ELH Assessment Analysis Sheet Teacher: ___John Doe______

Assessment #: ___3______Grade/Class: __4th______Date__1/2007_

STANDARDS ANALYSIS
CUMULATIVE REVIEW:
What standards/areas are the strongest?
  • Number Sense (knowing place values)
  • Identifying angles (acute, right, obtuse)
  • Reading bar graphs (data analysis)

STANDARDS ANALYSIS / Analysis: why DID students not LEARN it and/or SHOW ImproveMENT? / Instructional Plan FOR NEXT 6 weeks:
WHOLE CLASS INSTRUCTION:
What standards within each area warrant more time for whole-class instruction and review?
  • Word problems with multiplication and division
  • Word problems with permutations
  • Multiplication of multiple digits.
  • Algebra patterns
  • Graphs.
  • Quick review of angle measurements
  • Unit conversions
  • Review coordinates x,y. They mixed up x, y.
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  • Students struggled with these questions. They did not know what operation to use.
  • This was the hardest question on the test, but if you diagram it, it’s not that hard. We haven’t focused on diagramming these questions. I think a lot of students could get this one.
  • They still struggle with this. They’re getting better at their multiplication tables but with multiple digits there are so many opportunities for mistakes. I think they get overwhelmed by the problem and rush it. They need to see it as a series of small problems that they can do. I noticed that Chalmers class was particularly weak on these problems, so I will give extra emphasis to them.
  • They struggle with figuring out the rule. I’m worried that they don’t understand the use of the X and Y. I need to explain this with some very easy problems. Then I want them to introduce them to the metaphor of a machine in a donut factory. The dough goes in one end and comes out a donut on the other.
  • They are unclear about when to use one or the other (bar or circle). They also may not be clear on the difference.
  • Most of them got this but it wasn’t 100%. It’s low hanging fruit to review it.
  • I assumed they knew it. They don’t.
  • I taught them this but they didn’t remember that x comes before y. I didn’t reinforce it enough through practice and applied use. We moved on too quickly.
/
  • draw diagrams to help figure out the operation….it’s all about drawing pictures. If they get the right picture, they can do the rest.
  • Use easy hypotheticals to figure out the operation (what if they sold 2000 pencils in 1 day…2 days…now…if I can figure it out for 2 days, how could I figure it out for 20 days?)
  • Teach them how to make tree diagram with different permutations. Give them practice problems and have them make up their own about things they like. This could be a lot of fun for them to test out on each
  • Continue to review multiplication and division tables with the daily quizzes. In addition to the song, have them memorize the chants…3-6-9…etc. Maybe we could make a separate jingle for each series?
  • More brain breakfast on this one.
  • Do a mini-lesson that shows how this is a series of small problems. I could set up the problem and then use arrows to show that it’s actually 4 small problems, etc.
  • Stick a number into the machine, the rule does something to it…it comes out the other end. The rule does the same thing no matter what.
  • Give them process for finding rules. Always start easy. Is it addition and subtraction? Test it out. Then test out doubling or halfing the number. Does that work?
  • Do two graphs as a do-now. Talk about the differences. Have them create their own graphs. Talk again about which graphs show them what.
  • Give them a homework assignment to create a graph based on something fun.
  • Review, then give them lots of quick practice questions. Use white boards to get instant feedback. Keep practicing and explaining until everyone in the class gets it.
  • Create a poster and put it up. Practice going back and forth between them. Use white boards to check. For feet, use approximations.
  • quiz them with white boards
  • Have them play battleship using coordinates

STANDARDS ANALYSIS / Analysis: why DID students not LEARN it and/or SHOW ImproveMENT? / Instructional Plan FOR NEXT 6 weeks:
SMALL GROUP INSTRUCTION:
What standards within each area warrant more time for small-group instruction (for middle- or low-range students) and review?
STUDENTS OF MAJOR CONCERN / mAJOR sTANDARDS/AREAS OF coNCERN: Why are they not learning/ IMPROVING? / Instructional Plan FOR NEXT 6 weeks: