Narrative Assessment

6^th Grade Fractions

The class scored an average of 39% on the pretest (see Appendix A). I wanted the class to score an average of 80% on the post test (see Appendix A). Therefore, my desired growth from pretest to post test was 41%.

To promote growth I used a variety of assessment techniques throughout my unit. I had students take detailed notes in a graphic organizer called a Burrito Book. To review and practice concepts, I had students complete math problems on the board, do warm-ups, in-class practice and homework. At the end of the unit the class put together a Fractions How to Book that includes all the relevant information needed to complete the various concepts we covered. This served as both practice and review.

To further promote growth, I used a variety of techniques to check for understanding: I had students think-pair-share, write reflections, complete “exit slips,” as a class we checked off what daily objectives were met, and I made sure to provide students with feedback. I graded all assignments in a timely manner, and I talked to students individually when it was obvious their homework was not turned in. This method of feedback was not personalized enough and did not reach every student, so I held a mini-conference with each student the day before the test. I gave students a list of missing assignments, inquired how they thought they were doing, asked them if they had any questions, and I asked them how they were going to study for the exam. The students all seemed to respond positively to the conference, and the next day I had a pile of missing assignments turned in.

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

Despite my efforts, 92% of my students did not meet my growth target. The class's average growth was 22%. The class averaged 89% on all homework assignments, which indicates that they understood the concepts. Why did this understanding not translate to the test? I believe this understanding did not translate to post test because the students needed more practice to help fine-tune and cement their learning. I believe practice is an essential part of learning mathematics. I believe that if I had had an extra 3-5 days, more of the class would have met my growth target. I packed so much instruction into each lesson, there was not as much time for in-class practice as I would have liked. Ideally, half of the class period would have been spent practicing. On average, only a quarter of the period was spent practicing.

<wbr><wbr><wbr><wbr><wbr><wbr><wbr><wbr>

In-class practice is especially important because I can assure students are practicing, and I can easily see if they are getting the concept. If practice is only done as homework, I cannot assure every student is actually doing the practice the night it is assigned, and assessment is not as immediate. If I had had 3-5 more days to teach my lessons, I would have been able to spread out the instruction, which would allow for more in-class practice. This would have given me more opportunities to hold mini-conferences with each student. I believe students would have benefited from at least one mini-conference per week.

There were at two commonly-made errors on the post test that may have been avoided if the test was organized differently. Several students completely skipped question 1 on the post test. I found this strange because very few students skipped question 1 on the pretest. In fact, many of the students who skipped question 1 actually answered it correctly on the pretest. It was as though they over-looked it. Maybe they over-looked it because it was a one-line question at the top of the page and they thought it was the title. The majority of the class also skipped the second part of question 4. I think after completing the first part, they forgot to read the second part. I believe more students would have gotten this question correct if I had made question 4 two separate questions.

Students 25, 29, 45 and 48 were the only students to meet my growth target. Something these four students have in common is that they had no missing assignments. This indicates the importance of practice.

I expected Student 45, who grew 50%, to exceed my growth target because he worked so hard. He checked in with me on his own time, and he asked for additional work. He told me he completed all his homework and fixed all the problems he had gotten incorrect. He asked me for extra worksheets he could use to study for the test. I made him an “advanced fractions” packet (see appendix B). I also gave the advanced packet to Student 34. I offered the packet to Student 34 because during our mini-conference he told me he and his dad were doing extra problems online. He turned in the completed packet the very next day. This student's score only increased by 10%, but since he scored high on the pretest, he had little room to grow. I believe feedback and communication played an important part in both of these students' growths.

Student 44 had the lowest growth. His growth actually declined by 13%. This student is on an IEP. Although the school is looking into the possibility, he is not diagnosed with a learning disability or ADHD. His IEP states that he needs extra time and extra support. His willingness (or perhaps ability) to participate is different everyday. He often appears glazed-over, and he tends to avoid tasks he is not confident with. He often sits and does nothing even when I work with him one-on-one. Sometimes he seems to be self-motivated and gets work done, but he rarely does an assignment to completion. He is in my rendezvous (homework) class, which makes it easy to check on his progress. Whenever I asked him about missing assignments he would get out his assignments, but he rarely completed them. With guidance and reminding, he would get one problem finished in the 25 minute rendezvous class. Maybe he did better on the pretest since it didn't effect his grade and the pressure was off. Perhaps he was having a rough day and was unwilling (or unable) to focus.

Student 9 is also on an IEP. She grew 17%, and scored only 21% on the post test. This student is on an IEP because she has severe scoliosis. She has not been diagnosed with a learning disability. However, similar to Student 44, this student does not regularly engage, and she avoids tasks she is not confident in. When she is assigned something that she finds difficult she will sometimes complain of a stomach ache and ask to go to the office. Her head is often down on her desk. She does not always benefit from one-on-one assistance, and she will often try to change the topic from the assignment to something off-topic. She was one of the first students to hand in the test, and the test was incomplete. I suspected she was trying to avoid taking the test, so I handed the test back to her. She continued to work on it the rest of the period.

Student 27 is an ELL student. He also did not meet my growth target, and received one of the lowest scores on the post test. He only grew by 21%. He had an interpreter most lessons. His Burrito book was well-written, which indicated that he followed along during lessons. Sometimes his homework was done correctly, sometimes he struggled. I checked on him often during lessons.

His interpreter did not come on the day of the test, and he struggled. He wrote “I don't understand” on the side of his post test (see appendix C). I did not see this until there were only 10 minutes left of class. The only questions he had done were the least “wordy” of the questions. This suggests he did not understand what the question was asking. I read him each question in English and then Spanish (my Spanish is not great, but he usually appreciates and seems to understand what I am trying to say). For example, for Question 1 I asked him, “What is a fraction? Que es un fractione? Write here. Escribe aqui.” He did not always write something after I said the directions in Spanish. I even told him he could “Write in Spanish. Escribe en Espanol.” I think it was more than not understanding, I think he was frustrated. I offered to let him continue the test on a different day, but he declined. I wonder if it would have been appropriate to provide him with a post test in Spanish. I may consider doing this for my future ELL students.

Student 3 was also frustrated during the post test, and even during some of my lessons. He cried at the end of the multiplying fractions lesson because “it was too hard.” I told him to try to do that night's homework, but if the frustrated feelings returned, to put it away. I gave him an extension on his homework and we practiced fractions together every morning during Rendezvous (home room). When working together, he would asked me if he was doing the problem correctly, and he almost always was. He needed little guidance. Reassurance seemed to be all he needed.

During the post test I walked by and saw that Student 3 had written “is frustrated” by his name. His hands were buried in his hands by the end of the test because he hadn't finished. I told him that I understood he needed to take a break. I offered to let him finish the next class period. Unfortunately, the next class was a week away (after Thanksgiving Break). He did not study over the break, and he forgot much of what he had learned. He completed very few additional problems, and ended up with a 29% growth.

After analyzing student growth, and identifying my strengths and weakness, I have set two personal teaching goals. In my future work samples, I will make sure I am spending enough time on each concept, and I will hold more mini-conferences with students.