Evaluating Students 's Understanding Of The Skills And Concepts That Were Taught

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

At the end of the course there should be some form of summative assessment; this enables the tutor to determine if the learning outcomes have been met by all or some of the learners.

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

The summative assessment is a formal assessment that takes place at the end of the learning course, module or programme. It used to measure the achievement of set criteria quality of the work produced. This type of assessment is often stressful to

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.

It is compulsory for Australian year 3, 5, 7 and 9 school students to complete the National Assessment Program- Literacy and Numeracy (National Assessment Program, 2016) test. The NAPLAN test provides schools, governments, education authorities, students and the community statistics of schools and individual student’s weaknesses and strengths in specific areas of curriculum. One of the areas of curriculum that is tested is Mathematics. For this assignment we had to answer five questions from a year 9 NAPLAN test. I felt confident answering majority of the questions correctly; taking my time to logically work out each question with the aid of pen and paper when needed. I am a visual learner, so I was able to mentally solve most of the questions in my head. I rarely need to use a calculator as I have memorized many different strategies for working out mathematical questions.

Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

Summative Assessment: The summative assessment will be the student presentations on day three. Students will individually turn in all of their research for fifteen total points, their part in the presentation will be worth ten points and their ability to answer questions in class discussion is worth five points.

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

Eman is an industrious, pleasant, but shy student. She is in Mr. Cooper’s 8th grade general education class at the Dr. Hani Awadallah school. Eman currently receives in class support for math. Eman took the STAR Renaissance Benchmark Math Assessment on September 22, 2016. She obtained a scaled score of 720, which has grade equivalency of 5.9. Eman responds favorably when a skill is presented in a small group setting, or if repeated on a one-one basis. Eman benefits best from modelling of problems, peer to peer discussions, think-pair-share, and practice of mathematical skill.

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has