KAT2 Task 1

.docx

School

Western Governors University *

*We aren’t endorsed by this school

Course

C226

Subject

Mathematics

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by pkelly6

Assessment Evaluation KAT2 Task One Patrick Kelly WGU Washington

Introduction As a mathematics program specialist dealing with lower performing schools, it's really important to support teachers in evaluating assessments plus pupil data. The 4 schools I support acquired a state quality of a low level D or C. Pupils are performing 1 to 3 grade levels below theirs. You will find numerous obstacles during math instruction for teachers, thus it's beneficial to work with data to drive instruction to help pupil achievement. As a mathematics Program Specialist of the district, we produce standards-based assessments depending on the Washington Standards. I help support teachers in putting together active engaging instruction for pupils to study and also own their learning. When pupils actively involved and therefore are competent to process their learning they're in a position to utilize their understanding effectively on the assessment. For the goal of the paper I am going to use 4th grade data and also an assessment from among the schools I support. Objective-Based Section Identification The mathematics objective based assessment assess student's comprehension of rounding to the closest tens, hundreds, and thousands place. Pupils ought to be able to round a five-digit number. Pupils are provided six five-digit number problems, subsequently they're rounding the number to the closest tens, hundreds, and thousands. Each problem is worth one point. Out of 24 students there's seventy-nine % of nineteen students that has scored a five out of six showing a proficiency. There were twenty-one % or five pupils that scored a three out of six as they struggled to effectively round the five digit numbers, but effectively rounded the figures to the closest tens place. This data suggests that seventy-nine % of the pupils show proficiency in rounding numbers and twenty-one % is getting close to proficiency. Based on the data 5 pupils are going to need additional support and likely one on one practice to supply them with instruction to enable them to reach proficiency. After providing these pupils with extra support the pupils will have the ability to move ahead with another lesson. Objective-Based Section Analysis Pupil strengths were indeed being able to write or even draw an anchor chart which was discussed/shown earlier with the steps of rounding. Pupils who were able to finish this scored very well on the

assessment. Pupils had the ability to effortlessly finish the assessment by utilizing the steps. The pupils that struggle would gain from this visual aid. A visual anchor will help pupils better understand the steps to rounding a number to the closest tens, hundreds, and thousands. An aspect of improvement based on this particular assessment is having the knowledge of all digits in the place value to the right of the place value is to be changed to 0. This's a regular misconception to replace all of the digits on the right into zeros. Another mistake is knowing where place value is situated within the number. Pupils require extra practice in determining a digit's place value and also more support. Objective-Based Section Alignment The data provided from the assessment helps the instructors in reviewing rounding. This assessment was determined to be extremely beneficial and powerful tool in providing pupil's understanding. The aligned objective was achieved. In order to strengthen the assessment and help instruction, a story based rounding situation problem will be helpful. Critical thinking and reasoning exhibits a pupil’s understanding and also provides extra insight on who's proficient and who really needs more help in comprehending the concept. Performance-Based Section Identification The performance based activity calls for pupils to look at a rounded number and find out the initial number. The objective with this assessment is designed for pupils to reason quantitatively and abstractly by providing a number rounded to the tens, hundreds, and thousands place. Through the performance based section, pupils are required to think at a greater depth of understanding level in thinking and creating. This particular component of the assessment is worth six points. Out of 24 students fifty-eight % scored proficient and forty-two % scored non proficient. With near half of the pupils not reaching proficiency, it's determined that there should be a different instructional plan offered to the pupils to obtain a clear understanding. This instructional plan can be completed through the entire group. This data also indicates that pupils struggle much more when they're needed to think abstractly and make use of critical thinking skills. Performance-Based Section Analysis Proficiency pupils had the ability to critically and abstractly think, responding to the rounding questions correctly. These pupils showed they could work hard and succeed when provided with a problem needing

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