I.

Assessments
In your responses to the three sections below, cite resources that justify the value and
appropriateness of the assessment methods you’ve identified.
A. Assessment of Prior Knowledge
How will you assess prior academic learning and prerequisite skills related to the central focus?
Describe formal or informal pre-assessment activities that will help you determine what resources
(i.e. funds of knowledge: skills, knowledge, experiences, and interests) students bring to the
lesson.
Note: A deficit-orientation focuses on misconceptions, partial understandings, and
misunderstandings. An asset-orientation focuses on what children know and can do (their
"conceptions"), as well as their interests and wonderings. Respond with a greater emphasis on an
asset- or resource-based orientation rather than deficit-orientation. What understandings, ideas,
and/or wonderings do the students bring that you can build upon or provoke them to refine?
This is mostly done by pre-assessment tests completed using the iRespond system(knowledge)
and an inventory survey of topics (interest). A great idea I came across was to take an inventory of
first and final thoughts on the cluster that students are to learn about. By doing this, Ican adjust
my teaching to fit the knowledge and experience of the students. This is also a way of students
creating their own learning objectives to use as a self-reflection after the lessons are taught to
verify comprehension, procedural fluency, and their reasoning. ((HofileñaTwitter,
SchrockTwitter, & StockmanTwitter, 2015))

B. Formative Assessments
Formative assessments provide information needed to adjust teaching and learning while they
are still occurring, i.e. a checkpoint for understanding that guides future instructional decisions.
This type of assessment can take place during or at the conclusion of a learning activity or lesson.
The purpose is to monitor progress toward the learning objective(s) and/or central focus.
In your description, be specific in terms of what you want students to demonstrate (must be
measurable and connected to your listed objectives) and how you will obtain the information you
are seeking (oral, written response, etc.). As a part of what, discuss which of conceptual
understanding, procedural fluency, or reasoning and/or problem solving your assessment targets.
As part of how, state the specific questions to be posed for the assessment when appropriate.

1. Informal Formative
Informal formative assessments monitor student progress during or after instruction, but
do not usually result in structured feedback. Informal assessments can be used to obtain
information about individuals or groups. These may include responding to student
questions and teacher observations made during student work.
Students will reason abstractly and quantitatively to use number lines to compare integers
through the use of real world- situations by using oral discourse in class and written
discourse in the form of the sticky note questions/comments during group presentations.
2. Formal Formative
Formal assessments are designed in such a way to allow the teacher to provide individual
feedback. Students respond individually, verbally or in writing, to a question or task.
Typically, the teacher’s assessment of these responses is documented in some way. These
may include quizzes, exit tickets, journals, homework, projects, and performance tasks.
 The “What’s Your Sign” Worksheet: Students will plot integers on the number line to
determine that all numbers on the left side are below zero, all the numbers on the right side
are above zero, and when they read the number line left to right that the numbers are
ordered from greatest to least by writing their answers on the “What’s Your Sign
Worksheet”, to be completed by the end of class.

C. Summative Assessments
Evaluates student learning at the end of an instructional unit by comparing it against some
standard or benchmark. The purpose is to demonstrate attainment of the objective(s).
Summative assessments provide information about each individual student. Assuming the lesson
does not conclude with a summative assessment, briefly state how and when the objective(s)
from this lesson will be summatively assessed.
The standards in Unit 7 will be assessed in a Unit 7 Test covering number systems at the end of
Unit 7.: The questions will be covering the items listed in the learning objectives from the entire
unit.The unit test covering number systems will be a written exam that will be collected at
the end of the class. The best advice I have been given is to create a simplified rubric of
only 2-3 main ideas/concepts I want the students to master, which includes conceptual
understanding, procedural fluency, and mathematical reasoning. Recording these as 3
separate grades helps identify where the student can improve.(Tucker, 2019)