Throughout the process of preparing for and teaching my 10 day unit, I tried to keep in mind a couple questions. Why am I giving this assignment? What learning do I want my students to get from this? How will this assignment or quiz help tell me about what a student is learning?  I’ve realized it certainly is not a cut and dry process. One assessment or assignment will show me how one group is doing, but it won’t reveal anything about how a different group is doing. I’ve learned the value of regular check-ins and how important it is to take a closer look at the scores or information that is revealed during those assessments.

            One of the most clear examples I came across while reviewing all of the assessments that were turned in, was the work that Student 18.  His work did not reveal immediately any learning difficulties (on the surface) accept that he didn’t comprehend the unit, beyond a minimal understanding. It wasn’t until I looked at each assessment and assignment, that there might be a larger issue.

·         Assignments A and C (referring to the chart under Students’ Work) were discussed orally. I also answered any questions that came up while the students worked through them. This was also a participation assignment and every student who made an attempt received a 4. 

·         Three assignments were not turn in (assignments F, K, and L). He was absent on those days and we had done them in class. If he was going to turn them in he would have had to do the reading at home or come in after school or lunch, all of which were options for him, but despite checking out a book and taking it home (I asked him if he had someone at home to help him do the reading because I suspected he was a weak reader) as well as telling him he could come in after school for help or during lunch he did not complete the work.

·         Three assignments he did do on his own, but only minimally, they were mapping assignments or had mapping elements in them (pre and post-assessment as well as the Personal Map).I looked through what he labeled and it only included the content which had been covered in a previous unit and/or elements we had gone over as a class many times.

·         The last four assignments he also turned in, were assignments in which he was able to work in a group and/or heard all of the content (G,H,I and J) spoken by his classmates.

            All of this information coupled by the experience I had working with him on his post-assessment led me to believe that he might be struggling with the reading. As soon as I became aware of this I made an accommodation for him in order to complete the post-assessment. Unfortunately due to the nature of the class as well as his reluctance to speak up or ask questions I was not able to make adjustments earlier so that he would have had a greater chance of succeeding throughout the unit.

            While I didn’t have the opportunity to follow through and make additional adjustments for this student and see how he would improve.  As I look back on this now I will be able to analyze the pattern of my students work and make adjustments that will give them a greater chance to succeed.