Natalia Narajczyk

ECE 375 – Fall 2020

Case Study #1: Analysis and Application of Data from a Teacher
Created Formative Assessment

A class of 20 first grade students was given a preassessment on kindergarten sight words before beginning a new language
arts/guided literacy unit. For the preassessment, the teacher verbally said each of the 15 words and asked students to write
them on a piece of paper. Students were not provided visual models of the written sight words anywhere in the classroom.
The teacher did not prompt or scaffold students. She did inform them that this was not a test. She was looking to
understand which high-frequency words studied in kindergarten that they remembered how to write. “It is ok if you can’t
remember, just try your best.” The teacher’s goal in implementing the preassessment was to answer the questions “which
sight words are the students still struggling with?” and “which sight words can I expect them to use/understand without
teacher support in reading and writing activities?” (25 pts for case)

Review the unit and results from the pre-assessment (attached) and answer the following questions:
1). Analysis: What do the results from the assessment mean for the class as a whole? Describe any patterns that you
observe in the data. BOTH quantitative (numerical) and qualitative (in words) analysis must be included. High quality
responses will include a graph of quantitative data and a written description of the meaning of the identified patterns. It is
not required that you depict all patterns in graphs (one meaningful graph is sufficient). Use the learning objectives and the
planned activities for the week to guide your focus toward meaningful data analysis (5 pts)

 First of all, I created two graphs in order to display some of the data that was collected in the pre-assessment. The
following graphs portray the accuracy of sight words in general. This shows how many students spelled each
word accurately. Looking at the data, there were 3 sight words (now, said, down) that over half of the class did
not spell correctly. These words may not have been shown to students as much as the other ones, hence the low
accuracy throughout the classroom. However, the top three words that the majority of students did identify
correctly (I, in, no) may exemplify their understanding of shorter words, as well as words that may be used much
more frequently in their daily lives. Nonetheless, having this data can allow the teacher to incorporate some of the
trickier words into daily instruction.
 Looking at the second graph, there is a bit more individualized data listed. This graph represents individual
students’ accuracy. Each student is listed along with how many words they identified accurately. This graph was
meant to show which students may have hit 80% accuracy on their CVC and target high frequency words as listed
as a learning objective. As there were 15 total words presented to the students, they would need to have correctly
identified 12 in order to hit the 80% accuracy goal. According to the data 9/20 students reached this goal by
identifying 12 or more of the words correctly. However, looking at this from the teacher’s perspective that is only
half of the class. On the contrary, there are 5 students that got 6 or less words correct. This simply means that
there is a lot of room for growth for the majority of the students. Additionally, it identifies which students may
need the extra push of assistance, or to keep an eye out for them to see if they are also behind in other subjects.
 This data does prove to be very helpful in identifying which students may need more assistance, as well as which
students may be ready for a challenge. One test does not define each student, so by no means at all should this
automatically categorize the students into levels of how well they are doing. However, it is a good place to start.
This can also guide the teachers’ instruction as mentioned before, which can surely help a lot of these students
develop their vocabulary and spelling accuracy.
 Accuracy of Sight Words
20

18
Number of Students Who Answered Correctly

16

14

12

10

0
an had I her like in my take is now the no then said down

Words Tested On

Individual Students' Acuuracy

16

14
Number of Sight Words Spelled Correctly

12

10

0
A B C D E F G H I J K L M N O P Q R S T

Students
2). Analysis: Select 3 specific children whose assessment results are outside of the classroom patterns. What possible
meaning can you derive from the assessment results for each of these 3 children? (3 pts)

 Child O identified 0 of the 15 words accurately. Furthermore, he left quite a few of the words blank without any
attempt. This could show his lack of practice or exposure to sight words in general, whether verbal identification
or written. The child may not have been in a kindergarten program prior to entering 1 st grade. Additionally, the
student may be an ELL or bilingual student whose first language is not English. They may only be developing
their phonemic and morphemic awareness and cannot properly identify the words with even partial accuracy.
Based on the responses of the student, they did know the first letter of 9/15 of the words. This itself is a great
start.
 Child H identified 2 of the 15 words accurately. These words were “an” and “I”. This shows me that the student
may have grasped these two words that are very commonly used every day, whether at school or outside of the
classroom. However, the student left the rest of the words blank. This could mean that this student is also an ELL
learner who has just begun their learning journey in a school setting. They may not have any experience with
spelling words in English, or possibly in their home language. Another option is that the student may be
developmentally behind however this may be far-fetched based off of one short assessment. Therefore, this may
be a student a teacher would want to keep an eye on as they progress in the classroom.
 Child G, on the other hand, was one of the four students to accurately identify all 15 words. This student may
have been in an advanced kindergarten program or possibly does a lot of work at home to reinforce their spelling
abilities. Another possibility is that this student, along with the other three, may be on the track of going into an
accelerated program for school. This would be something to monitor throughout the other subjects and content
taught in the classroom.
3). Application: Describe 3 specific ways in which you would use your analysis of results for the class to inform the unit
as described for the class. Remember that application must be SPECIFIC. “I would use the results to group the students
for centers” is not specific. “I would group child __, child__, child__, and child__ together for centers on Monday
because ______” is a specific response. The response MUST demonstrate 3 different application strategies (i.e. grouping,
adjusting the curriculum, adjusting instruction) (3 pts)

 I would group children H and O with children N and R together for centers on Monday, possibly Tuesday and
Wednesday as well depending on their group dynamic, because I would like the more advanced students to help
these two that are struggling the most. I think that it would be great for them to be paired together at least for a
day to see if being around children who understand the concepts of target high frequency word review, sight word
swat, and more. Perhaps they would be able to spread some of their understanding onto those students who may
be struggling.
 I would adjust the curriculum portion of the Daily 5 to include a center with the teacher for direct instruction with
students who are struggling, as well as those who are exceeding expectations. I think that this will provide them
with more opportunities to ask the teacher direct questions, as well as provide the teacher a chance to track each
students’ progress and identify what they may need more assistance with.
 I would adjust instruction to definitely incorporate more partner activities, as well as the one-on-one time or
smaller groupwork with the teacher. I think that this direct learning with the teacher and with peers could provide
those who are a bit behind to catch up. Additionally, those who are more advanced would have the opportunity to
become leaders to those around them and exemplify their knowledge.
4). Application: Describe how you would use your analysis of the 3 specific children’s pre-tests to differentiate
instruction, curriculum, and/or assessment during the unit for that child. Please make sure that you list each student’s
identification letter and please discuss the same 3 children discussed in question 2. (3 pts)

 Child O would definitely receive quite a bit more one-on-one time with me to identify how we can improve on
the child’s learning. The child would be seated and grouped with others who are able to spread some of their
knowledge to the child. This would hopefully build relationships between the students and allow child O to break
out of their shell and begin to grasp some of the necessary phonemic and morphemic skills to identify words.
  Child H would also receive a bit more one-on-one time in order to enforce the ideas that we are learning about in
class. Additionally, I will provide the student with some practice words they can do at home with their caregivers.
This can all be adjusted to what will best help the child develop their skills. Encouraging the child to interact with
others in not only an academic setting, but socially too may develop their receptive and expressive language.
 Child G did extremely well in the pre-assessment therefore I would differentiate the curriculum in terms of some
of the activities that are offered. For example, I would pull higher level books for the child to read. Also, I would
add in more sight words into the child’s activities such as the word swat game and the individual CVC practice
cards. The main focus would be to further develop this students’ knowledge at a developmentally appropriate
pace.
5). A summative assessment for the unit was pre-planned (described in the unit plan). Please plan a formative assessment
(either embedded into the existing learning activities or non-embedded) to be facilitated at the end of instruction on
Wednesday? Begin your planning by asking yourself, what questions do I have about student’s skills by Wednesday that
will help me plan for instruction and curriculum on Thursday and Friday? A short description of each element is
sufficient. (4 pts)
Please note: you are not expected to actually craft assessment materials (i.e. rubrics, checklists, worksheets, etc.). This is
an assessment of your thinking process and ability to plan. We will work on understanding and creating these materials in
the coming weeks.

Formative Assessment Plan - Wednesday

I would embed the formative assessment into Wednesday’s end of the day activity of the puppet
Assessment show. The students would have to accurately portray 3 events in temporal order from the book they
Task have been reading. This could possibly be done in partners or small groups to simplify the task since it
is only a formative assessment in the middle of the week.
I would create a rubric in order to assess whether or not students can:
Data 1. Recall at least 3 main events from the story.
Collection 2. Organize at least 2 of these events into temporal order.

The rubric will assess the two ideas listed above through the use of these three categories:
1. Reaching: Student can identify at least one main event from the story they read.
Analysis 2. Meeting: Student can recall 2 main events and place them in the correct order.
3. Exceeding: Student can recall at least 3 main events and place them all in the correct temporal
order.
The main goal is for all of the students to be able to be at the Meeting level. For those who were
struggling a bit more (in relation to the pre-assessment), the goal is to be at Reaching and just simply
recall one main event showing their understanding of the book, and the language used. For the
Application
students who seem to be ahead of the rest of the students, the goal is that they would reach the
Exceeding level. This assessment is simple however it would be able to show if students have grasped
these two learning objectives, or at least have a gradual understanding, through a play-based activity.

6). Using the principles and methods of Backwards Design, design part of the 2 nd week of the unit for this group of
students. Answer the following questions: 1. What are the desired results? 2. What would be acceptable evidence of
learning? 3. What instructional and curricular strategies can I design to support children’s skill development? Demonstrate
your ability to plan using this process by completing the following tasks:

 Write 1 Learning Objective for Week 2 of the Unit (the unit would likely have many learning objectives you just
need to create 1) (1 pts):
o Students will be able to draw/write out their own story with at least 3 events, based on their own
experiences.
  Create an assessment plan for your learning objective. (4 pts)

Week 2 Assessment Plan for new Learning Objective

Students will write/draw their own story based off of a personal life event they have experienced.
Assessment They will be required to include three main events in their story. This will also require them to show
Task their writing development.

Data will be collected with a checklist this time. It will be on a Yes/No structure. This will be a quick
Data way to see the different components of writing a story and which parts students may be struggling
Collection with. We can have weekly story writing activities to track this progress, or this can be incorporated
throughout the year and collected in a portfolio to track each student’s progress.
The checklists will have the following criteria (possibly more or less):
1. Includes three events in proper temporal order.
2. Names are used.
3. At least one character has been explained with 2-3 details (physical, personality, etc.).
4. Setting is included.
Analysis
5. Spelling is 80% accurate.
6. At least 5 sentences, even if they are a bit short.
7. Proper use of capitalization.
8. Proper use of punctuation.
9. Pictures depict what is told in the story.
Students should be able to hit 5/9 of the points on the checklist, ideally more, however this would be a
good starting goal. For those who can only draw out their stories, they will be welcomed to do so (for
Application example those who may be ELL’s and cannot spell yet). The teacher will ask them to dictate or
explain their story and write down what they said under each picture. Ideally, they could be asked to
have at least 3 drawings, one for each event in their story to show that they grasp this main concept.

 Design 2 learning activities (short descriptions only – similar to what is presented in the existing unit plan) within
the daily structure provided (i.e. a read aloud, daily 5 literacy centers, group activity) that align with your learning
objective. (2 pts)
o The following 2 learning activities will be added to the weekly unit plan:
 Group Activity: We will all sit either on the class rug or meeting area. Collectively we will
brainstorm a story in which all kids will be encouraged to participate. This will allow students to
see what I am looking for in terms of their personal stories. Additionally, this will emphasize the
idea of putting events into order.
 Read Aloud: Teacher will read a story stopping to emphasize the main ideas, character
development details, what punctuation may have been used and why (ex. Exclamation point for
an exciting moment), as well as do an overview after reading the story to see if students grasped
the ideas.