ELA FORMATIVE ASSESSMENT RESULTS

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?

Upon reviewing the results of the ELA formative assessment on CVC words with my

kindergarten students, I'm encouraged by the majority of students demonstrating accurate word

reading (11 yes and 5 no) and correct application of letter-sound correspondence (13 yes and 3

no). These findings offer valuable insights into each student's progress and areas for further

support. To effectively utilize these results in my planning for the next day, I would first identify
the specific needs of students who did not meet the expected criteria. For those who struggled

with accurate word reading, I would plan targeted activities that focus on phonemic awareness

and decoding skills. This might include additional practice with blending sounds to read CVC

words, using multisensory approaches such as manipulatives or interactive games to reinforce

letter-sound relationships. For students who demonstrated challenges with letter-sound

correspondence, I would incorporate activities that provide opportunities for explicit instruction

and practice with phonics. This could involve interactive phonics games, word sorts, or guided

reading sessions where students can apply their knowledge in context.

According to research by Ehri (2004), explicit instruction in phonics, including letter-

sound correspondence, is crucial for early literacy development, particularly in kindergarten and

first grade. By providing targeted support in these areas, I can scaffold students' learning and

help them build a strong foundation for reading success. Additionally, I would plan differentiated

instruction to meet the varying needs of my students. This might involve small group instruction,

one-on-one support, or independent practice activities tailored to each student's level of

proficiency. In terms of my expectations for these results, I anticipated a mix of outcomes.

Young children's development in literacy skills can vary widely, influenced by factors such as

prior knowledge, exposure to print, and individual differences in learning styles. Therefore, I

expected to see a range of responses among my students, reflecting their unique strengths and

areas for growth.

As noted by National Early Literacy Panel (NELP) findings, children's early literacy

skills are predictive of later reading achievement, highlighting the importance of early

intervention and targeted instruction in areas such as phonemic awareness and phonics (National

Institute for Literacy, 2008). By leveraging these assessment results to inform my planning, I can
provide tailored support that addresses the specific needs of each student, fostering their ongoing

progress in literacy development.

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?

Upon reflecting on the feedback provided for both individual students and the whole

class, I am confident that it effectively offered them insight into their learning about the content.

For the whole class, I provided positive verbal feedback for each student, emphasizing the

importance of decoding strategies, particularly for those facing challenges in this area. This

personalized approach ensured that each student received targeted encouragement and guidance,

facilitating their understanding of the content.

For Student #1, I remained attentive to her responsiveness to verbal affirmation during

the assessment and subsequent discussions. By highlighting instances where she effectively

utilized decoding strategies and followed instructional cues, I aimed to reinforce her confidence

and proficiency in applying these techniques. Similarly, for Student #2, who struggled with

decoding and written feedback, I employed verbal feedback to commend his efforts and

emphasize the importance of consistently attempting to decode words. This personalized

approach aimed to bolster his understanding and confidence in using decoding techniques

effectively. Overall, the feedback provided both individual students and the whole class with

valuable insights into their learning about the content. By addressing their specific needs and
providing targeted encouragement, I believe it effectively facilitated their understanding and

progress in literacy development.

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.

To support students in effectively using the feedback provided, I will integrate concrete

strategies and teaching techniques into follow-up lessons. I will verbally remind students of the

feedback they received during the assessment, emphasizing the significance of decoding

strategies in their reading endeavors. Throughout guided reading sessions and shared reading

activities, I will model effective decoding techniques, allowing students to witness firsthand how

to apply the feedback in practical contexts. Explicit instruction on decoding strategies will be

woven into lesson plans, ensuring dedicated time for teaching and practicing these skills. During

guided practice sessions, students will have opportunities to apply these strategies with support,

gradually transitioning to independent application as they gain proficiency. I will also facilitate

reflective discussions, prompting students to consider how they are incorporating the feedback

into their reading experiences and fostering self-awareness of their progress. By consistently

employing these strategies and techniques, I aim to empower students to actively utilize the

feedback to enhance their literacy skills and foster their overall development as proficient

readers.
 MATH FORMATIVE ASSESSMENT RESULTS

Answered correctly Page 1 Page 2

Question 1 86% (13/15) 66% (10/15)

Question 2 60% (9/15) 66% (10/15)

Question 3 80% (12/15) 66% (10/15)

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?

In planning for the next day's lessons based on the formative assessment results, I would

utilize a targeted approach to address areas of difficulty and reinforce concepts where needed. To

begin, focusing on the questions that had lower success rates, such as Question 2 on both pages

and Question 3 on Page 1, aligns with the research by Hattie and Timperley (2007), which

emphasizes the importance of providing targeted feedback and instruction to improve student

learning outcomes. Therefore, dedicating additional instructional time to these topics would

ensure that students have a thorough understanding of the concepts.

 Incorporating differentiated instruction strategies, as advocated by Tomlinson and Allan

(2000), would be crucial to meet the diverse needs of my students. Providing additional support

and practice opportunities for students who struggled with certain questions, while offering

enrichment activities for those who demonstrated proficiency, would address varying learning

styles and abilities effectively.

Encouraging reflective discussions, as highlighted by Flavell (1979), would aid in

helping students understand their learning progress and areas for improvement. By facilitating

discussions where students can analyze their performance on the assessment and compare it with

their self-checklist responses, they can gain insight into their strengths and areas for growth. This

approach fosters metacognition, essential in young children's learning, as they develop awareness

of their own thinking processes.

Regarding the expectation of these results, I anticipated some variability in student

performance given the diverse range of abilities and backgrounds in the classroom. However, I

did not expect all students to give themselves "yes" responses when the assessment results

showed otherwise. This discrepancy underscores the importance of providing explicit instruction

on self-assessment skills and helping students develop a more accurate understanding of their

learning progress.

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?

 Reflecting on the feedback provided for both individual students and the whole class, I

believe it effectively provided them with insight into their learning about the content. By offering

positive verbal feedback and tailored written feedback based on individual performance, students

were able to understand their strengths and areas for improvement more clearly. For struggling

students, specific adding strategies were outlined, such as using tally marks or circling numbers,

while proficient students were reinforced in their successful strategies. This approach ensured

that each student received personalized guidance to address their specific needs.

In the case of Student #1, who eagerly seeks verbal feedback, the encouragement and

reinforcement of her effective strategy of circling numbers in story problems provided valuable

insight into her learning progress. Additionally, addressing areas for improvement, such as

double-checking work, directly targeted her learning needs and fostered a deeper understanding

of the content.

For Student #2, who responds better to verbal feedback, the positive reinforcement and

specific strategies tailored to his learning style offered valuable insight into his learning progress.

By suggesting the use of manipulatives and visual representations, he gained practical tools to

enhance his math skills and develop a deeper understanding of the content.

Overall, the feedback provided valuable insights into students' learning about the content

by acknowledging their strengths, addressing areas for improvement, and offering concrete

strategies for growth. It fostered a supportive learning environment where each student felt

empowered to engage with the material and develop their mathematical abilities effectively.

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.

In planning how I would assist students in using the feedback provided, I would integrate

practical strategies into our follow-up lessons. Firstly, I would begin by revisiting the individual

written feedback each student received during the formative assessment. This would serve as a

reminder of the specific strategies and areas for improvement highlighted in their feedback.

During our math lessons, I would employ modeling and guided practice techniques. By

demonstrating the use of adding strategies, such as circling numbers or employing manipulatives,

students would have clear examples to follow. Through guided practice, they would then have

the opportunity to apply these strategies themselves, solidifying their understanding and ability

to use the feedback effectively.

I would foster peer collaboration and self-assessment within our math activities. Pairing

students with different levels of proficiency would enable them to learn from each other and

provide mutual support as they implement the feedback together. Moreover, I would encourage

students to reflect on their learning progress and set personal goals for improvement,

empowering them to take ownership of their learning journey. By consistently integrating these

strategies into our lessons, students would be supported in utilizing the feedback to enhance their

mathematical skills and understanding.

SCIENCE FORMATIVE ASSESSMENT RESULTS

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?

Based on the results of the science formative assessment, where the majority of students

(11/14) successfully matched simple weather types to their corresponding images, I would adapt

my planning to reinforce and extend their understanding of weather concepts. Firstly, I would

acknowledge the success of the majority of students and celebrate their achievements to boost

their confidence and motivation in learning about weather.

To build upon this success and address the needs of the two students who struggled,

including observed Child #2, I would employ targeted instructional strategies. Research by

Vygotsky (1978) emphasizes the importance of scaffolding, where more knowledgeable

individuals provide support to learners to bridge the gap between their current understanding and

the desired goal. Therefore, I would provide additional support and guidance to these students

through small-group instruction or one-on-one interventions. This could involve reviewing the

concept of weather types, providing explicit instruction, and offering differentiated activities

tailored to their needs.

I would also incorporate hands-on and interactive learning experiences to engage students

in exploring weather concepts further. Research by Piaget (1970) highlights the significance of

concrete experiences in young children's cognitive development. Therefore, I would plan

activities such as weather observations, experiments, or simulations to deepen students'

understanding of weather phenomena and foster active participation in their learning.

I anticipated that the majority of students would perform well on the science formative

assessment, given the age-appropriate nature of matching simple weather types to images.

However, I also expected that a few students might require additional support, as observed in

Child #2. These results align with the understanding that young children have varying levels of

readiness and prior knowledge, emphasizing the need for differentiated instruction and targeted

interventions to support their learning effectively.

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?

Reflecting on the feedback provided for both individual students and the whole class, I

believe it effectively provided them with insight into their learning about the content. By offering
positive written feedback on their self-reflections and verbal affirmations of their efforts, the

whole class was reassured of their progress and understanding of different weather types.

Additionally, students who rated themselves lower were given specific verbal encouragement

and guidance to continue practicing and observing different types of weather, reinforcing the

importance of ongoing learning and self-improvement.

For Student #1, feedback highlighted their independent work and demonstrated

understanding of weather terms, with a particular focus on clarifying the meaning of "partly

cloudy." By receiving positive verbal reinforcement and written reminders to take their time,

Student #1 was provided with both acknowledgment of their achievements and constructive

guidance for future improvement, enhancing their insight into their learning progress.

Student #2, who required support due to decoding struggles, the feedback emphasized

their strong effort and the application of decoding strategies during the assessment. By receiving

positive verbal feedback and encouragement to continue utilizing learned strategies

independently, Student #2 gained insight into their progress and the importance of persevering

through challenges in their learning journey.

The feedback provided to both individual students and the whole class effectively

reinforced their understanding of weather concepts and encouraged ongoing growth and

improvement. By acknowledging their efforts and providing specific guidance, students were

empowered to reflect on their learning and take ownership of their progress in understanding

weather phenomena.
 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.

To ensure students effectively utilize the feedback provided, I would implement several

concrete strategies in our follow-up lessons. I would remind students of the positive verbal

feedback they received during the assessment and reinforce the importance of their efforts and

progress in understanding weather concepts. This reminder would serve to motivate students and

reinforce their confidence in their abilities.

During our follow-up lessons, I would incorporate differentiated instruction strategies to

meet the diverse needs of students. For instance, for Student #1, who demonstrated independent

work and understanding but required reminders to take their time, I would provide additional

opportunities for self-paced learning and reinforce the importance of thorough understanding

over speed. Reminding Student #1 of the positive feedback they received and encouraging them

to apply decoding strategies independently would further support their growth.

For Student #2, who required support due to decoding struggles, I would continue to

provide targeted interventions and reinforcement of decoding strategies. Integrating small-group

instruction or one-on-one support sessions focused on decoding skills would allow Student #2 to

receive personalized assistance and practice. Additionally, I would provide opportunities for

Student #2 to apply decoding strategies independently and offer positive reinforcement for their

efforts during follow-up lessons.

I would encourage peer collaboration and self-assessment within our lessons. Pairing

students with different levels of proficiency would enable them to learn from each other and
provide mutual support. By engaging in collaborative activities and discussions, students would

have opportunities to apply the feedback they received and reflect on their learning progress.

By consistently integrating these strategies into our lessons, students would be supported

in utilizing the feedback to enhance their understanding of weather concepts and develop their

skills. This approach aligns with research on effective teaching practices, emphasizing the

importance of providing targeted feedback and incorporating differentiated instruction to meet

the diverse needs of learners.

SOCIAL STUDIES FORMATIVE ASSESSMENT RESULTS

 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?

Upon analyzing the results of the Kahoot quiz administered to my kindergarten students,

I gained valuable insights into their comprehension of various professions and their societal

roles. The outcomes unveiled minor misconceptions among the students regarding a specific

occupation. In Question 3, where 12 students responded with "Yes" and 3 with "No," it appeared

that some students might have misunderstood the role of a bus driver in aiding individuals to

destinations beyond school. These results were unexpected, as they revealed a gap in

understanding about the broader functions of a bus driver.

To address this misconception, I intend to incorporate targeted lesson reinforcement and

interactive learning activities in my planning for the following day. By directly tackling

misconception through activities like role-playing scenarios and inviting professionals for

classroom visits, I aim to deepen students' understanding of different professions. As Carpenter,

Kaya, and Justice (2009) have emphasized in their study on children's understanding of

occupations, young children often possess limited knowledge and misconceptions about various

professions, underscoring the importance of explicit instruction and interactive learning

experiences to broaden their understanding. Hughes and Cipani (2002) argue that hands-on,

interactive activities are effective for teaching young children about abstract concepts such as

professions, allowing them to make connections between theoretical knowledge and real-world

applications. Additionally, Osborne and Cosgrove (1983) stress the significance of identifying
and correcting misconceptions early in a child's education, suggesting that targeted interventions

and engaging activities can effectively address misconceptions and improve conceptual

understanding. Overall, my objective is to provide engaging educational opportunities that foster

critical thinking and rectify misconceptions early in their educational journey.

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?

Reflecting on the feedback provided for the two students and the whole class, I believe it

effectively provided them with insight into their learning about the content of community

helpers. For the whole class, giving positive verbal feedback and acknowledging their

participation and engagement in the Kahoot activity fosters a sense of accomplishment and

validation of their understanding. By highlighting their knowledge of community helpers and

their roles in society, I reinforced the importance of the lesson and encouraged further

exploration of the topic.

For Student #1, offering specific praise for their active participation and strong

understanding of the content reinforces their confidence and validates their efforts. By providing

a concrete reminder in the form of a special certificate, it creates a tangible symbol of their

achievement, which can serve as a constant reminder of their success and encourage continued

engagement in future lessons. For Student #2, acknowledging their enthusiasm and engagement

in the lesson validates their positive attitude and fosters a sense of pride in their contributions.
Offering a sticker or award provides a tangible recognition of their effort, reinforcing their

positive behavior and encouraging them to maintain their enthusiasm in future activities.

The proposed learning experiences for both students offer opportunities for further

exploration and reinforcement of their understanding of community helpers. Organizing a

"Community Helpers Day" and arranging a field trip or virtual visit to a local fire station or

hospital provide hands-on experiences that can deepen their comprehension and appreciation of

the roles of community helpers. By providing personalized feedback and offering concrete

reminders and engaging learning experiences, the feedback effectively supports the students'

insight into their learning about community helpers. It reinforces their strengths, validates their

efforts, and encourages continued engagement and exploration of the content.

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.

To help students use this feedback effectively, I plan to implement several concrete

strategies that will serve as reminders and incorporate teaching strategies to reinforce their

understanding in a follow-up lesson.

Firstly, I will create a visual display in the classroom that highlights the positive feedback

given to the entire class. This display could include posters or bulletin board displays showcasing

students' participation in the Kahoot activity and their knowledge of community helpers. By
making this feedback visible, students will be reminded of their achievements and the

importance of their contributions to the lesson.

During the follow-up lesson, I will incorporate interactive activities that build upon the

concepts of community helpers discussed previously. For example, I may organize a group

discussion where students share their experiences with different community helpers or a

collaborative project where they create posters or presentations about the roles of various

professionals in their community. These activities will provide opportunities for students to

reflect on the feedback given and apply their understanding in new contexts.

Furthermore, I will integrate real-world examples of community helpers into our

curriculum whenever possible. This could involve inviting guest speakers from different

professions to share their experiences with the class or arranging field trips to local businesses or

organizations. By exposing students to a variety of community helpers in action, I aim to deepen

their understanding of their roles and responsibilities.

Throughout these activities, I will continue to provide positive reinforcement and

encouragement to all students. By highlighting their achievements and emphasizing the

importance of their contributions, I hope to instill a sense of pride and confidence in their

abilities. In conclusion, by incorporating these concrete reminders and engaging teaching

strategies, I aim to help students internalize the feedback provided and further develop their

understanding of community helpers.

 1.) 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.

To begin, assessment serves as a powerful tool for gauging student understanding and

identifying areas for growth. By analyzing formative assessment results across multiple subjects,

such as ELA, math, science, and social studies, I've gained valuable insights into each student's

proficiency level and specific learning needs. As highlighted by Hattie and Timperley (2007),

formative assessment plays a crucial role in informing instructional decisions, allowing teachers

to tailor their teaching strategies to address student misconceptions and promote deeper learning.

For example, in response to lower success rates on certain math questions, I planned targeted

instructional activities to reinforce concepts and provide additional support where needed,

aligning with research advocating for differentiated instruction (Tomlinson & Allan, n.d.).

Providing timely and specific feedback is essential for guiding student progress and

promoting metacognitive awareness. By offering individualized feedback to students, both

verbally and in written form, I aimed to highlight their strengths and address areas for

improvement. This approach aligns with research by Flavell (1979), which underscores the

importance of metacognition in young children's learning and the role of feedback in fostering

reflective thinking. For instance, by acknowledging Student #1's active participation and

providing a concrete reminder of her achievements through a special certificate, I aimed to

reinforce her confidence and motivation in future lessons.

Integrating student self-assessment and peer collaboration enhances the effectiveness of

feedback and promotes student agency in the learning process. By encouraging students to reflect
on their own learning progress and set personal goals for improvement, I aimed to empower

them to take ownership of their learning journey. This approach aligns with the research by

Vygotsky (1978), emphasizing the importance of scaffolding and peer interaction in promoting

cognitive development. For example, in science assessments where misconceptions were

identified, I planned interactive learning activities and peer discussions to rectify

misunderstandings and deepen conceptual understanding.

Overall, effective assessment and feedback practices are integral to promoting student

learning and growth. By leveraging formative assessment data, providing specific feedback, and

fostering student self-assessment and peer collaboration, educators can create a supportive

learning environment that meets the diverse needs of learners and facilitates continuous

improvement.

2.) What would you have done differently during this lesson week? Why? Be

specific!

To begin, I would reconsider the allocation of instructional time, particularly in ELA and

math. While the feedback provided valuable insights into individual student progress, I realize

that dedicating more structured time for direct instruction and practice on specific skills could

further reinforce key concepts. For instance, in ELA, more focused sessions on phonemic

awareness activities and decoding strategies could provide struggling students with additional

support to strengthen their foundational skills. Similarly, in math, integrating more guided
practice sessions focused on problem-solving strategies would allow students to apply feedback

in a supportive environment and solidify their understanding of mathematical concepts.

In addition, I see the need to promote more opportunities for student collaboration and

peer interaction throughout the week. While the feedback highlighted overall comprehension of

the content, fostering a collaborative learning environment where students can learn from each

other could further enhance learning outcomes. Implementing group activities, cooperative

learning tasks, or peer tutoring sessions would leverage the collective knowledge and support

within the classroom, aligning with research by Vygotsky (1978) on the significance of peer

interaction in promoting cognitive development and scaffolding learning experiences.

Integrating more hands-on, experiential learning activities across all subjects, particularly

in science and social studies, could deepen students' understanding and engagement. While the

feedback indicated overall comprehension of the content, incorporating more real-world

experiences and interactive tasks could provide tangible experiences to reinforce learning. For

instance, organizing outdoor weather observations or conducting simple experiments in science,

as well as arranging visits from community helpers or organizing field trips to relevant sites in

social studies, could offer authentic learning opportunities that resonate with students' interests

and experiences.

In summary, by prioritizing targeted instruction, fostering peer collaboration, and

integrating hands-on learning experiences, I aim to create a more dynamic and engaging learning

environment that caters to the diverse needs of my students. These adjustments align with best

practices in teaching and learning, aiming to maximize student growth and achievement while

promoting a positive and inclusive classroom culture.

References:

Carpenter, B., Kaya, S., & Justice, L. (2009). Children's Understanding of Occupations:

A Look at Kindergarten-Age Children. Early Childhood Education Journal, 37 (3), 221–227.

Ehri, L. C. (2004). Teaching Phonemic Awareness and Phonics: An Explanation of the

National Reading Panel Meta-Analyses. In P. McCardle & V. Chhabra (Eds.), The voice of

evidence in reading research (pp. 153–186). Paul H. Brookes Publishing Co..

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–

developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-

066X.34.10.906

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational

Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hughes, E. M., & Cipani, E. (2002). Hands-on Activities: A Positive Reinforcer for

Young Learners. Journal of Early Childhood Education, 24 (2), 122–128.

National Institute for Literacy (2008). Developing Early Literacy: Report of the National

Early Literacy Panel. Jessup, MD: National Center for Family Literacy.
 Osborne, R., & Cosgrove, M. (1983). Addressing Misconceptions in Science Education.

Science Education, 67 (2), 289–300.

Piaget, J. (1970). Science of education and the psychology of the child. Trans. D.

Coltman. Orion.

Simply Psychology. (2024, January 24). Vygotsky's Sociocultural Theory Of Cognitive

Development. https://www.simplypsychology.org/vygotsky.html

Tomlinson, C. A., & Allan, S. D. (n.d.). Leadership for differentiating schools &

classrooms. https://eric.ed.gov/?id=ED469218