Assessment
Plan
Utilizing or creating assessments requires educators and
teachers to have a great deal of knowledge.
Knowledge in regards to high-stakes testing, Response-To-Intervention,
norm-referenced tests and criterion referenced tests, learning outcomes,
writing test items, marks and marking systems, and a great deal of statistics
play a vital role when assessments are used to provide data to support
important educational decisions about a student (Kubiszyn & Borich, 2010). However, it is important to remember that
assessments should measure the learning outcome(s) constructed at the beginning
of the unit. This assessment plan will
address some of these aspects.
Purpose and Learning Outcomes
(Image retrieved from http://2.bp.blogspot.com/_Xx0wO75W_Bc/TO2sVTGRaKI/AAAAAAAACN8/klX4x15Aorg/s320/add-sub-764567.jpg)
A group of third graders will take on various tasks to meet
the following learning outcome for a math unit titled “Numbers and
Operations.” Students will engage in
performance based activities, gain more understanding and undergo drills and
practices through various multimedia methods and educational games. Through these activities, students will show
their understanding of adding and subtracting numbers within 1,000. The assessment plan will help me ensure that
the activities I utilize will help students reach the intended learning
outcome. In addition, the assessment
plan will guide me to promote learning in various ways.
Learning
Outcome:
\ Given
10 addition and subtraction problems, students will fluently add and subtract
within 1,000 with 80% accuracy.
Learning
Objectives: Students
will be able to …
\ gain
knowledge and practice addition and subtraction skills through web-based
tutorials.
\ demonstrate
and apply knowledge of addition and subtraction with or without regrouping
within 1,000 through learning centers, educational games, and drill and
practice.
Assessment
Context
Below is a list of activities that my students will
engage in to demonstrate their knowledge.
\ Learning
Centers
(Image retrieved from http://www.ourclassweb.com/images/pictures/centers/centers_math_center.jpg)
o
Web-based – Students will be provided
with links for tutorials to help them gain knowledge about addition and subtraction
with or without regrouping, starting with basic addition and then moving up
onto bigger concepts such as 2-, 3-, and 4-digit addition and subtraction. Students will be able to practice the
concepts after viewing the tutorial.
§ Khan
Academy
·
Basic Addition - https://www.khanacademy.org/math/arithmetic/addition-subtraction/basic_addition/v/basic-addition
·
Basic Subtraction - https://www.khanacademy.org/math/arithmetic/addition-subtraction/basic_addition/v/basic-subtraction
·
2-digit Addition (w/o regrouping) - https://www.khanacademy.org/math/arithmetic/addition-subtraction/two_dig_add_sub/v/addition-2
·
2-digit Subtraction (w/o regrouping) - https://www.khanacademy.org/math/arithmetic/addition-subtraction/two_dig_add_sub/v/subtraction-2
·
Addition (w/ regrouping) - https://www.khanacademy.org/math/arithmetic/addition-subtraction/addition_carrying/v/addition-3
·
Subtraction (w/ regrouping) - https://www.khanacademy.org/math/arithmetic/addition-subtraction/sub_borrowing/v/subtraction-3---introduction-to-borrowing-or-regrouping
·
Multi-digit Addition (w/ regrouping) - https://www.khanacademy.org/math/arithmetic/addition-subtraction/addition_carrying/v/addition-4
·
Multi-digit Subtraction (w/ regrouping) -
https://www.khanacademy.org/math/arithmetic/addition-subtraction/sub_borrowing/v/level-4-subtraction
o
Drill
§ Activity
Sheets – Students will complete addition and subtraction packets to show their
level of knowledge.
o
Practice
§ Take
It to Your Seat Math Centers: Hen (Computation) – Students will work with a
partner and will create and answer addition and subtraction problems. Students will copy their problems on an
answer form. Each student will complete four
addition and four subtraction problems.
§ Dice
Up! – Students will take three dices and roll them all at once to create the
first addend. Student will roll the dice
again to create the second addend. They
are to write and solve equations in their notebooks.
§ Activity
Sheets – Students will work independently in a learning center. Teacher will give immediate feedback and
students will be allowed to correct answers that were wrong.
o
Educational Games
§ Multi-digit
Addition/Subtraction War – Students will use two deck of cards and play using
the basic game rules of war. However,
this time students drop 3 cards and add them up. Whoever has the highest sum gets to keep all
the cards. If subtraction is being
played, students will drop two cards down and subtract the highest card from
the lowest card. Whoever has the highest
difference gets to keep all the cards.
§ Web-based
·
IXL.com (http://www.ixl.com/math/grade-3)
– Students will be able to practice addition and subtraction skills. Students will be able to conquer challenges
and win virtual prizes. The site saves students’
results so that teachers and parents can monitor their progress.
·
Sheppardsoftware.com (http://www.sheppardsoftware.com/math.htm)
– Students will be able to practice and apply addition and subtraction skills
through this interactive online educational game.
\ Weekly
Assessment – Students will take weekly tests to show level of proficiency. Below is an example of the assessment.
Name:
Date:
Direction: Add or subtract. Write the best answer on the line. Remember to show your work in the space
provided.
1.
639 + 102 =
a. 537
b. 629
c. 741
d. 984
2.
356 – 15 =
a. 112
b. 341
c. 568
d. 789
3.
521 + 8 =
a. 529
b. 899
c. 912
d. 953
4.
642 + 149 =
a. 258
b. 649
c. 704
d. 791
5.
746 – 267 =
a. 479
b. 571
c. 628
d. 951
6.
956 – 325 =
a. 631
b. 639
c. 714
d. 803
7.
122 + 805 =
a. 621
b. 912
c. 927
d. 999
8.
412 – 392 =
a. 20
b. 94
c. 180
d. 203
9.
560 + 163 =
a. 678
b. 723
c. 814
d. 857
10.
633 – 251 =
a. 112
b. 365
c. 371
d. 382
The
Holistic Rubric
The
following rubric will be used when students are working in their learning
centers and/or engaging in educational games.
I will walk around, monitor students, and ask questions. I will also pull students aside when needed.
Understanding
|
Planning
|
Communication
|
|
4
|
Shows complete understanding of
addition/subtraction knowledge.
|
Uses an appropriate and complete strategy
for solving the problem.
|
There is a clear explanation of the
solution. All steps are included.
|
3
|
Shows nearly complete understanding of
addition/subtraction knowledge.
|
Uses an appropriate but incomplete
strategy for solving the problem.
|
There is a clear explanation of the
solution.
|
2
|
Shows some understanding of
addition/subtraction knowledge.
|
Uses an inappropriate strategy or
application of strategy is unclear.
|
There is an incomplete explanation of
the solution.
|
1
|
Shows limited or no understanding of
addition/subtraction knowledge.
|
Works with no particular strategy for
solving the problem.
|
There is no explanation of the
solution.
|
In
regards to drills and the assessment, students will be marked based on a
grading scale. The following grading scale
will be utilized.
Letter Grade
|
Percent
|
A
|
100% - 93%
|
B
|
92% - 83%
|
C
|
82% - 73%
|
D
|
72% - 63%
|
F
|
62% - 0%
|
Student
progress will be monitored on IXL.com.
Testing
Constraints
There
will be challenges that may arise as I conduct assessments. The following are just a few and I will
explain how I will address each constraint.
Time
(Image retrieved from http://img.timeinc.net/time/2007/eating/makes_eat/makes_eat_time.jpg)
\ Learning
Centers
o
Web-based tutorials – The web-based
tutorials will be available for students in a learning center. Learning centers will be 20 minutes
each. Each student will view the video
and practice concepts from the knowledge gained in the tutorial. There will be some tutorials that will be
shown as a whole group activity.
Students will be allowed to practice the whole group tutorial in a
learning center. Students will be
allowed to take notes and utilize them during the practice session.
o
Drill – Students will complete activity
sheets independently in learning centers for 20 minutes. Teacher will give immediate feedback and
students will be allowed to correct answers.
o
Practice – Students will engage in the
following learning centers for 20 minutes.
Teacher will walk around to monitor student learning, ask guided
questions, and answer any questions.
§ Take
It to Your Seat Math Centers
§ Dice Up!
o
Educational Games – Students will engage
in the following learning centers for 20 minutes. Teacher will walk around to monitor student
learning, ask guided questions, and answer any questions.
§ Multi-digit
Addition/Subtraction War
§ Web-based
·
IXL.com
·
Sheppardsoftware.com
\ Weekly
Assessment – Students will undergo weekly assessments to show level of
proficiency. They will be given 40
minutes to complete the assessment.
Students will only be able to correct answers I grading has been done
and recorded.
Reference
material
Students
will be allowed to use notes when students are practicing the concepts gained
from the web-based tutorials. Because
this task is one of the basis of learning how to add or subtract within 1,000,
students will be encouraged to utilize their notes. On the other hand, students will not be
allowed to use notes in the following tasks: drill, practice, educational
games, and the assessment. These tasks
require students to apply the knowledge learned. I will always be available to answer any
questions the students may have.
Other
people
Students
will be able to ask for help from their peers or teacher when they are engaged
in learning center activities. However,
when students are taking their weekly assessments, they cannot ask for help
from their peers or teacher. The
assessment is to show their true level of proficiency. Same goes for learning centers, but learning
centers promote collaboration and cooperation amongst learners.
Equipment
(Image retrieved from http://us.123rf.com/400wm/400/400/prashantzi/prashantzi0911/prashantzi091100037/5965575-black-computer-mouse-and-calculator-in-white-background.jpg)
Students
will be using computers when they are required to watch the tutorials in their
learning center. Students will be able
to use calculators to check their answers.
I will be sure to monitor students so that the calculator is not doing
the thinking. Given that the outcome
requires them to fluently add and subtract within 1,000, students should
demonstrate this using their knowledge.
This will be evident on the weekly assessments.
Prior
knowledge of the task
Students
will need to have mastered number concepts such as counting forward, backwards,
greater than, less than, equal to, and basic addition and subtraction
skills. Students will have the
opportunity to review their basic addition and subtraction skills to help
activate prior knowledge.
Scoring
criteria
Students
will be graded using the rubric and grading scale provided. I believe that when students are aware of the
expectations, they take ownership of their learning and are held accountable
for their grades.
Reference
Addition and Subtraction: Arithmetic and Pre-algebra.
Retrieved from https://www.khanacademy.org/math/arithmetic/addition-subtraction.
Fun Kids Online Math Games. Retrieved from http://www.sheppardsoftware.com/math.htm.
Kubiszyn, T. & Borich, G. (2010). Educational
testing and measurement: Classroom application and practice (9th
ed.). Hoboken, NJ: John Wiley &
Sons, Inc.
Moore, J. (2002). Take it to
your seat: Math centers (Grades 1 – 3). Monterey, CA: Evan-Moor Corp.
Third Grade Math Practice.
Retrieved from http://www.ixl.com/math/grade-3.
