Section V written analysis

MOISE: PERFORMANCE/PORTFOLIO ASSESSMENT

Section 4: Performance/Portfolio Assessment

Theska Moise

EEX 3226

Sharon Darling

Spring 2025

Assessment Situation

The child’s name is Logi Klaus, aged 4 years and 5 months at the time of the assessment. The assessment was conducted on the morning of April 15, 2025, at his daycare center. Logi was polite and did not seem to show much stress, even though at the onset of the game he was a little slow, which is quite natural when faced with unfamiliar tasks. Nevertheless, as the activities unfolded, the observer Logi seemed to be more focused, or at least, his contribution bore witness to enhancement. The test administrator has had a three-month experience with Logi, using him during non-restrictive classroom activities, for instance, playtime, in order to build rapport before the test.

Overall Project Description

The specific domain and subdomains chosen in this portfolio are in the area of learning: Cognitive Development, learning objective: Number Recognition and Order. This domain is the first since the plan is to test two tool modes next: Counting and Sequencing This was chosen based on comments made during previous sessions that Logi seemed to have some issues with number identification. The objective of the given activity was to assess his number knowledge and his capacity to order the numbers appropriately as a part of his learning at this age.

This assessment is an authentic/performance assessment type where Logi would be expected to perform a number of tasks just like he would in real life. Some advantages of this type of assessment are that it may give a wider picture of the child’s performance within real-life chores. But this is also grounds for subjectivity because sample results’ interpretation is based on an administrator’s perception.

Overall Performance

Logi also more successfully completed the tasks involving the identification of the numbers, but he had some limitations in arranging the numbers in the appropriate order. The client was able to name most of the numbers whenever the examiner requested him to, but in regard to the sequencing of numbers, he made errors. Thus, it can be concluded that Logi was highly proficient in its performance while being approximately accurate in recognizing the numbers but incapable of sequencing them on its own.

Strengths:

Consistent number recognition with minimal prompting.

This ability is quite high; while they can work alone and accomplish most activities by themselves, they require occasional supervision in some portions of the assignments.

Weaknesses:

On operations, he/she has limitations on sequencing numbers as well as ordering them in the right sequences without any form of direction.

Lack of independence on many tasks and required some insistence for multi-step processes.

Description of Tasks

Task 1 Number Sequencing with Cards

Purpose of the Task:

This task is meant to evaluate Logi’s capacity to detect and order numbers correctly. This is a great task to assess his understanding with regards to numbers in order, which is a critical skill for early math.

Materials:

· Number cards (0–9)

Instructions/Prompt for the Child:

A set of mismatched number cards (0–9) will be given to Logi who will have to arrange them to be sorted in order. An examiner will ask you to arrange number cards and order them into the number 23. Logi will be asked to do the same procedure for other numbers such as 45, 87, etc.

What the Examiner Will Do:

The examiner would demonstrate one of the possible examples of arranging the number cards while explaining the task. The examiner will see Logi and prompt if necessary that he does the task.

Expected Behavior from the Child:

Logi is expected to identify the digits that are presented and in the right order. The “mastered” behavior is if Logi is able to arrange the numbers in their respective order independently in 3 out of 3 trials (that is without any cues from the experimenters).

Mastered Behavior:

In all 3 trials, Logi has correctly arranged the numbers with no errors, proving that he has mastered sequencing numbers.

Graded Rubric for Task 1

Skills	Emerging (0-1 points)	Proficient (2-3 points)	Mastered (4-5 points)
Skill #1: Number Identification (A)	Logi cannot identify any digits.	Logi identifies 1–2 digits correctly out of 3 trials.	Logi identifies all digits correctly in all trials.
Behavior (B)	Logi does not recognize any numbers.	Logi recognizes some digits with prompting.	Logi consistently recognizes all digits correctly.
Condition (C)	Logi requires significant help to identify digits.	Logi identifies digits with minimal prompting.	Logi identifies all digits independently.
Degree (D)	Logi cannot identify any digits.	Logi identifies 1–2 digits correctly out of 3 trials.	Logi identifies all digits correctly in every trial.

Sample for task 1

Student’s performance for task 1

In all trials, Logi was able to identify the digits. But although he needed little help to get the numbers sequenced in the right order in two of three attempts, another task proved to be more challenging. On the whole, Logi was able to identify numbers and made good progress with sequencing.

Task 2 Number Recognition with Flashcards

Purpose of the Task:

There is a purpose of the task to check Logi’s ability to quickly and correctly recognize numbers. This is a task on his speed and accuracy on identifying numbers — a skill that is essential for early numeracy.

Materials.

· Flashcards with numbers 0–9

Instructions/Prompt for the Child:

One at a time, the examiner will show Logi a flashcard. One of the things that Logi will be asked to do, is to say the number aloud as quickly as he or she is able to. During the test, the examiner will proactively initiate a faster response from Logi, but if necessary, will guide Logi to name the number.

What the Examiner Will Do:

Logi will be presented with the flashcard one by one by the examiner. The examiner will ask him how he got that answer but will not supply any additional aids if Logi hesitates.

Expected Behavior from the Child:

The flashcard is expected to be named by Logi correctly and quickly enough. The “mastered” behavior will be if Logi answers correctly all numbers under 3 seconds without any hesitation.

Mastered Behavior:

All numbers named by Logi are correct and there are no errors, within 3 seconds.

errors.

Rubric for Task 2

Skills	Emerging (0-1 points)	Proficient (2-3 points)	Mastered (4-5 points)
Skill #1: Speed of Recognition (A)	Logi takes more than 5 seconds to identify the number.	Logi identifies most numbers in under 5 seconds.	Logi identifies all numbers in under 3 seconds.
Behavior (B)	Logi is unable to identify numbers in time.	Logi identifies numbers but requires a slight pause.	Logi identifies all numbers quickly without hesitation.
Condition (C)	Logi requires frequent prompts and struggles to identify the numbers.	Logi can identify numbers with occasional prompting.	Logi identifies all numbers independently.
Degree (D)	Logi takes more than 5 seconds to identify any number.	Logi takes under 5 seconds for most numbers but makes errors.	Logi identifies all numbers in under 3 seconds and with no errors.

Student’s performance for task 2

Logi even showed competency in identifying the numbers. For most numbers, he quickly recognized them, in a few seconds. However, the beginning was of a slight prompt and sometimes took longer than three seconds. However, Logi was still effective at identifying most of the numbers and consequently performed at the Proficient Level. At the end of the task, he had shown improvement in the speed and confidence.

Task 3 Number Matching with Objects

Purpose of the Task:

This task is intended to evaluate Logi’s ability to associate numbers with quantities and solidify his numbers sense.

Materials.

· Number cards (1-10)

· Objects (e.g., apples, blocks)

Instructions/Prompt for the Child:

Logi will be asked by the examiner to match a number card with the number that corresponds to it, with the number of objects. For example, “Could you please show me 3 apples for the number 3?” Then he will be given the correct number of objects in front of him by Logi.

What the Examiner Will Do:

First, the examiner will model the first match (i.e. 1 apple for number 1) and then permit Logi to carry out the next one on his own, intervening only as much as needed.

Expected Behavior from the Child:

In this case Logi is expected to choose the number card that matches with the appropriate number of objects. The “mastered” behavior will be when it matches the numbers with the correct number of objects 4 / 5 times.

Mastered Behavior:

4 out of 5 trials, Logi matches all numbers correctly with the corresponding number of objects.

Rubric for Task 3

Skills	Emerging (0-1 points)	Proficient (2-3 points)	Mastered (4-5 points)
Skill #1: Number-Object Matching (A)	Logi does not match numbers correctly with objects.	Logi matches 1–2 numbers correctly with objects.	Logi matches all numbers correctly with objects.
Behavior (B)	Logi struggles to understand number-object matching.	Logi matches most numbers with objects but needs some help.	Logi consistently matches all numbers correctly with objects.
Condition (C)	Logi requires significant assistance to complete the task.	Logi completes the task with minimal assistance.	Logi completes the task independently.
Degree (D)	Logi matches 0–2 numbers correctly in 5 trials.	Logi matches 3–4 numbers correctly in 5 trials.	Logi matches all numbers correctly in 5 trials.

Student’s performance for task 3

4 out of 5 trials, Logi was able to match the numbers to objects. Number object associations were well understood by him and he required some minimal prompting to match somewhat large numbers (7–10). In general, Logi was able to complete the task with little support, and showed proficiency at the Proficient level.

Task 4 Number Writing

Purpose of the Task:

This task assesses Logi’s number writing, specifically his ability to write numbers clearly and accurately, and his fine motor skills as well as his understanding of how numbers are formed.

Materials.

· Blank paper

· Marker or pencil

Instructions/Prompt for the Child:

On a blank piece of paper, logi will be asked to write the numbers 1–10. The examiner will write one number and ask Logi to write any numbers independently.

What the Examiner Will Do:

Given that, the examiner will write the number 1, model this instruction and ask Logi to continue on their own, suggesting when they need support and repeating the number 1 again.

Expected Behavior from the Child:

Logi is supposed to write each number correctly and legibly. Thus, the “mastered” behavior will be when Logi writes 8 out of 10 numbers legibly and accurately.

Mastered Behavior:

8 out of 10 numbers are legibly and accurately written by Logi.

Rubric for Task 4

Skills	Emerging (0-1 points)	Proficient (2-3 points)	Mastered (4-5 points)
Skill #1: Legibility of Writing (A)	Logi’s writing is illegible for most numbers.	Logi’s writing is somewhat legible but inconsistent.	Logi’s writing is clear and legible for all numbers.
Behavior (B)	Logi struggles to form numbers clearly.	Logi forms numbers correctly but inconsistently.	Logi writes numbers legibly and accurately.
Condition (C)	Logi requires significant assistance to form numbers.	Logi needs minimal support to form numbers.	Logi forms all numbers independently.
Degree (D)	Logi writes fewer than 3 numbers correctly.	Logi writes 4–6 numbers correctly.	Logi writes 8–10 numbers correctly.

Student’s performance for task 4

Although Logi could generally write the numbers correctly, his writing of 7 was irregular. He wrote 8 out of 10 numbers correctly, as his progress in forming numbers. Logi wrote at Proficient level; more practice still and he will improve in consistency.

Task 5 Number Sequence Recitation

Purpose of the Task:

This exercise can evaluate Logi’s memory and recollection in sequence of numbers in the correct order.

Materials.

· None (Verbal task)

Instructions/Prompt for the Child:

In order, Logi will be asked to recite numbers from 1 to 10 aloud. Beyond the initial instruction, the examiner will not prompt Logi if necessary, but he will not provide any other hints.

What the Examiner Will Do:

Logi will be asked to recite numbers and the examiner will provide only minimal prompts as necessary.

Expected Behavior from the Child:

If Logi is able to recite the numbers from 1 to 10 in order without errors when they are spoken aloud to him, then it proves that is able to access and manipulate the numbers. Logi’s “mastered” behavior will be his recitation of the numbers without skipping any and without any prompting.

Mastered Behavior:

Without errors or prompts, Logi recites all numbers in the correct order.

Rubric for Task 5

Skills	Emerging (0-1 points)	Proficient (2-3 points)	Mastered (4-5 points)
Skill #1: Sequence Accuracy (A)	Logi cannot recite the numbers in the correct order.	Logi recites most numbers in the correct order, but skips 1–2.	Logi recites all numbers in the correct order, without errors.
Behavior (B)	Logi struggles to recall the numbers.	Logi recalls most numbers correctly with slight hesitation.	Logi recalls all numbers in order with no hesitation.
Condition (C)	Logi requires frequent prompts to complete the sequence.	Logi requires minimal prompting.	Logi recalls the sequence independently.
Degree (D)	Logi skips more than 2 numbers and requires constant help.	Logi skips 1–2 numbers and needs minor prompts.	Logi recites all numbers correctly in the sequence.

Student’s performance for task 5

With one minor error in the middle of the sequence, Logi was able to recite the numbers 1 through 10. Most numbers he could recall without difficulty. Logi delivered the task at Proficient level and with more practices of the numbers recited, there should be no errors.

Instructional Objectives

Objective 1: Within 10 minutes, the student will independently sort a set of number cards from the lowest to the highest in 3 out of four tries.

Objective 2: For each flash card of a number, Logi will be able to say the correct number without using more than 3 seconds for 90% of the trials.

Objective 3: In 4 out of 5 cases, Logi will be able to associate the correct number with a given set of objects.

Objective 4: Logi will write numbers 1 to 10 and will have 80% accuracy or higher on the correct writing of numbers.

Rationale for Goals

Of the abovementioned objectives, each of them aim at an area in which Logi has either performed well or improved poorly. The objectives included for number sequencing and writing were to give attention to the inconsistencies Logi showed in those areas, for example. The recognition and matching tasks will give him the opportunity to build upon his skills and reinforce the ones he has already learned, but also give him tasks to perform independently.

3