Mathematical Assessment Demonstration of Advanced Practice

MIAA 330

Courtney Boettger Anjanette McCormack Lana Best Diana Chavez

K-3 Assessment
Geometry Standard

Constructed Response

Student Example #2

Gathering Evidence (Employing Multiple Methods) In order to have my EL students be more successful I did a mini lesson during ELD time and taught about a house and the parts of a house, I also had been discussing position words with them so they understood the words beside, under, on top of, above, under etc Interpreting Results (Making Inferences) The assessment was done with the whole class and almost all of my students were successful with creating the house using the various shapes. I modeled how to complete the task first so it wasn't a true assessment but in Kinder everything is modeled first. I would definitely give more time because a lot of my students didn't have enough time to complete the part where they had to trace and write in the word.

 Constructed Response
Scoring Rubric:

4-7 Assessment

3 points Student has a thorough understanding of quadrilaterals and rectangles. 2 points Student has a partial understanding of rectangles. 1 point Student has little or no understanding of rectangles or quadrilaterals. 0 points Students explanation not include any details of quadrilaterals or rectangles.

Four Stages of Assessment

Planning Assessment (Setting Clear Goals) -Formative assessment -Constructed Response -Rubric score of 0-3 points Gathering Evidence (Employing Multiple Methods) -Geometry question about classifying quadrilaterals

Interpreting Results (Making Inferences) Results: 29 students assessed -Students below a score of 3 need some more practice on classifying quadrilaterals. -May have difficulty classifying different polygons in the future Using Results (Making Decisions) -Reteach classifying quadrilaterals -Small group/pairs -Hands on activities or manipulatives -Review academic vocabulary (classify) -Review math vocabulary

 Extended Response

4-7 Assessment (#2)

Level 3 Strategic Thinking Students solved a multiple step problem and provided support with a mathematical explanation that justifies the answer.
Level 4- Extended Thinking Students applied understanding in a novel way, providing an argument/justification for the application

Interpreting Results (Making Inferences)

The written explanation made it clear if the student understood the process. Even if they calculated the wrong answer, the explanation identified if they could apply the concept. The argument that another answer was wrong identified if they could prove their thinking. Students had difficulty with writing their thinking and strategies. Students need more practice writing sentences to explain mathematical processes. Students need more practice writing arguments and justifications for others answers.

Algebra 1 Assessment
Selected Response
Scoring Rubric:
3 Points: 3 points will be rewarded for selecting ALL correct answers 2 Points: 2 points will be rewarded for selecting 2 correct answers 1 Point: 1 point will be rewarded for selecting ONLY 1 answer

0 Points: No points will be rewarded for any incorrect combinations

Interpreting Results (Making Inferences) Results: 3 students assessed Students had not yet been taught that slope for perpendicular lines is an opposite reciprocal Knew about slope and used that to find answer D Were not happy when they found out there were multiple answers. Using Results (Making Decisions) Not just teach the rule, have kids discover Use context in multiple ways, coordinate planes, geometric shapes, an real life application

Conclusion
Students need to be assessment in multiple ways with multiple levels. Questions need to avoid the option of guessing By students explaining their thinking and supporting with evidence, us teachers can get a better gage the students depth of understanding. As teachers we need to reflect and learn from the assessments

The End