Professional Documents
Culture Documents
Assessment
Demonstration of Advanced Practice
By Amy Schmerer
January 29, 2015
Problem Set 3
Grade
rd
Analysis of Impact
Analysis of Impact of Assessment on Student Learning:
I use assessment outcomes to guide my instruction. They allow
me to see where the holes in my delivery may have been. They
allow me to see who needs further small group instruction.
I then reassess until I am confident the student has a grasp of
the content.
I believe quality assessments that are used to find holes in
learning are a valuable teaching tool for the teacher. They give
us information to use to guide our instruction. They allow us to
see who is ready to move on and who needs further assistance.
Assessments, in my mind, are therefore most useful to the
teacher, not the student nor parent, especially in the primary
grades.
Common Student
Errors:
Addition and Subtraction:
Lack of understanding of regrouping
Confusion of 1s and 10s in carrying and writing
Forgetting to carry 10s and 100s.
Forgetting to regroup when subtracting 10s and 100s.
Regrouping when it is not required.
Incorrect operation (the student subtracts instead of
adding or vice versa).
Lack of knowledge of basic number facts.
Common Student
Errors:
Multiplication and Division:
Forgetting to carry in multiplication
Carrying before multiplying
Ignoring place value in division
Recording the answer from left to right in
multiplication
Lack of alignment of work in columns
Lack of knowledge of basic number facts
Common Student
Error
Word Problems:
Difficulty in reading
Inability to relate to context of problem
Inability to understand the language and vocabulary
of the problem
Difficulty in identifying the relevant and the irrelevant
information
Difficulty in identifying the number of steps required
to solve the problem
Trouble in doing mathematical operations (addition,
subtraction, multiplication, division)
Analysis of student
work:
Problem: The 5th grade teacher asked students to write and solve a 3
digit by 2 digit multiplication problem and explain the steps they took
to solve the equation. The teacher did not write the problem down
for them. The equation was 434x21.
This student first wrote 40,034x21. The student did not have an
understanding of place value. The teacher again asked her how to
write 434 and guided her by telling her that she wrote forty thousand
thirty-four. When the student corrected she wrote 4,034. She still
showed she did not have conceptual understanding of place value.
The teacher taught a mini lesson on place value.
The student was ultimately able to write and solve similar algorithms.
This is because the teacher assessed then filled the gap in the
students number sense through small group lesson and reassessed.
I would insert audio if I knew how ;)
Week Three:
Assessment for All
Improving Content Assessment for English
Language Learners: Studies of the Linguistic
Modification of Test Items
John W. Young, Teresa C. King, Maurice Cogan Hauck,
Mitchell Ginsburgh, Lauren Kotloff, Julio Cabrera & Carlos
Cavalie
The bottom line of the article was to develop content
assessments that are of greater accessibility to ELL
students. As far as Im concerned and what I will be
taking into account, is greater accessibility to all students.
I believe that the goal of assessment should be to see if
the students comprehend the content, not to trick them
with the language in which it is presented.
Refine Context
Graphic Representation
Week Four:
Assessment Data
Engage NY lessons usually consist of 30-45 minutes of students using
white boards (or realia depending on the content) and turn and talk on
how you solved problems before moving into the independent practice.
The lessons are very scribed and hit many modalities. I get immediate
feedback on who understands and who is a bit lost. When they see other
students results they usually self correct. They usually see they may
have used the incorrect numbers or performed the wrong operation. I
am able to immediately identify those who need further assistance so
when the students move into the independent practice I know who I need
to assist or reteach. (We are mainly working on multiplication and
division concepts at the 3rd grade level. In Engage NY students havent
been asked to memorize facts but have to show how they solve it. They
use number bonds, tape diagrams, arrays. They can illustrate the
distributive and commutative properties of division and multiplication at
this point. They can prove how they are related. I use Making Math Real
on the side to aide in the memorization of the facts. Engage NY doesnt
go into memorization but MMR helps in automaticity now that they have
a strong conceptual understanding.)
Week Four:
Assessment Data
I have found that what I have taught using Engage NY
thus far has been successful and accessible to my
diverse population through the use of ongoing informal
assessment.
We do not have any district summative data at this
point.
The modeling and conceptual development in this
curriculum is superb. There are ample opportunities
embedded for discourse, white board use and hands
on activities. All of which give the teacher immediate
feedback on who is struggling and needs targeted
instruction. This has increased student success as
evident in student work and assessment.