Assessment Reflection
Math
Name: Correctly Solved Solved Money Word Additional Notes:
Coin Value Problems:
Problems:
Student 1 1/2 1/3 The ability to identify
some coin values
indicates a
foundational
understanding, but
applying this
knowledge to solve
problems is where the
challenge lies.
Incorporating more
contextual learning
and practical
exercises, where the
student can see the
direct application of
adding or subtracting
money in everyday
situations, may help
bridge this gap.
Student 2 2/2 2/3
Student 3 2/2 2/3
Student 4 2/2 3/3
Student 5 2/2 3/3
Student 6 2/2 2/3
Student 7 2/2 2/3
Student 8 1/2 1/3
Student 9 2/2 3/3
Student 10 2/2 3/3
Student 11 2/2 2/3
Student 12 1/2 2/3
Student 13 2/2 2/3
Student 14 2/2 3/3
Student 15 2/2 1/3
Student 16 1/2 2/3 Shows partial
understanding in both
sections but appears
to have more trouble
with application in
word problems. This
may indicate a need
for more practice
with the basic
arithmetic involved
once coin values are
identified. Interactive
activities that
simulate shopping
scenarios could help
make the connection
between coin
identification and its
application in real-
life contexts clearer,
providing a tangible
understanding of why
these skills matter.
Student 17 2/2 1/3
Student 18 2/2 3/3
Student 19 2/2 2/3
Student 20 2/2 2/3
How I would use the results:
In light of the assessment results from the math lesson on money, my immediate step is to
incorporate more problem-solving activities that require students to apply their understanding of
coin values in real-life scenarios. Research by Baroody (2003) underscores the importance of
practical application in mathematical learning, suggesting that students benefit from tasks that
simulate real-world shopping experiences. This aligns with my observation that while students
grasp coin identification, applying this knowledge to solve word problems poses a challenge.
Therefore, the next day's lesson will involve a "classroom currency" system, where students use
play money in simulated transactions, reinforcing both the identification and utilization of
different coin values in a tangible, engaging manner.
Did I expect the results:
Reflecting on my expectations for this assessment, the outcomes were largely anticipated based
on prior classroom observations and interactions. Given that the curriculum had adequately
covered coin identification, the high scores in this domain were expected. However, the
challenges some students faced with word problems were also anticipated, recognizing that
applying conceptual understanding in problem-solving scenarios often requires higher-order
thinking skills and more practice. These results underscore the importance of continuous
assessment and adaptation in teaching strategies to meet students where they are and guide them
toward deeper understanding and application of mathematical concepts.
Social Studies
Name: Correctly Solved Score on Extended Additional Notes:
Multiple Choice Response
Question
Student 1 6/10 2/5 This student's
performance
indicates
difficulties with
both factual recall
and analytical
writing.
Incorporating more
interactive and
visual learning
strategies, such as
timelines or
documentaries,
might help
reinforce key facts
and concepts.
Providing
structured writing
frames for extended
responses could
also support their
ability to organize
and express their
thoughts more
coherently.
Student 2 9/10 5/5
Student 3 7/10 3/5
Student 4 10/10 5/5
Student 5 9/10 4/5
Student 6 8/10 4/5
Student 7 8/10 3/5 Shows a strong
grasp of the factual
aspects of Jackie
Robinson's life as
reflected in the
multiple-choice
questions but
slightly struggled
with fully
elaborating on his
impact in the
extended response.
Encouraging this
student to expand
on ideas with more
detailed examples
from the text or
discussions could
enhance their
analytical skills.
Student 8 7/10 3/5
Student 9 10/10 5/5
Student 10 9/10 4/5
Student 11 7/10 3/5
Student 12 8/10 3/5 While fairly
competent in
answering the
multiple-choice
questions, there's
room for
improvement in the
extended response
section. This might
suggest a need for
further
development in
critical thinking or
writing skills. Peer
review sessions or
targeted writing
workshops focusing
on structuring
arguments and
using evidence
effectively could be
beneficial.
Student 13 7/10 4/5
Student 14 10/10 5/5
Student 15 8/10 2/5 Exhibits a decent
understanding of
the content through
multiple-choice
answers but found
it challenging to
articulate thoughts
in the extended
response question.
This student may
benefit from
additional practice
with open-ended
questions in a less
formal setting,
perhaps through
class discussions or
journal entries, to
build confidence in
expressing nuanced
views.
Student 16 7/10 3/5
Student 17 6/10 2/5
Student 18 9/10 4/5
Student 19 8/10 3/5
Student 20 7/10 3/5
How I would use the results:
I plan to use the results from the graph to tailor my teaching strategies more effectively. By
analyzing the performance differences between MCQs and ERQs for each student, I can identify
who needs additional support in understanding the concepts tested by ERQs or who might need
help with the quicker recall and application required for MCQs. This data is invaluable for
planning future lessons, deciding on review sessions, and providing targeted feedback to
students. It also helps me in adjusting the curriculum to ensure that all students can achieve
mastery in both types of assessments.
Did I expect the results:
My expectations for the assessment results would be based on ongoing observations and
interactions within the classroom. If we had engaged in comprehensive studies of Jackie
Robinson and practiced similar types of questions and writing tasks, I might have expected a
majority of students to perform well, particularly on the multiple-choice questions. The extended
response task, requiring a higher level of synthesis and expression, naturally presents a greater
challenge, and some variation in performance here might have been anticipated. However, if the
results significantly diverged from expectations—either positively or negatively—it would
prompt reflection on the alignment between instruction and assessment and the effectiveness of
teaching strategies employed. Unexpected results could indicate areas where my instructional
approach might need adjustment to better meet students' learning needs or highlight the success
of methods used, guiding future teaching practices.
Language Arts
Name: Jackie Robinson Additional Notes:
Text Analysis Scores
Student 1 8/15 Needs significant support in both
comprehension and the expression of ideas.
Student 2 14/15
Student 3 12/15
Student 4 15/15
Student 5 15/15
Student 6 11/15
Student 7 10/15 Adequate identification of details but needs to
develop deeper analytical insights.
Student 8 9/15 Struggles with extracting and articulating
detailed information, showing gaps in
comprehension.
Student 9 14/15
Student 10 15/15
Student 11 12/15
Student 12 11/15
Student 13 13/15
Student 14 14/15
Student 15 10/15 Moderate comprehension; would benefit from
more focused discussions and examples.
Student 16 9/15 Shows enthusiasm but requires additional
support in understanding and articulating
details.
Student 17 13/15
Student 18 14/15
Student 19 11/15
Student 20 13/15
How I would use the results:
Reflecting on the Language Arts assessment, I aim to enhance students' ability to express
their analyses in writing. Graham & Perin (2007) emphasize the effectiveness of explicitly
teaching writing strategies to improve students' writing skills. With this in mind, the next
lesson will focus on a structured writing workshop, where students will be guided through
the process of crafting well-supported analytical paragraphs. By breaking down the writing
process into manageable steps and modeling each one, I intend to scaffold students'
learning and provide them with the tools to confidently articulate their insights about
Jackie Robinson's significance.
Did I expect the results:
Reflecting on my expectations heading into this assessment, I must admit that the range of scores
was somewhat anticipated. Given our class discussions and activities leading up to the
assessment, I had a sense of the students' engagement and understanding of the topic. However,
translating discussion-based insights into written analysis is a higher-order skill that we've been
nurturing, and it's clear there's still work to be done. The assessment has been a valuable learning
experience for me as much as for my students. It has highlighted the need for continuous
adaptation in my teaching methods to ensure all students can effectively analyze texts and
express their insights.
Science
Name: Force and Motion Additional Notes:
Observation Scores
Student 1 11/20 This student seems to lack confidence in both
practical activities and quizzes. Building a
more supportive learning environment through
positive reinforcement and providing
opportunities for small successes could
improve confidence and engagement.
Student 2 14/20 Appears to understand basic concepts during
discussions but has difficulty translating this
understanding into correct answers on
assessments. Providing graphic organizers to
help structure their thoughts and study guides
focusing on key concepts before quizzes may
help.
Student 3 17/20
Student 4 20/20
Student 5 19/20
Student 6 16/20
Student 7 14/20 Struggles with connecting theoretical concepts
to practical observations.
Student 8 12/20
Student 9 18/20
Student 10 20/20
Student 11 16/20
Student 12 15/20
Student 13 17/20
Student 14 19/20
Student 15 13/20 Exhibits enthusiasm in practical tasks but
struggles with quiz questions, suggesting a gap
in theoretical understanding. Encouraging this
student to verbalize their thought process
during experiments might reveal
misconceptions that can be addressed in
targeted mini-lessons.
Student 16 18/20
Student 17 15/20
Student 18 18/20
Student 19 16/20
Student 20 17/20
How I would use the results:
Given the varied performances in the science assessment on forces and motion, the subsequent
lesson will lean heavily on integrating storytelling with scientific exploration. Bruner (1990)
posits that narratives are powerful tools in education, aiding memory and understanding through
their structuring of knowledge into familiar formats. To implement this, I plan to introduce
stories of historical figures in physics, contextualizing the scientific principles of force and
motion within their discoveries. This narrative approach will serve as a bridge to the more
abstract theoretical aspects, aiming to deepen students' conceptual grasp in a relatable and
memorable manner.
Did I expect the results:
Reflecting on my expectations for this assessment, the range of scores was somewhat
anticipated. My observations during class activities and discussions had given me preliminary
insights into students' varying levels of engagement and comprehension. While I hoped that the
practical, hands-on component of the lesson would bolster understanding across the board, I was
aware that the quiz might pose challenges for some students, particularly those who find it
difficult to apply concepts in a test environment or struggle with academic vocabulary.
When reflecting on the feedback you provided for the 2 students and the whole class
(students you taught), do you feel this effectively provided them with insight into their
learning about the content? Why?
Reflecting on the feedback I provided for the two students and the entire class, I believe it
effectively offered them insights into their learning about the content for several reasons.
Firstly, by tailoring the feedback to the individual needs of the two students, I addressed
specific areas where they required support or could extend their learning. This personalized
approach ensures that feedback is relevant and actionable, fostering a deeper understanding of
the subject matter. For example, in the math lesson on money, providing targeted feedback on the
importance of understanding coin values for solving word problems directly addresses a gap in
comprehension and offers a clear pathway for improvement.
For the class as a whole, my feedback aimed to highlight common strengths and areas for
growth observed during the assessments. This collective feedback fosters a learning community
where students can see their progress as part of a group effort, encouraging peer support and
collaboration. It helps students understand that learning is a shared journey, and they can learn
from each other’s experiences and insights.
Additionally, the feedback was designed to be constructive and forward-looking, focusing
not just on what was learned but on how this new understanding can be applied in future
scenarios. This aligns with research indicating that feedback should not only reflect on past
performance but also guide future learning endeavors (Hattie & Timperley, 2007). By connecting
feedback to future learning opportunities, students can see the relevance of their current
understanding and are motivated to apply their knowledge in new contexts.
Overall, the feedback provided was aimed at bridging the gap between current
performance and potential growth, ensuring students are aware of their learning progress and
understand the steps needed to deepen their content knowledge.
How did you or will you help students use this feedback? You will want to discuss the
concrete ways you will use to remind them of the feedback and the teaching strategies you
will incorporate to have them use the feedback in a follow-up lesson.
To ensure that students effectively use the feedback they receive, I have developed a
multifaceted approach that integrates the feedback into their daily learning experiences. First, I
plan to use visual reminders, such as posters summarizing key feedback points, to keep the
feedback front and center in the classroom. This visual cue acts as a constant reminder and
reinforces the importance of the feedback. Additionally, I'll introduce feedback reflection
journals, where students can document the feedback they receive and outline their plans for
improvement. This practice not only encourages self-reflection but also makes students active
agents in their learning process. At the start of follow-up lessons, I'll incorporate activities that
directly relate to the feedback, such as word problem breakdown exercises in math, to provide
targeted practice and support. Peer review sessions will further reinforce the feedback, as
students share and discuss how they plan to implement the advice they've received, fostering a
collaborative learning environment. For those who benefit from auditory learning, especially in
the science lesson on forces and motion, digital voice recordings of their observations and
feedback will be utilized. Students will be reminded to review these recordings through
classroom digital platforms, ensuring they have another avenue to engage with and reflect on the
feedback. By weaving feedback into the structure of classroom activities and ensuring constant
reminders and practical applications, I aim to create an educational environment where feedback
drives learning and improvement.
Describe what you learned about teaching and learning related to assessment and
feedback? Please be specific and use some concrete professional citations in your answer.
Through the process of conducting assessments and providing feedback in various
subjects, I've gained profound insights into the intricate relationship between teaching, learning,
assessment, and feedback. One of the most significant lessons learned is the transformative
power of well-structured feedback in facilitating student learning and development. Feedback,
when effectively delivered, serves not just as a corrective tool but as a catalyst for growth,
engagement, and motivation among students. Hattie and Timperley (2007) underscore this point,
highlighting that feedback's real power lies in its ability to reduce discrepancies between current
understandings/performance and desired goals. This aligns with my observation that feedback
tailored to individual student needs and learning styles significantly enhances their ability to
grasp and apply new concepts.
Another critical insight is the importance of aligning assessments with learning objectives
and instructional content. Assessments should serve as a mirror, reflecting the knowledge and
skills that were taught, thereby providing accurate information on students' understanding and
abilities. This alignment is crucial for the validity of assessment outcomes and for ensuring that
feedback is directly relevant to the learning objectives at hand. Stiggins, Arter, Chappuis, and
Chappuis (2004) emphasize the role of assessment in helping students understand the learning
targets and the standards of work they are aiming for.
Furthermore, I've learned that assessment and feedback are not just about measuring
learning outcomes but about fostering a continuous learning process. This entails creating
opportunities for students to actively engage with feedback, reflect on their learning, and apply
insights gained to future tasks. The concept of feedback loops, as discussed by Nicol and
Macfarlane-Dick (2006), where students not only receive feedback but also act on it, has been
particularly enlightening. This approach fosters self-regulation and metacognition, enabling
students to become more autonomous learners.
In implementing these lessons, I've recognized the necessity of employing a variety of
assessment methods and feedback strategies to cater to the diverse needs and preferences of
students. This adaptability and responsiveness to student needs underscore the complex, dynamic
nature of teaching and learning, where assessment and feedback are integral to creating an
effective, supportive, and inclusive learning environment.
What would you have done differently during this lesson week? Why?
Reflecting on the lesson week and considering the outcomes and student responses, there
are a few adjustments I would contemplate for future implementations to enhance the learning
experience and outcomes.
Firstly, in the math lesson focused on money, I observed that while most students grasped
the identification of coin values, applying this knowledge to solve word problems posed a
challenge for some. In hindsight, I would incorporate more step-by-step guided problem-solving
sessions before assessing their ability to solve word problems independently. This adjustment
would provide students with a clearer understanding of how to approach and break down a
problem, potentially alleviating some of the difficulties they faced.
For the science lesson on forces and motion, although the station-based activities were
engaging and provided hands-on learning experiences, I realized the need for more explicit
connections between these activities and the theoretical concepts being taught. To address this, I
would enhance the debriefing sessions following the activities, linking each experiment directly
back to the scientific principles they illustrate.
In the Language Arts and Social Studies lessons centered around Jackie Robinson, while
the read-aloud and group discussions were effective in engaging students, I would place a greater
emphasis on developing critical thinking and analytical skills. Next time, I would include more
open-ended questions and prompts that encourage students to delve deeper into the text and
make connections to broader historical and social contexts.
Works Cited
Baroody, A.J. (2003). The development of adaptive expertise and flexibility: The integration of
conceptual and procedural knowledge. The Journal of Educational Psychology, 93(1), 33-48.
Bruner, J. (1990). Acts of Meaning. Harvard University Press.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of
adolescents in middle and high schools. Carnegie Corporation of New York.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,
77(1), 81-112.
Nicol, D.J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A
model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-
218.
Stiggins, R.J., Arter, J.A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for
student learning: Doing it right—using it well. Assessment Training Institute.
