Assessment
The first type of assessment that I used was the pre-assessment. I used my preassessment to gage where my students are at before I begin to teach my unit. I wanted to know if my students knew anything about fractions, and if so how much did they know? Where my students even exposed to the idea of fractions at all? To do this I had my students do a small group activity. I divided my students into seven groups of three students, and gave each group a board and the pieces they needed to put on the board. The board was divided into 4 sections with the headings: ½, ⅓, ¼, ⅕. Then they had 12 pieces that they need to sort into each column. The pieces were the words: one half, one third, one fourth, and one fifth. Then a circle divided into either halves, thirds, quarters, or fifths, and rectangles divided into either halves, thirds, quarters, or fifths. I had them work in groups to sort the pieces, and then when they said they were done I would come over and look at what they had done and ask questions verbally. This was more of an observation type of assessment. I took notes as to the various things that they said that would be important for me to touch base on when I am teaching, as well as which students seem to have a better foundation for fractions.
Assessment for learning is assessment that happens during instruction and otherwise known as formative assessment. During the unit my students will be filling out a worksheet, playing various math games that I am monitoring, and recording things as the play the game. My students will also be participating in some discussions as to what we are learning, or what we have learned and that will serve as another form of assessment for learning. My students will also have a chance to assess themselves during some of the projects we are doing. I will have an example created in advance for the students to check their work. I am also doing 3 checkpoints with my students to see how they are working in groups and understanding the new material. For this, I created a very small rubric with pictures for the students to go by (as some of my students struggle with reading).
For my summative assessment I have created 3 bigger assignments that we will work through as a class. The first one is a fraction journal that the students will be creating to find fractions all around them, and record them, so that the students can begin to make connections between the world around them and the fractions we are learning in math. The next project is called a FractionBot. In this project we will be making a robot out of pieces of construction paper that we will have cut according to fractions. For example for the robots head, I may take half a circle. The students will need to label their pieces so that I can see that they understand how to partition the fractions. Lastly, I have a sharing skittles project to assess the ability to divide groups of objects to share. In this assessment students will have to divide skittles into a various number of groups.
For recording the assessments results, I am hoping to create a spreadsheet with all of my students names listed and then the various assessments listed on top. I am also planning on keeping an area where I can write comments to myself to help me remember where certain students are at, and what concepts I should go over again. This will help me see where a lot of students are either really understanding the material or where the class as a whole is not understanding it at all.
Student Self-Assessment for Students Work:
(1) I need help understanding the ideas
(2) I get half of the material, but still need some help.
(3) I understand the ideas and I can do the work on my own.
(4) I know the idea so well I can teach it to others.
Students Self Assessment for Group Work:
(1) I didn’t listen to my group, and we didn’t work well today.
(2) I sometimes worked well with my group.
(3) My group worked well today, we helped and listened to each other.
(4) My group was great today! We always listened to each other, and helped each other out.
Assessment for learning is assessment that happens during instruction and otherwise known as formative assessment. During the unit my students will be filling out a worksheet, playing various math games that I am monitoring, and recording things as the play the game. My students will also be participating in some discussions as to what we are learning, or what we have learned and that will serve as another form of assessment for learning. My students will also have a chance to assess themselves during some of the projects we are doing. I will have an example created in advance for the students to check their work. I am also doing 3 checkpoints with my students to see how they are working in groups and understanding the new material. For this, I created a very small rubric with pictures for the students to go by (as some of my students struggle with reading).
For my summative assessment I have created 3 bigger assignments that we will work through as a class. The first one is a fraction journal that the students will be creating to find fractions all around them, and record them, so that the students can begin to make connections between the world around them and the fractions we are learning in math. The next project is called a FractionBot. In this project we will be making a robot out of pieces of construction paper that we will have cut according to fractions. For example for the robots head, I may take half a circle. The students will need to label their pieces so that I can see that they understand how to partition the fractions. Lastly, I have a sharing skittles project to assess the ability to divide groups of objects to share. In this assessment students will have to divide skittles into a various number of groups.
For recording the assessments results, I am hoping to create a spreadsheet with all of my students names listed and then the various assessments listed on top. I am also planning on keeping an area where I can write comments to myself to help me remember where certain students are at, and what concepts I should go over again. This will help me see where a lot of students are either really understanding the material or where the class as a whole is not understanding it at all.
Student Self-Assessment for Students Work:
(1) I need help understanding the ideas
(2) I get half of the material, but still need some help.
(3) I understand the ideas and I can do the work on my own.
(4) I know the idea so well I can teach it to others.
Students Self Assessment for Group Work:
(1) I didn’t listen to my group, and we didn’t work well today.
(2) I sometimes worked well with my group.
(3) My group worked well today, we helped and listened to each other.
(4) My group was great today! We always listened to each other, and helped each other out.