Tutoring and Assessment Case Study for Educ 331

Candidate: Mark Cutlip Subject: Math 331 Instructor: Dr. B. Wilson Date: December 10th !013 " o# students: 1 $ssessin%: Multiplication and Di&ision 'rade (e&el)s*: 3rd School: Westside +lementar, Coop -eacher: Ms. .elm Date o# /retest: September 0th !013 $&era%e pre1test score: 302 Date o# /osttest: December 3th !013 $&era%e post1test score: 34 2

Decision about Who, What and How to tutor/teach and How to assess Ms. .elm and I #irst elected to mi5 the case stud, bet6een small %roups and an indi&idual. I 6ould ha&e to mo&e around the room and tutor small %roups at di##erent times #rom tutorin% the indi&idual student. $#ter discussin% ho6 the assessin% o# both small %roups and an indi&idual 6ould make it di##icult #or me to %et the proper results I needed #or m, assessment Dr. Wilson su%%ested I sta, 6ith the indi&idual student7 I a%reed. I 6ill call him student 8+9 durin% this case stud,. Ms. .elm stated student 8+9 needed tutorin% in Math class7 especiall, in the multiplication and di&ision #act #amilies #ill in the number %rid multiplication and di&ision number stories kno6in% 6hich di%it is in the hundreds place and label 8What:s M, ;ule<9 problems. Ms. .elm utili=ed a Math resource 6orkbook and made t6o copies o# the probe >uestions I 6as to use in this case stud, )one #or pre1test and one #or post1test*.

Tutoring !esson/"nit and Assessment Descri#tion I used the 6orksheet Ms. .elm %a&e to assess student 8+79 it is titled 8Sel#1 $ssessment.9 -his #orm co&ers all the math problems mentioned in the pre&ious section.

-he pre1test is the as the post1test. I %a&e the pre1test to student 8+9 on September 0th !013. I spent #i&e 6eeks tutorin% 8+9 on the multiplication and di&ision #act #amilies #ill in the blanks and pieces to number %rids sol&e multiplication and di&ision number stories and 6hich di%it is in the hundreds place and :What:s M, ;ule<9 problems. Student 8+9 marked on the #ront co&er o# the 8Sel#1$ssessment9 he could do most o# these problems on his o6n or i# an instructor sho6ed him ho6 to problem1sol&e some o# >uestions. I tau%ht and tutored 8+9 #or o&er #i&e 6eeks 6ith one1on1one inter&ention. I re&ie6ed the multiplication and di&ision rules and re&ie6ed the multiples o# ? @ and A. 8+9 seemed to stru%%le to 6ork the problemsB>uestions in&ol&in% these numbers. Cn December 3th !013 I administered the post1test to 8+.9 .e indicated on the #ront co&er o# the probe he had impro&ed his math skills7 he marked mostl, he 8can do this on his o6n and e5plain ho6 to do it9 himsel# andBor he 8can do this on m, o6n.9

!in$ to Standards -he -hird 'rade CSCs are: M.C.3.1.3 Identi#, place &alue o# each di%it utili=in% standard and e5panded #orm to 10 000.

M.C.3.1.10

Dse and e5plain the operations o# multiplication and di&ision includin% the properties )e.%. identit, element o# multiplication commutati&e propert, propert, o# =ero associati&e propert, in&erse operations*.

M.C.3.?.!

+stimate and #ind the perimeter and area o# #amiliar %eometric shapes usin% manipulati&es %rids or appropriate measurin% tools.

-he content that I assessed and tutored 6as based on the 1! >uestions that co&ered the areas under multiplication and di&ision #act #amilies #illin% in the pieces o# the number %rid sol&in% multiplication and di&ision number stories kno6 6hat di%it is in the hundred place and sol&e 8What:s M, ;ule<9 problems.

%esu&ts of Assessments -he results o# the assessments are listed in the table belo6. Euestions 1. !. 3. ?. 0. 3. @. A. 4. 10. 11. 1!. '(era&& /re test score !02 !02 !02 002 02 !02 302 A02 302 02 02 @02 3)* /ost test score 1002 @02 !02 1002 1002 1002 1002 1002 02 ?02 ?02 002 +,*

-he scores 6hen %raphed look like this:

-retest and -osttest Scores

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 Overall Dar$ -ur#&e '(era&& Scores of Student .E/

$s the table and the %raph sho6 student 8+9 impro&ed his math skills on Euestions 1 ! ? 0 3 @ A 10 and 11. .e recei&ed scores o# 1002 on the post1test probe >uestions 1 ? 0 3 @ and A. Cn the #ront co&er o# the post1test probe 8+9 lists that he has impro&ed his multiplication and di&ision #act #amilies #indin% the s>uare area multiplication and di&ision number stories and 8What:s M, ;ule<9 problems.

Disaggregated Data Student 8+9 impro&es in most areas o# the assessment he did not reach a score o# 1002 on an, >uestion in the pre1test. 8+9 did lose some understandin% o# >uestions number 4 and 1! )the scores 6ere lo6er on the post1test*. .e also did not completel, %et the hundreds di%it correct.

%ef&ection and Data0based Decision 1a$ing Based on the pre1test scores it is ob&ious that student 8+9 did not kno6 as much as he thou%ht. -he test results should this. $#ter tutorin% and %i&in% assistance to 8+9 #or a total o# 10 hour sessions I administered the post test. Most o# the scores 6ent up but he did recei&e lo6er scores on >uestions 4 and 1!. -he post test sho6ed me that all the students retained the in#ormation tau%ht to him and I belie&e he has impro&ed his o&erall multiplication and di&ision concepts. I #elt the tutorin% project 6ent 6ell #or the most part7 at #irst it 6as di##icult to %et 8+9 to #ocus learnin% the multiples o# ? @ and A. I think the indi&iduali=ed one1on1one approach is

&er, bene#icial or students 6ith learnin% disabilities. -he students 6ho stru%%le 6ith the attention and abilit, to retain in#ormation need to de&elop a health, 6orkin% relationship 6ith the tutor. I think #or the most part 8+9 kne6 most o# the in#ormation. I #elt he %ro6 tired and bored )he lost interest*. When he sat there and re&ie6ed the subject matter he needed some re#reshers to help them #eel con#ident enou%h to complete the test)s*. I had to adjust m, schedule to %i&e him breaks and 8breathers9 )time a6a, #rom the tutorin%*. I think i# I had had more time I 6ould ha&e been able to help him reach a score o# a 1002. I 6ould ha&e liked to ha&e %i&en him more 6ord problems and make them simpler. B, doin% this could ha&e helped increase his le&els o# participation and compliance. I enjo,ed 6orkin% 6ith Ms. .elm and Mr.9B9 at the Westside +lementar, School. I learned to cope 6ith #rustration 6hen ,ou ha&e a stru%%lin% student 6ho does not 6ant to completel, 6ork 6ith ,ou. I enjo,ed helpin% the other students in the classroom too. I mo&ed around the room a lot durin% the classroom obser&ations and assisted them in their projects andBor >uestions. Cne important thin% I learned #rom 6orkin% 6ith intellectuall, disabilities and beha&ior students is role modelin% the important skills the, need to be success#ul in the re%ular classroom.