SPED 311 Curriculum Based Assessment I
Name: Emilie Bentley-Colwell
Date: October 11, 2015
School/Setting: Rock Prairie Elementary/K-3rd Resource
How does this project contribute to your skills as an educator?
This project helped to contribute to my skills as a future educator because it is important
to have a proper knowledge of how to carry out an assessment of a student and their progress.
When we are instructing children, it is important to be able to know how to monitor what the
child is picking up on. These assessments also can show the educators what the student is
struggling with and what we need to be working on. Through this project, I was able to conduct
and evaluate my own assessment. In being able to do this, I was able to gain some practice for
when it is necessary to assess my future students.
On my honor, as an Aggie, I have neither given nor received unauthorized aid on this
academic work.
Signature____________________________________________
Description of Student:
Basic Information: Tim is an 8 year old male student. He is in the third grade. Tim is on the same
academic level as his peers in most core subjects, with the exceptions of reading and math. He
just recently moved to CSISD from Bryan ISD and had a little trouble adjusting at first. It is
believed that he was beginning to slip through the cracks in his old school and was not getting
the proper assistance that he needed. Since his move, Tim has adjusted well and made new
friends in his new school. There are some occasions where he will mention that he misses his old
school.
IDEIA Eligibility: Tim comes into the resource classroom twice a day for 45 minutes at a time to
receive extra instruction in math and reading. He also comes into resource for content mastery
when necessary. He tends to only come in about once or twice a week for content mastery.
Academics: In reading, Tim is about four reading levels behind his classmates. In math, he is
about two levels behind. However, he often has an understanding of math concepts, but needs the
problems read aloud to him. He also needs extended time to complete his assignments because
he takes a little more time. When working one-on-one with teachers, he often responds with a
shrug of his shoulders and says I dont know when he is asked a direct question. When he is
given time to respond and think, he will often respond with the correct answer. When solving
math problems, Tim will often seem like he is staring off into space, but he is really trying to
solve the problem in his head. He often has to be reminded to show his work on his paper. Tims
general education teacher will often send math work with Tim to complete when he comes to the
resource room for his allotted math time. This could be work that needs to be completed or work
that has already been graded and he needs to make corrections. This allows for Tim to stay on a
pretty consistent schedule with his classmates.
Social: Tim is very outgoing and has no problems in interacting with his peers. He has a several
close friends that are his age. He likes to make people laugh and that sometimes will get him off
task.
Objective:
Given 5 three digit addition problems, Tim will be able to solve each problem using regrouping
in four/five trials with 80% accuracy.
Measurement Tool:
Directions: Solve these problems using regrouping. Please show all of your work on the white
board.
+ = correct and independent ~ = correct or self-corrects, 1 verbal prompt needed
- = incorrect or >1 verbal prompt needed
Elements
Trial 1
(176+215)
Trial 2
(324+127)
Trial 3
(254+538)
Trial 4
(588+832)
Trial 5
(344+768)
Total
Carries out
addition of
numbers
correctly
(ones)
Regroups
correctly,
when
necessary
(ones)
4/5
4/5
Carries
extra
number
into the
next
column
(into tens)
Carries out
addition
correctly
(tens)
Regroups
correctly,
when
necessary
(tens)
Carries
extra
number
into the
next
column
(into
hundreds)
Carries out
addition
correctly
(hundreds)
Solves
entire
problem
correctly
Shows all
work on
white board
Total
9/9
5/5
5/5
5/5
4/5
4/5
4/5
5/5
9/9
7/9
6/9
9/9
Administration Discussion:
Overall, I believe that the administering of the CBM went very well. Tim was more than willing
to solve these problems, so that I could see and document how he was mastering this concept. I
have spent a lot of time with Tim during this placement, so I was able to have a pretty good idea
of how he was going to measure out during the administration of the tool. I believed that he
would make a perfect score of 9/9 on at least four of the problems that I gave him. He scored
very close to my hypothesis by scoring a perfect 9/9 in three of the given problems
Discussion with Mentor:
The results of the CBM were very similar to what my mentor teacher and I expected. Through
teaching Tim, we had a pretty good idea of how he was doing with the content. He does very
well with addition and regrouping overall. However, he will sometimes carry out his addition
wrong, which will result in a wrong answer. In carrying out the CBM, we were able to have an
assessment and some proof of how he was doing. By breaking down all of the steps in the
assessment tool, we were able to see if there were any specific steps that Tim was struggling
with. Based on the conversation with my mentor teacher following the assessment, I do believe
that this measurement tool could be used again in the future.
Future Teaching:
As a result of my measurement, I think that Tim just needs to be briefly reviewed on the process
of carrying out three digit addition problems with regrouping. He should also be shown how to
double-check his work before going on to the next step. In going back to the modeling stage, we
could make sure that he knows why he needs to carry over numbers to the next column and how
they must be carried over. This could help solidify any confusion that Tim may have. In looking
over the data, it looked to be that the only troubles that Tim had were in carrying out his basic
addition. Because he solved the tenths place incorrectly, it caused the hundreds place and the rest
of the math problem to be wrong. I also believe that Tim could have benefitted from some more
practice in adding two digit numbers with regrouping before moving on to three digit numbers.
