Standards

RF.K.1.D Recognize and name all upper- and lowercase letters of the
alphabet.
Goal
The purpose of this assessment is to determine the students knowledge of
the letter in both Uppercase and Lowercase form
Reliability, Validity and Bias
I ensured that the data was reliable by giving the assessment on the same
day to each student. I wanted to make sure the assessment was reliable, so
when one student was having a small meltdown, I waited to give him the
assessment until after he had calmed down in order to get valid results. I
also made sure it was reliable by giving the exact same instructions to each
of the students. I asked my mentor teacher and the other adults in the
classroom at the time to not give any other instructions or assists than what I
had asked them to give. This also resulted in valid results because it properly
displayed each students abilities, and only their abilities. I made sure adults
were not assisting or giving hints to one student and not to another.
Administration Conditions
This assessment was given prior to my first lesson of unit 1 in the classroom.
Each student was given a worksheet with multiple upper and lower case
letters on it. The exact instructions were given: Using your pencil, circle all
the letter As that you see on this paper. No other instructions were given. If
students asked a question or looked confused, they were simply prompted
again the same instructions.
Data Analysis
The majority of my students knew the letter A. I believe that because it is the
first letter of the alphabet, many of them have been introduced to the letter.
There is also a picture example of the alphabet posted in the room and each
morning, they sing the alphabet song.
Based on my assessments, however, I realized many of them can recognize
the upper case A, but not the lower case version. The worksheet included
both upper and lower case As. 15 out of 20 of my students were able to
identify all of the upper case As, while the other 4 of the other 5 were able
to identify at least 1 of the upper case As. However, only 10 of my 20
students were able to identify both the upper and lowercase A letters.
There were multiple worksheets that I had received that only had upper case
As identified. Some of the worksheets had a few of the lower case as

identified, but only half the class was able to identify all of the letter A in
both upper and lower case form.
I also realized that some of the students had difficulty circling letters. I
assumed that this was a simple task, however, some of the students had
difficulties using this fine motor skills. I could have adapted the assessment
in a way that yielded the same results by allowing students to cross off, color
in, or draw a line through all the As instead of having them circle them.
Instructional Implications
Based on my pre-assessment analysis, I need to focus my efforts on the
letter A in a way that teaches both the upper and lower case letters. I had
planned to teach this letter using the alphabet cards that are hung up in the
classroom or write the letter on the board. I had also decided to use the
alphafriend card (Andy Apple) to teach the letter A. I am going to continue to
use both methods because the alphabet cards hung up in the classroom are
uppercase, and the alphafriend card is lowercase. I am going to indicate now,
however, the difference between the upper and lowercase letters. I need to
explain and point out that they are both letter A, simply in a different case.