Reflection On Math Assessment Reflection

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.

Teacher will provide information to students though visual and auditoria using the smart board to explain the prompts.

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

When creating a self-assessment for Student N, I wanted to generate a self-assessment that would be clear, simple, and provide beneficial information for myself and the student. The goal of my self-assessment was to involve the student in identifying their own thoughts and feelings towards reading, discover areas of strength and improvement, and encourage self-reflection of their learning. The student was asked to circle thumbs-up (always), thumbs-middle (sometimes), and thumbs-down (not yet). I prefer using the term “not yet” because it shifts the attitude as a work in progress versus a failure. After allowing the student to complete the self-assessment privately, I was able to sit down with them, take notes, and have a mini-conference to dive deeper into their responses.

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..

With recent changes and reform to primary education assessment and removal of standard levels, assessment is the subject of great discussion in education. In this assignment I will be investigating the practice of questioning within formative assessment; the theory behind it, strategies and evidence I have seen in the autumn term of my ‘Home’ placement. I have chosen to investigate this aspect of formative assessment in mathematics, as this is the subject in which I have had most teaching practice and opportunities to formatively assess children’s progress and implement Assessment for Learning. It has also been an area I have found challenging, in particular how to question children to promote higher order thinking in mathematics, a subject that many children find challenging.

This article described the how a group of educators came together to introduce problem solving to third-grade students throughout the year as a means to teach other concepts instead of just teaching this concept when it was reached in the textbook. The educators were in groups of three with a mathematical consultant. During the course of this project the educators met with the mathematical consultant every four weeks to discuss how students responses and their presentations. During these meeting the educators would often make adjustment to better fit the students. The article contained subsections about the special spark, the before, during, and after of the problem

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

Activity: TTW discuss with students pass lessons of multiplication facts and the way to solve them. TTW will write on the little white board a multiplication fact: 2x3 that means 2 groups of 3, 3+3, she will draw figures that show the groups and array.

In schools today, the rigorous academic demands in math content pushes away creative demonstrative of knowledge content and the traditional paper and pencil learning is heavenly relied upon. The doctor craft, however, was a fun activity that provided the teacher with a formative assessment of students’ ability to multiply equations with one array, one multiplication sentence, one equitation, and one distributive property. The distributive doctor operations on arrays art project served its purpose as a review before a summative test. At least 80% students met and exceeded completing the art project and the math portion completely correct. Using the ELMO and providing students with an example of a completed craft project, students worked independently

For my middle level observation, I had the honor to observe at Huntington Middle School under Mrs.Rivera in sixth grade hub class and Math. I was very fortunate to have had this opportunity, as I have observed things that I have mixed emotions about. In this paper, I will discuss the different ways Mrs.Rivera taught, and the different components that made up her math classroom.

Students will record their solutions, explanation, and pictorial representation of their model on a recording sheet.

During the observation time I was placed in a first grade classroom. Walking into the class I began to look around and smile, there was so much color all over the classroom I could not help but feel happier. The teacher immediately stopped the class and told us what they were doing that morning and had each student introduce themselves to us. They went around and stated their name and then went back to their math workbook. When they were finished with their math worksheets they were then able to pick something to do around the room. That included reading on their own, getting to use the iPad, working on the computer, etc. Some students were together while others chose to work on things independently.

For example, students who learn better by listening can understand more fully with audio and videos shown on the board. (Bell ) For visual learners, students can watch as the lesson develops across the board. Research has shown that students of all ages respond well to interactive white boards. With everyone loving the boards so much, students will jump at every chance to use the board. Interactive Whiteboards make kids want to learn. It makes them more willing to listen and focus on the lesson. Fifty years ago, classrooms didn’t have this kind of technology. Classrooms only had black boards or white boards. (Bell )