve them. The one-on-one instruction of the
highlighted areas also assisted her language abilities
because it allowed me to clarify her objectives for each
question and enabled her to ask questions in a safe
environment.

(REQUIRED) 9. If you were to give the assessment

to the student again, what changes, if any, would
you make? Why?
Student 2 did a very thorough job answering the
questions on the assessment and making sure she
reviewed her answers prior to turning it in for scoring. I
did note that she did not take advantage of the ability to
use her math notes, math book, or corrected homework
assignments. If I were to give the assessment to the
student again, I would have a conversation with her
about the adaptations available to her and gauge
whether or not she was uncomfortable using with her
peers in the classroom or simply felt like she didn't need
them. If she were uncomfortable, I would offer a
private testing environment to make her feel at ease
about having the additional resources during the
assessment. If she felt she didn't need them, I would
explore the possibilities of scoring improvement with her
should she choose to use the additional adaptations. I
think the chunking worked well and plan to continue
using this technique with her mathematical assessments
in the future. As mentioned previously, I did feel like we
rushed through the directions and highlighting, so I
would take additional time for explanation and
remember to have he student label their answers (as
shown on the answer key).

Step 6: Reflection on
Assessment Implementation and
Student Learning
Directions:
Read your response for Steps 1 to 5. Consider what you
have learned through the Assessing Learning task about

your students, what you wanted them to learn, their

responses to the assessment, and your analysis of the
evidence of student learning. Respond to the prompts
below.

(REQUIRED) 1. If you were given an opportunity to

use the assessment again, what part(s) would you
keep and what part(s) might you change? Why?
If I were given the opportunity to use this assessment
again, I think I would keep the assessment the
same. I've had several discussions with my master
teacher about why the testing revolves around word
problems and not numerical equations. I do think that
many of the students are able to perform the functions
of addition and subtractions of fractions with numerical
data, but cannot interpret the word problems in order to
solve them correctly. Since the implementation of
Common Core, using real-world scenarios and testing
for applicable knowledge has a much greater
emphasis. This math program (Pearson) strives to
adapt to the Common Core State Standards and also
make the content relatable to students. Although I
think it presents an academic challenge, they are the
skills students must possess in order to continue to be
successful during their tenure in education. The unit
assessment covers each topic of the unit and also
mimics many of the problems students have solved on
homework assignments. If the student practices (even
with a poor number sense) and does the work, they are
set up to succeed using this assessment.

(REQUIRED) 2. If you were given an opportunity to

implement the assessment again, what would you
do the same and what would you do differently?
Why?
If given the opportunity to implement the assessment
again, I would continue to review each question with the
students and highlight the important details they need
to know in order to solve the problem. This helps the
students focus on the important details of each question
and gives them an opportunity to ask questions prior to
taking the assessment. It also allows their fellow
classmates the opportunity to hear questions and clarify
any misinterpretations they might have had as
well. However, I would allow for additional time and
explanation of the directions for the assessment. We
were rushed to get through the highlighting of the
details and generally more information is written down
(like add, subtract, etc.) next to each question. This is

step I would not skip if giving the assessment

again. They are also encouraged to label their answers
(like the answers on the scoring key) but we forgot to
tell them during the directions so the assessment's
scoring does not reflect labeling. The labeling
demonstrates a student's understanding of what they
are being asked to solve and also their reading
comprehension abilities.

(REQUIRED) 3. What additional information about

your students did you learn as a result of this
assessment experience?
I learned a tremendous amount about all my students,
but especially the two focus students. I was able to sit
in on a triennial IEP for Student 2 and hear of her
academic progress. I was also able to sit in on an
annual 504 review for Student 1. In addition, I was able
to look through their cumulative folders and gain insight
into their academic journey thus far. I learned a great
deal about auditory processing deficiencies and also the
important of academic vocabulary across all content
areas. It was also interesting observing the varying
degrees of motivation while watching the students take
the assessment. Many had highlighted the directions
incorrectly and not taken any notes while I gave the
instructions for the assessment. Based on in-class and
homework assignments that I reviewed, it was fairly
easy to predict the outcome of most student's
scores. Those who put in the time practicing the math
by completing homework and participating during inclass instruction faired much better than the other
students who did not do the assignments and had
incomplete in-class math notes.

(REQUIRED) 4. How will you use what you have

learned from this assessment experience when
you plan instruction and assessment in the
future?
This experience taught me a great deal about deriving
instruction based on assessment. Although my initial
impression of the unit assessment was confused as to
why the entire test should be word problems, I realize
now that the curriculum is heavily driven by Common
Core Standards and the ability for each student to pass
state testing. I think the greatest value in completing
this assessment experience has been getting to know
the students. I believe knowing my future students well
and learning about their academic, social and physical
strengths will help me modify assessments to set up all

students for success. I also realize after evaluating my

efforts during this process that I will have to continually
be looking for new ways to assess learning. Just
because an assessment is written down in a teacher's
edition, doesn't mean I have to use it. I plan to
challenge myself in the future to adapt assessments to
make them more relatable to the students. I also think
students should set their own personal goal as to what
they want to achieve on the assessment. I noticed that
many don't feel responsible for their own learning
outcomes and I think having them set up their own
expectation for assessment performance will challenge
them to score higher and learn more academic
content.

(REQUIRED) 5. What are your goals for increasing

your knowledge and skill in assessment? How will
achieving these goals help you become a more
effective teacher?
I love Carol Tomlinson's quote, "Assessment is today's
means of understanding how to modify tomorrow's
instruction." My goals for increasing my knowledge and
skill in assessment are: to learn more about how to
incorporate students into the goal setting and
assessment preparation process, how to modify
instruction in order increase potential success on an
assessment based on student's progress and teacher
observations, and how to match the appropriate
assessment to the task. There are many tools like
rubrics, tests, quizzes, worksheets, etc. to use when
assessing student learning. Often I become
overwhelmed by the myriad of options available and
hope to become more comfortable matching the right
assessment to a lesson or unit to best serve my
students' learning. In order to achieve these goals I
plan to continue utilizing the best resource I know, other
teachers. Veteran and even rookie teachers provide
great insight into what has worked and hasn't worked
for them based on experience. Although sometimes it's
difficult to find time to ask the questions, I think
learning from those who have come before me is
paramount to me becoming an effective teacher. I've
also learned that assessment is a continual process,
drives instruction and should be differentiated for
learners who might need modifications. In order to be
effective, I have to know my students. Throughout the
completion of this task, I've realized "need to know my
students" spans much wider than a preassessment. In
order to be more effective, I need to take the time to
research through cumulative files, ask previous teachers
about a student's strengths and weaknesses, and

directly ask the students about their learning styles,

preferences, etc. I want them to feel as invested in the
success of their education as I do.