Reflection in Action

• What were the formative assessment results each day in each of the content lessons

that you taught? DESIGN electronic TABLE GRAPHS to identify the results for

each content. How would you use the results the next day in your planning and why:

Be very specific and correlate your reasoning with sound research/readings from

what you know about young children and learning. It is expected that you have 3

citations. Did you expect these results? Why or Why not?

ELA Formative Assessment Results

Checklist Number of Students
Three Sentences 15
Good, Service, and how it helps someone 20
Periods and Capitals 14
Illustration 20
 SS Formative Assessment Results
Rubric Number of Students
Red Light 2
Yellow Light 3
Green Light 15

Math Formative Assessment Results

Card Identification Number of Students
Identified the card correctly 16
Did not identify the card correctly 4
 Science Formative Assessment Results
Checklist Number of Students
2-3 Sentences 16
One part of the water cycle was identified 13
Periods and Capitals 14
Illustration 20

The tables and graphs above show the results of the formative assessments given to the

students. When reviewing these results, they were as I expected. The majority of the students

understood the concepts taught to them but there were a few students who struggled in some

areas. When discussing the results with the mentor teacher, she mentioned that her results are

similar. Some of these students are required to have further instruction in all of these content

areas because of their IEP’s.

When reviewing each subject area, it is shown that there are areas that could have

improvement. Some areas of each subject area had great results which shows that the educator

can further students learning by becoming more thorough with the content area. When reviewing

ELA results, the students understood what a good and service is and how it helps someone. The

students also had an accurate illustration to go along with the explanation. To further students

learning from these results could be for students to create their own service that supplies goods
that no one else has. This can have students look into how these goods and services work

together to form a business to help people. According to Nicole (2022), “When students are

focused on a creative goal, they become more absorbed in their learning and more driven to

acquire the skills they need to accomplish it” (Para. 6). The students would use multiple sets of

skills that will further their learning and absorption of material. There were a group of students

that struggled with periods and capitals, and three sentences. For next day's instruction, I would

pull this group of students aside and practice writing sentences and explain periods and capitals

once again. I would give students practice sentences and scenarios to practice writing.

When reviewing the social studies results from the formative assessments, the majority of

students were able to identify which word was a good and which one was a service. There were

only a few students who were in the red and yellow light area. The students who were in the

greenlight area would be given further instruction the next day. The students will be given a

word and will have to identify a correlating good and service. For example, if the students were

given the word hospital. They would have to provide what services that hospital can provide and

the goods they give to people. For the students who were in the red or yellow light area will

review what was missed the next day. The educator should review what a good and service is

and do a sorting game as a small group. According to McCumber (2022), “Small group

instruction allows for increased collaboration between peers, easy differentiation opportunities,

individualized instruction, and increased interest” (Para. 9). When incorporating small group

instruction with students struggling in the same content area can help with achievement. The

instruction is broken down into smaller sections so the students can have a more thorough

understanding.
 When reviewing the results from the math formative assessment, the majority of students

identified the coin card correctly. There were only four students who did not identify their card

correctly. When planning for future instruction, I would provide students who identified their

card correctly with further instruction to enhance their learning. I would do this by giving more

complicated coin problems for those students to solve. This gives students practice identifying

coins, their values, and addition as well. According to Brabeck, Jeffrey, and Fry

(n.d.) ,“Deliberate practice involves attention, rehearsal and repetition and leads to new

knowledge or skills that can later be developed into more complex knowledge and skills” (Para.

2). When giving student’s more complicated problems to solve will help them gain a more

thorough understanding of the concept of coins. For the students who did not identify their card

correctly, I would provide small group instruction explaining the basic concepts of coins. I would

give the students simplified coin problems to solve to help practice counting coins.

When reviewing the results from the science formative assessments, only 13 students

identified the correct part of the water cycle. There were a few students that struggled with

capitals and periods, as well as completed sentences. When planning for future instruction, I

would create a mini lesson reviewing the water cycle again. I would provide whole group

instruction while having multi-modal support to help further student’s understanding of the

concept. I would have the students create a foldable that explains each part of the water cycle.

The foldable will be hands on while the students are provided visual and auditory support to help

with their learning. While this foldable is being created, the students should focus on periods and

capitals as well, which I will give verbal and visual reminders to help students write correct

sentences.
 • 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?

When reflecting on the feedback I provided, I feel that the feedback given effectively

provided them with insight into their learning. I provided the whole class with verbal and written

feedback and mentioned what the students did well on and some things that they can work on as

well. Student A and Student B were given the same whole class feedback as well as additional

individual feedback. I further explained some things that they personally did well on and aspects

of the concept that they were confused on. I reviewed what they missed and helped fix their

mistakes. In some content areas, Student B did well and did not miss a single problem so to help

guide her learning I provided some instruction to help further her learning. After providing this

feedback, I think students will use what I said and will apply it to their future learning

opportunities. The students know what they did well on as well as what they can work on as a

whole. The students can work together as a group to help guide each other to success in their

learning.

• 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.

I will help students use this feedback by creating friendly guides to help them in a follow-

up lesson. I would use poster guides created as a class, notecards with reminders, and notecards

with information that is important to remember. When it comes to teaching strategies, I would

create lessons that build off the first lesson. I would model to the students what is expected and
provide practice for them to review their understanding of that specific content area. I would

make sure that the lesson relates to the friendly guide for students. This will help students

practice what they have missed and to continue to learn in that specific content area. For

example, in the content of ELA, I will have students create a poster guide that incorporates

important aspects to focus on in writing. The list would consist of completed sentences,

grammar, capitals, and an illustration. The students would use this guide by participating in

another writing activity that involves goods and services. As the educator this will help me figure

out if the student understands the concept and has all aspects of the writing prompt by looking at

the poster guide on the wall.

• 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.

Throughout this course, I have learned that teaching and learning will relate to the

outcome of the assessments given. The assessment will show if progress is being achieved or if

further teaching is required. If further teaching is required that means students need an additional

learning experience regarding that specific concept, so they are successful in their learning.

According to Ris (2023), “Proper, accurate assessments are critical at every level of education as

they provide teachers with the necessary data to evaluate students and pinpoint areas of

difficulty” (Para. 19). When teachers look at the data collected, it will help further instruction for

students. This could be repeating a concept/ breaking the concept in smaller pieces or continuing

onto more thorough information. When it comes to specifically learning, I notice that students

take your feedback and what they learned to fix the mistakes they make. I learned that when you
provide strengths and weaknesses, the students can see what they did well on as well as aspects

of content that need further instruction. According to Formative vs summative assessment -

Eberly Center - Carnegie Mellon University (n.d), “help students identify their strengths and

weaknesses and target areas that need work” (Para. 2). When using formative assessments and

teaching students, this can help monitor the student and provide continuing feedback. When

students are learning and knowing what they are getting better at and what they are still working

on can help with their success.

• What would you have done differently during this lesson week? Why? Be specific!

There are a couple of things I would have done differently during lesson week. The first

thing I would have done differently is while I was providing the lesson, I would give continuous

feedback. I believe by giving continuous feedback students can fix their mistakes and make

immediate adjustments. This could have changed the results from the formative assessments as

well. When students are fixing their mistakes right away, they will be less frequent in the future.

Something else that I would have done differently is that I would have given verbal and written

feedback for each formative assessment given. I would have done this because it gives students

thorough feedback. The students can visually see their results while orally being told them as

well. This can help students who are more visual or auditory as well.
 References

Brabeck, M., Jeffrey, J., & Fry, S. (n.d.). Practice for knowledge acquisition (not drill and kill).

American Psychological Association. https://www.apa.org/education-career/k12/practice-

acquisition#:~:text=Practice%20helps%20us%20increase%20our,more%20challenging%20infor

mation%20and%20problems.

Formative vs summative assessment - Eberly Center - Carnegie Mellon University. Formative vs

Summative Assessment - Eberly Center - Carnegie Mellon University. (n.d.).

https://www.cmu.edu/teaching/assessment/basics/formative-

summative.html#:~:text=The%20goal%20of%20formative%20assessment,target%20areas%20th

at%20need%20work

McCumber, A. (2022, November 9). Small group instruction in primary grades. CSP Global.

https://online.csp.edu/resources/blog/small-group-instruction-in-primary-

grades/#:~:text=Small%20group%20instruction%20allows%20for,individualized%20instruction

%2C%20and%20increased%20interest.

Nicole, K. (2022, October 5). 5 reasons why it’s more important than ever to teach creativity. ISTE.

https://iste.org/blog/5-reasons-why-it-is-more-important-than-ever-to-teach-creativity

Ris, M. (2023, December 12). Learn Elementary Education Assessment Strategies with a master’s

degree. UNCP. https://online.uncp.edu/degrees/education/mat/elementary-education/elementary-

education-assessment-

strategies/#:~:text=The%20goal%20of%20formative%20assessments,the%20end%20of%20a%2

0unit.