Task 3 Assessment Commentary
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North Carolina A&T State University *
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ELED-404
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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4
Uploaded by MagistrateFangMandrill20
Elementary Mathematics
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY
Choose 3 students
to focus upon. Gather work samples from these students showing assessment of the content taught in the lesson or lesson segment. Also, gather data from the whole class to analyze. 1.
Analyzing Student Learning
a.
Identify the specific learning objectives measured by the assessment you chose for analysis.
[
NC.2.MD.1 Measure the length of an object in standard units by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.]
[NC.2.MD.3 Estimate lengths using standard units of inches, feet, yards, centimeters, and meters.]
b.
Provide a graphic (table or chart) and narrative that summarizes student learning for your whole class. Problem 1
Problem 2 0
2
4
6
8
10
12
Cool Down Correct Incorrect [ The number of students that got problems one and two correct on the cool down is located above. Students struggled with the cool-down. The number of studnets who answered question one correctly was even to those who answered it incorrectly. Question two also proved to be a struggle with the majority of my students answering question 2 incorrectly.] c.
Use evidence found in the 3 student work samples and the whole class summary
to analyze the patterns of learning for the whole class
and differences for groups or individual learners relative to conceptual understanding,
procedural fluency, AND
mathematical reasoning or problem-solving skills.
[
The question that most students had difficulty with was question two, which asked them to measure the short side. We have not talked much about looking at shapes and comparing the size of the sides. I believe most students got this answer incorrect because they lacked conceptual understanding. A few students incorrectly answered question 2 but have shown the ability to answer similar questions. Having 11 students out of 14 incorrectly answer the question is very concerning. that particular subject of measuring the long and short side has been reevaluated, and lessons created to re-
teach that material and explore it differently. Of the three students that I chose to focus
on, 2 out of the three got the answer to problem 2 incorrect. Student
1 my advance student got both questions correct I would have liked for him to label the sides so I can know for sure he understands the concept of long side and short side. Student
2 my middle-tiered student got the first question right which is asking the student to measure
the long side of the rectangle in inches. However he got the second question incorrect which asked him what is the length of the short side of the rectangle. Looking at his resposnse I think he used the cenimeter side of the ruler to measure the short side leading to him to have the wrong answer. Student 3
My lower level student incorrectly answerd both questions on the cool down. Looking over the student work I think that the student does not understand the concept of long and small and measuring with a ruler seems to be an issue.]
Consider what students understand and do well, and where they continue to struggle (e.g., common errors, confusions, need for greater challenge).
2.
Feedback to Guide Further Learning Refer to specific evidence of submitted feedback to support your explanations.
a.
Provide written feedback on student work for the 3 focus students.
[
Written work samples in text files]
b.
Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the learning objectives measured.
[ Student one got every question correct, so on his paper, he will have 3 followed by a sticker that has positive affirmations like, good job or your great. I will make one comment about labeling the sides just to make sure the student understands it.]
[Student two got the first question correct, but the second one was incorrect. The first feedback would have been a grade of 2. 3 is the highest a student can earn, and since he got one correct and the question, he got incorrect was not that far off from the right answer. When talking to the student about his response, his mistake was measuring the short side with the centimeter side of the ruler than the inch side. Because of that, my feedback for the student is to make sure to use the inch side of the ruler.]
[Student 3 got both questions incorrect and I will make sure that the student understands
where he went wrong. I will put a comment about making sure that he is using the right side of the ruler when measuring with inches. Another feedback that I would use is drawing a picture of a square that is a centimeter in length; beside it, I would draw a square that is 1 inch in length. By doing this, it will show him the difference between an inch and a centimeter.]
c.
Describe how you will support each focus student to understand and use this feedback to further their learning related to learning objectives, either within the learning segment or at a later time.
[The feedback that I gave to the students is to address misconceptions that are happening now. I have a lesson planned for next week that will go back over Measuring objects in inches and looking at shape and comparing the sides of the shape.
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