Tpa 3 - Assessing Student Learning
Tpa 3 - Assessing Student Learning
Tpa 3 - Assessing Student Learning
(REQUIRED) 1. List the state-adopted academic content standards or stateadopted framework you will cover in this unit.
The state-adopted academic content standard that will be covered for this unit is:
Common Core State Standards
Measurement and Data
Work with Time and Money
2. MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,
using $ and symbols appropriately.
During this unit students will also meet the following mathematical practices:
Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
(REQUIRED) 3. What is (are) the academic learning goal(s) for this unit of
study?
By the end of this unit of study on Money, students will be able to identify and count
all coins and bills by identifying their size, shape, look, color, features, and values.
Students will be able to write the names and values of all coins and bills. Students
will be able to use touch points to count the values of coins. They will also be able to
skip count and count on to determine the value of groups of coins. Students will also
be able to use the "act it out" strategy to answer word problems. They will be able
to act out the word problems by using manipulatives to help them count the values
of money. They will also be able to draw the coins or bills when they don't have
access to bills. Students will be able to make values of money using different coins
and dollar bills. Students will understand how to use the dollar sign ($), cents sign
(), and decimal (.) appropriately when distinguishing amounts of money. Finally,
students will be able to write the names and values of coins and dollars in words.
(REQUIRED) 4. At what point in the sequence of the unit are you teaching?
Check one:
B. Assessment Planning
If you are at the beginning of your unit, you will give your students an entry-level
assessment. If you are moving through the unit of study, you will use progressmonitoring assessments. If you are at the end of the unit of study, you will use a
summative assessment. (For more information about these three kinds of
assessment, see Frameworks for California Public Schools, published by the California
Department of Education.)
(REQUIRED) 5. For what purpose will your assessment be used within this
unit of study? Chose one:
Summative
Penny
Nickel
Dime
Quarter
Half Dollar
Dollar coin
Dollar Bill
Dollar Sign $
Cents Sign
Touch Points
For those students who are English Learners they will need to make connection with
picture of the vocabulary words as well as understand the cognates for the
vocabulary words, such as:
Centavos
Valor
Dolar
Signo de Dolar
Signo de Centavos
Another strategy that students will need to be able to do, is use touch points and
know how many touch points each coin has. Every touch point is worth 5. This will
help students find the sum of a group of coin by reminding them to skip count. A
penny doesn't have any touch points, so we use a line underneath it to represent 1.
Students will also need to review vocabulary. They will need to go over and
understand what equal groups, repeated addition, skip counting, and counting
on mean.
Students will need to understand and memorize the following content song to help
them count quarters:
1 quarter equals 25, 2 quarters equal 50, 3 quarters equal 75, 4 quarters
equal $1.00, which makes 100.
Students will need to recall our problem solving strategies and be able to circle the
question in a word problem and underline key facts to help them answer the
question. In order to be able to answer the free response questions, students need
to be able to explain their thinking in complete sentences and sight examples/facts
to prove their thinking. Students will need to answer free response questions by
using different strategies such as, using manipulatives to act it out or drawing a
picture to solve the problem. To complete these assessments, students will need to
be able to label the values of coins and bills.
any), and their names. It will also show if students can determine the value of a
group of coins.
The 3-phase problem will also show evidence of students achievement of the
academic learning goals. The 3-phase problem will show me if students are able to
answer a question and explain their thinking using different math strategies.
Students will explain how they answered the problem and identify the math strategy
they used. After students complete this assignment we'll review their answers whole
class. This will allow the whole class to see different strategies that they can use to
solve the problem, as well as strategies that arent effective.
The last form of evidence that I will use to document student achievement of the
academic learning goals are the three assessments themselves. I will have the
students take three different types of assessments in order to get more data that I
can analyze to make sure they have mastered the concept. The three assessment
types are a chapter test, performance task assessment, and a Smarter Balance
Assessment Consortium (SBAC) aligned assessment. The chapter test will show me if
students are able to use the skills they learned correctly. It will show that students
are able to able to identify coins, their values, their touch points (if any), and their
names. It will also show if students can determine the value of a group of coins. It
will also show that students are able to write the names and values of all coins and
bills. In this test there is only one correct response for each question. The
performance task will show evidence that students are able use their skills to answer
the question but also explain how they got their answer. This test will show that
students are able to find the sum of a group of coins and/or dollar bills by using the
act it out or draw a picture strategy and explain their answer in words. It will also
show that students are able to make values of money using different coins and dollar
bills, understand how to use the dollar sign ($), cents sign (), and decimal (.)
appropriately, and write the names and values of coins and dollars in words. This test
has one write answer but students can come up with the answer in several
ways. Finally, the SBAC aligned test will also show evidence because students will
have to be able use their skills to answer the question but also be able explain their
answer in words or with examples. It will show that students are able to use touch
points to count the values of coins, skip count and count on to determine the value of
groups of coins, and use the "act it out" or draw a picture strategy to answer word
problems. This test is similar to the performance task and is effective because it
prepares students for the SBAC test. All three of these tests will give me data that I
can analyze and see if all students have mastered the learning goals. If students
haven't mastered the learning goals, I can provide them with intervention and
reteach a small group, or the whole class, depending on how many students hasnt
mastered the goals.
the names and amounts of coins or bills they use to create a value. The review
game on the website Kahoot will not be scored but the answers are recorded. I am
given a report of how many students answered correctly or incorrectly and what
answers they chose. The 3-phase problem will also not be scored. These activities
will used to review the concept and learn different strategies and allow me to
measure if students are prepared for the assessments.
The only evidence that will be scored are the three assessments. In order to score
the chapter test, I will use an answer key. Students will get a percentage score by
dividing the points they earned by the amount of points possible. This test has 11
questions and each questions is worth one point. I will use a rubric for the
performance task and SBAC aligned assessments. The performance task has two
parts. The maximum points a students can get in part A is 4. The rubric shows what
I am looking for them to do. Students can receive partial points depending on their
responses. The maximum points for part B are 2. I will add up the students total
points and divide it by the total of 6 point in order to get a percentage. I will score
the SBAC aligned assessment with a rubric. This test contains one multiple-choice
question, 2 four-part questions, and 5 word problems. There are 20 points possible
for this test. I will divide the points they earned by the total points possible to get a
percentage.
11. Think about how you will sequence your implementation of the
assessment. Describe your plan for implementing the
assessment in the order in which it will occur.
Address each of the following and provide a rationale for each of your decisions:
our targeted goals. I will explain to the students that the assessment will
show me that they understand the concept and have the skills necessary to
meet the learning goals.
4. I will remind them of what they will need to be able to do to complete the
assessments.
B. Scoring Criteria
The three assessment that I will be scoring are the Chapter Test, Performance Task,
and the SBAC aligned test. In order to score these test I will use an answer key and
a rubric.
1.
2.
3.
Chapter Test- To score the chapter test I will use an answer key. The test has
eleven questions that only have one possible answer.
Performance Task- To score the performance task I will use a rubric. The test
has two parts that have multiple steps. To get full credit on the assessment
students have to answer all the of the steps. They will get points for every
step they answer correctly.
SBAC aligned- To score the SBAC aligned test I will use a rubric. The test has
one multiple-choice question; two fill in questions, and five word problems.
8. When students complete their assessment they will turn in their assessment.
9. Students will work on the assignments they were given to complete after the
test.
10. When all students have turned in their tests, they will clean their areas and
prepare to take the second assessment (performance task).
11. I will give students a brain break and have them do some quick exercises.
12. After completing the exercises, I will have students go back to their areas.
13. I will pass out the performance task.
14. Again, students and I will read the instructions out loud together.
15. We will discuss what they are expected to do and make a connection to how
this assessment meets the learning goals.
16. I will tell and show students where they will place their test when they finish.
17. I will inform students of what they can do once they are done with their
assessment and write those procedures on the front board. ( 1.finish any
incomplete work, 2.Money crossword puzzle, 3.Money word search)
18. I will have students set up their privacy folders so they can work
independently.
19. Students will answer the question on their own.
20. When students complete their assessment they will turn in their assessment
to the designated area.
21. Students will work on the assignments they were given to complete after the
test.
22. When all students have turned in their assessment, they will clean up their
areas and turn in their privacy folders.
23. I will then pass out both test back to the students and we will correct the test
together.
2nd Day of assessment:
1. I will hand out the SBAC Aligned test to every student.
2. I will inform students of what they can do once they are done with their
assessment and write those procedures on the front board. (1.finish any
incomplete work, 2.Money crossword puzzle, 3.Money word search)
3. I will have students set up their privacy folders so they can work
independently.
4. We will discuss what they are expected to do and I will explain how this
assessment meets the learning goals.
5. I will read the instructions to them.
6. I will explain to students that I will be reading every question to them and
give them time to answer each question.
7. Once students are prepared, we will begin to take the assessment.
8. When we complete the assessment, I will give students time to go back and
check their work.
9. Once students complete the assessment they will work on the assignments
they were given to complete after the test.
10. Once all students are finished we will correct their assessments together.
D. Student Activities
Guided Practice- Money Table Chart (Pages iPad Application)
E. Student Grouping
Review Activities Grouping:
o Students will work with a partner to complete the guided practice activity.
o Students will work independently during the Kahoot multiple-choice game.
o Students will work independently to answer the question of the 3-phase
problem. Once they answer the question, they will work as a whole class.
They will participate in a whole class discussion where they share their
strategies for solving the problem with one another.
Assessment Grouping:
o
F. Materials
Students will need the following materials for the review activities:
o
o
o
o
o
o
o
o
Pencil
Eraser
Manipulatives (Only for a few students)
Visuals (Only for a few student)
G. Technology
Students will use iPads to review the money concept and show their understanding of
the learning goals. On the iPads they will need to have the application Pages. They
will also be using the website www.kahoot.it to participate in a review quiz game.
o
o
o
o
o
o
Ipads
Ipad projector adapter
Page application
Projector
Projector screen
Internet
H. Resources
Some of the resources I will need are:
o
o
o
o
(REQUIRED) Rationale
Please use the identical letter from the plan you wrote to match the rationale for that
portion of the plan.
A.TeachingStrategiesforcommunicatingthepurposeoftheassessment
It's important that students are aware of their expectations. Having their learning
goals posted on the board in the front of the class, allows students to refer back to it
at anytime. If the students are aware of how they should behave, they will most
likely meet the expectations. When students are behaving positively, it gives the
students more time to work independently.
B.Scoringcriteria
The chapter test uses an answer key. Answer keys save teachers time and help them
grade tests quickly. Teachers should always review their answer keys to check for
human error. This will prevent them from marking answers incorrect when they're
actually correct. Both the performance task and SBAC aligned test use a rubric. A
rubric is different from an answer key. The rubric assesses specific parts of a
response. It allows students to get points for different parts of their answer
depending on their answers. A rubric sets the criteria for a students work and
includes descriptions of different levels of performance. This is important because it
helps the teacher grade a students response but also because it gives the students
the criteria of what they need to accomplish.
C.Proceduresforcompletingthisassessment
Before assessing students I like to review the concepts that we have learned. This
allows me to see if students are ready for the assessment or if we need to go over a
certain concept. I like using several review strategies to get data to analyze what my
students know. Review activities allow students to use their skills and prepare them
for the assessments. The table chart activity gets students ready for the chapter test
and parts of the SBAC test. The Kahoot game also prepares students for the chapter
test and part of the SBAC test because it has multiple-choice questions. The 3-phase
problem prepares students for the performance task and the SBAC test because it
asks free response questions and it has students practice explaining their thinking in
words. Once I know that all of my students are ready for the assessments, I have my
students take the chapter test first because it's the easiest test. This test doesn't
require much reading. Therefore, they should be able to finish this test on their own
quickly. Since they won't take much time on this test, students will also take the
performance task on the same day. The performance task is a word problem where
they have to answer a question and explain their thinking in words and pictures.
During this test, I read the question to them in order to help the students who read a
low rate. The next day I have students take the SBAC aligned test. I have them take
this test the next day so that my students don't get tired of testing. It's important to
give students breaks throughout testing. You don't want to have students testing all
day because it can affect how well they perform on the test. This test has more
questions and requires students to do more critical thinking. For this reason, I have
my students take it the next day. Doing it the next day allows my students to take
their time when testing. For this test, I read every question and give students time to
answer the question before moving on. I do this in order to help my students who
are still reading at a low rate. For every assessment my students take, I have them
read the directions and then I read them to them. I do this so that students know
what is expected of them. Before we begin the test, I show them where to turn in
the test and what to do when they are done so that they don't disrupt their
classmates by asking questions. I write the procedures on the board so they have
somewhere to reference, just incase they forget what to do.
D.Studentactivities
The activities my students do before the assessments help them practice the skills
they need to meet the learning goals. They also prepare my students for the
assessments. I think this is important because students need to be able to practice
the skills they are learning. Also, I relate the activities to what they will see on the
assessments so when they take the assessment they can make connections to what
they know. I also like to do these activities because they allow me to monitor my
students progress. The activities let me know what area they might be struggling in
or need more support in.
E.Studentgrouping
I use guided practice activities so that all my students review and practice the skills
they need to master. Once I have modeled what they will be doing, I have them work
independently so that I can see if the students understand the concept and mastered
the learning goals. I also have them work in groups so they can learn new strategies
from their peers. I like to use whole class grouping, in order to share effective
strategies that other students are using with all of the students. I like to use different
types of groupings because all students learn differently, have different abilities, and
are at different levels of proficiency. Having students work in different groups helps
keep the students engaged. Working with a partner is effective because it can lower
a students stress level. By working in different groupings, students get to socialize
with different students and learn information that they might not have been thinking.
This also exposes them to different thinking styles, personality traits, and
temperaments.
F.Materials
I will use money manipulatives to give students hands on experiences with coins and
bills. This will help them make connections to real money. I will use the manipulative
to monitor students understanding of each coin and bill. Since every student learns
differently, this will be an effective strategy for kinesthetic learners.
I will use visuals to help my visual and English Language learners. The visuals are
effective because they allow students make connections to real money. I Also believe
that show the students pictures of real money allows students to become more
familiar with coins and bills. It will help them recognize coins and bills.
I will use the ipads during the review stage of the assessment implementation. I
think its important that students are exposed to technology because they will be
using technology when they take test in the upper grades. I will use the ipad
projector adapter to display the image on my ipad to the students on the projector
screen. This will allow me to model to the students and show them how to make the
table charts. Once they learn the basics, I can allow them to finish the chart
independently. Using technology also helps keep students engaged and can be
another form of visuals and manipulatives. Students will use privacy folders during
assessments. The privacy folders provide students with their very own workspace
and can prevent distractions. They also can help students concentrate on their test
and prevent students from cheating on their exam by looking at others people
assessment or talking to others.
G.Technology
I like to use different forms of technology to keep my students engaged. For review,
I like to play quiz games on Kahoot. This interactive quiz keeps students engaged
while they answer review questions about the material they learned. I like using this
website because it is a fun way to review and students enjoy playing it. I also like
using ipads during review because students will be taking state tests on some form
of technology in the upper grades. I want to expose them to it and prepare them for
it.
H.Resources
I will use my aide to provide students with extra support. For example, if I have
several students how I know struggle with reading, I can have my aide sit with them
and have her read them the questions. I can also use my aide to facilitate the test
while I provide extra support to any student who may need it. Another reason it's
important to have an instructional aide is to provide extra support during review
activities. For example, if students are having technically problems with their devices
or program my aide can help me assist them.
(REQUIRED) 12. In what ways will you use the assessment results?
I will use these assessments to determine whether or not my students have
mastered the learning goals. This will help me decide if any students need
intervention or if I need to reteach the whole class the concept. I will use the score
to determine my planning. If students have mastered the concept we can move on to
the next unit. If I notice that my students are struggling with the concepts, then I
will plan new lesson to try and teach them a new way so they can master the
learning goals. I will also use the results to self evaluate my teaching practices. I will
be able to see what practices were effective, what practices didn't work, and also
ways in which I can make the lesson better for the next time I teach it. It's important
that teachers self-reflect on their teaching practices. If students aren't mastering the
learning goals then they need to create better lessons.
(REQUIRED) 13. In what ways will you share the assessment results with
students, families, and other colleagues and support personnel, when
appropriate?
The way I plan to share the results with my students is by having them correct their
assessments after everyone completes the test. This way, students can get
immediate feedback on how they did. I will go over the test with them and show
them how they should have answered the questions. Next, I will correct all the test,
give them a score, put their scores in my grade book, and send them with my
students to take home and get signed by their parents. Student will return the test
to me the next day. Having students get their parents signature will allow me to
communicate with their parents. Parents will be able to see how their child is doing in
class. If students don't return the test, I will contact their parents to make sure they
received and review their child's test. This will allow parents to provide extra support
to their child at home on concepts that the child maybe struggling with. My next
step would be to share the assessment results with my grade level colleagues. We
can discuss whether or not our students mastered the learning goals. If they didn't,
we can help each other plan new lessons and offer each other ideas that worked for
us. This will help improve our lessons. If we notice that as a grade level we didn't do
very well on the concept. We can plan to spend more time on it and keep that in
mind for the future. I will also share the results with my support personnel. If I have
a student that receives speech or RSP services, I would share this with the service
providers in order for them to have more data to analyze to try and figure out how to
best help the student. I will also share the results with their ELD teacher, if they have
one, this will allow them to offer me strategies that they have used that have worked
for the student that I can use in order to reteach a student. I would also be able to
use these results during an SST or IEP meeting. This will allow me to show that a
student is struggling and may need extra support. Finally, I will store these results in
a portfolio to monitor the students progress throughout the year.
(REQUIRED) 14. Is your assessment one that you developed, you adopted,
or you adapted from another source such as a district, publisher, Internet,
or another teacher?
Directions:
Select two students from the class you described above. Select one student who is
an English learner and one student who has an identified special need. Consider your
selected content area when describing what you learned about the two focus
students. In each of the boxed areas below, provide:
o
o
Note: Single subject candidates for a credential in Languages Other Than English
who are delivering instruction entirely in the target language may choose another
student with a different instructional challenge rather than an English learner.
Male
(REQUIRED) Age
7
(REQUIRED) 3. What did you learn about this student's academic language
abilities in relation to this academic content area?
I learned that he struggles a little with vocabulary but is fluent in math. I will help
him by translating some of the vocabulary and offer him visuals and cognates that
will help him understand the vocabulary better. He scored in the intermediate
(3) proficiency level on the CELDT. This score shows that he can understand standard
speech most of the time, as long as you repeat or reword it. He can understand the
main idea and most details of a conversation. He can communicate orally but needs
a little time to process what he wants to say. This score also tells me that he can
comprehend the content of many texts, independently. He needs extra support with
academic vocabulary. He can read books and texts for pleasure. He can write
multiple paragraphs and present his thoughts in an organized manner with a few
writing errors. I also spoke with his 1st grade teacher and she said that he excels in
math and made great strides with his development in the English language last year.
(REQUIRED) 4. What did you learn about this student's content knowledge
and skills in this subject matter?
In order to learn about my student's content knowledge, I had them
work on a review activity, take a review quiz, and complete a 3-phase
lesson. During the 3-phase lesson, he expressed his knowledge of
coins in writing and only shared out when called upon. He doesn't tend
to volunteer to share in a class setting, but is more willing to
participate in a small group setting. During the three-phase lesson he
shared his knowledge in a small group. When I called on him he was
able to identify coins by their values and names. The 3-phase lesson
also showed evidence that he knows what money symbols to use when
he is answering problem solving questions. He also did very well on the
review quiz. The results allowed me to conclude that he has the
content knowledge and skills to be fluent in this subject area. In this
quiz he showed that he has the ability to group coins by their value,
shape, size, color, and name. He also showed his ability to get the sum
of a group of coins. The review activity showed me that he is able to
create values of money using manipulatives and can list the names of
all the coins they used in the process.
(REQUIRED) 5. What did you learn about this student's physical, social,
and emotional development relevant to this academic content area?
What I learned about this student's physical development relevant to this academic
content area is that he seems to be healthy. He has a healthy diet and seems to be
well rested when he comes to school. He is usually full of energy and eager to learn.
I'm yet to notice him being lethargic when completing his work in class. He is able to
transition around the class with ease. He fits in his chair and is able to sit still. He sits
in the front of the class in order to have a good view of visuals that can help him
better understand vocabulary.
What I learned about this student's social development relevant to this academic
content area, is that he is a shy individual in large settings. He is more outgoing in a
small group setting. His affective filter is lowered in a small setting and he is more
willing to share out. He gets along with all of his peers and is able to work well with
anyone in the class. He is willing to share with all of his peers. He likes to socialize
with all of his peers.
What I learned about this student's emotional development relevant to this academic
content area, is that he is able to work well with his peers. He is a respectful
individual and works best in small groups. He is a generous individual and has no
problem sharing and taking turn with his peers. He understands and follows
classroom rules and shows appropriate classroom behavior.
(REQUIRED) 8. What did you learn about this student's interests and
aspirations relevant to this academic content area?
I was able to learn a lot about his interests through an "All About Me"
project he completed at the beginning of the year. The cereal box he
decorated was filled was with pictures of sports. I learned that he loves
to play all sports. On the student survey that he completed at the
beginning of the year, he stated that he aspires to be a professional
soccer player when he grows up. His art project revealed his love for
drawing and coloring. In his drawing, he depicted playing soccer with
his family at a park. Through conversation, I learned that his favorite
subject is math. He has a good sense of humor in small settings. He
looks up to his brothers and wants to get good grades like them. After
looking at his grades, he is at grade level in all areas.
(REQUIRED) 9. Describe other information relevant to the academic content
area that you learned about the student (e.g., attendance, extracurricular
activities, and the like.).
Other important information that I learned about him, is that he has
perfect attendance and is on time to school everyday. His parents bring
him to school on time and pick him up on time. After speaking to his
parents, I became aware that he has great parental support and
support from his older brothers. At the beginning of the year he went
to intervention after school, which helped him develop his vocabulary.
He goes to Speech once a week with the schools RSP teacher. She told
me his speech is great they are just working on building his vocabulary.
Male
(REQUIRED) Age
8
him to school on time and pick him up on time. After speaking to his
parents, I became aware that he has great parental support.
Occasionally, his parents allow him to stay afterschool to play with
friends. His parents said that he reads a lot. He spends a lot of his free
time reading for pleasure. He also get support with school from his
brother who is in college.
For the two students, determine what adaptations you will make to
this assessment that you have planned for the whole class.
Describe those adaptations for each of the two focus students. If you determine that
no adaptations are needed for a part of the plan for assessment, explain that
decision. Respond to the prompts below. For each include:
o
o
(REQUIRED) Rationale
As I mentioned before, collecting this evidence allows me to check his progress. This
evidence will let me know if he understands the concept or needs to be retaught.
Collecting a variety of evidence allows me to see what he is specifically struggling
with. It will allow me to go back and teach a specific area that he might
not understand. In this evidence, students have to explain their thinking. This allows
me to understand his thinking and know exactly what he misunderstanding, if
anything. It's important that a teacher gets as much evidence as possible to analyze
and figure out how to help their students. This evidence will also show me what
strategies are effective in teaching him.
I will his table chart to identify whether or not he is able to create a value using
coins, label the coins he used, and write the names of the coins. It will show me if
using manipulative is helpful to him. The Kahoot review game allows me to see if he
understands the concepts and to go over the questions he gets wrong with the whole
class. At the end of the game, it gives me every students results including the
question, the answers they could choose from, and the answer they chose. This will
allow me to see what students need more support before the assessment. This
interactive site is effective because it offers instant feedback after every question. It
lets you know how many students got the answer correct or incorrect. The 3 phase
problem allows him to practice answering a problem solving word problem. It will
give him the opportunity to hear other students strategies to solve the problem. This
will offer him the knowledge to know how to answer the problem using different
strategies. Lastly, the assessment will show evidence if he mastered the skills for the
concept. The assessment will allow me to determine whether or not I need to reteach
or he can move on to the next concept.
(REQUIRED) Rationale
As I mentioned previously, I will use these assessments to determine whether or not
he has mastered the learning goals. This will help me decide if he needs intervention
or if I need to reteach him the concept. I will use the scores to determine my
planning. If he has mastered the concept he can move on to the next unit. If I notice
that he is struggling with the concepts, I will plan new lesson to try and teach him a
new way to help him understand the learning goals. I will also use the results to
evaluate my teaching practices. I will be able to see what practices were effective,
what practices didn't work, and also ways in which I can make other lessons better
for him. It's important that teachers self-reflect on their teaching practices. If
students aren't mastering the learning goals then they need to create better lessons.
Using a rubric will allow me to grade his written responses. Using an answer key will
allow me to correct multiple tests quickly.
The review activities prepare him for the assessment. His table chart activity will not
be scored but I will use it to monitor his progress and see if I need to adapt the
assessments for him. If I see he has a hard time making the table chart, I know the
assessment might be too difficult for him. I will adapt the assessment by allowing
him to use the table chart, if necessary. This activity will show proof that he is able to
write the values that I give him using the correct symbol. It will also show that he is
able to model those values using coin manipulatives. If I notice the manipulatives are
helpful to him, I can also adapt the assessment by letting him use the manipulatives.
Lastly, it will show if he is able to write the names and amount of coins he used to
create that value. If I notice he struggles with the names and values, I will allow him
to use the chart during the assessment as a reference. This activity is in preparation
for the performance task. The multiple choice review game will have him answers
multiple choice questions in preparation for the chapter test. This quiz will allow me
to see if he can identify the names and values of coins. The 3-phase lesson activity is
intended for him to review the concept and learn different strategies from his peers.
This activity will show me if he is ready to take the assessment and if he is able to
explain his thinking in writing. If I notice he has a hard time explaining his thinking
in writing, I will have him create sentence starters he can use during the
assessment. This activity prepares him for questions on the SBAC aligned test and
the performance task. It will show me if he can explain his answer using the act it
out or draw a picture strategy to get his answer. It will also show me if he knows the
amount of touch points each coin has.
(REQUIRED) Decision
Teaching strategies for communicating the purpose of the assessment
Before beginning the assessment, I will review the learning goals so that he knows
the expectations. Then, I will orally explain how the assessment will meet his
targeted goals. I will explain to him that the assessment will show me that he
understands the concept and has the skills necessary to meet the learning goals. We
will then discuss the instructions of the test.
Procedures for completing this assessment
The day before assessment, he will work on a 3 phase problem, a money table chart
technology review activity, and take a review quiz on the website Kahoot.
These review activities all help prepare him for the types of questions he'll see on the
assessment. The actual assessment process will take him two days. The first day he
will take the Chapter test and the Performance Task. The next day he will take the
SBAC aligned assessment.
Student Activities
On the review day, he will create a money table chart on the Pages iPad Application.
As a whole group I will show students how to create a table chart on the Pages iPad
Application. We will complete an example value together. Once students are familiar
with their expectations they will complete the chart on their own. He will be allowed
to use this chart on his assessments. He will then participate in a multiple-choice
(REQUIRED) Rationale
Teaching Strategies for communicating the purpose of the assessment
It's important that he is aware of the expectations. He needs to know what he is
going to be tested on and why it's important. Going over the instructions can lower
his stress and allow him to confidently take the test and know exactly what to do.
Having the learning goals posted on the board in the front of the class, will allow him
to refer back to it at anytime. If the knows exactly what he is supposed to be doing, he will be
can learn effective strategies from his peers. Lastly, I have him work independently
because he will need to be able to work on his own during the assessments.
Materials
I use money manipulatives so that he can get hands on experience with coins and
bills. This will help him make connections to real money. I use the manipulatives to
monitor his understanding of each coin and bill. I will also allow him to use them
during the assessment. I use visuals to help him make visual connections to real
world money. He will use the ipad to see the table chart that he made on pages, to
help him during the assessments. This will help him with his written response. I have
him use a privacy folder during the assessments. The privacy folder helps him
concentrate own his own test and not get distracted by others. It also doesn't allow
other students to look at his table chart or manipulatives.
Technology
He will use different forms of technology to keep him engaged. For review, he will
play a quiz games on Kahoot. This interactive quiz keeps him engaged while he
reviews questions about the material he learned. He also uses ipads during review
because he will be taking state tests on some form of technology in the upper
grades. I want to expose him to it and prepare him for it. I will allow him to use the
table chart on the ipad if he is struggling remember how to write the names or
values.
Resources
Having my aide assist him is effective because she can sit with him as I facilitate the
test. It will allow me to monitor my students and help anyone else that has a
question.
(REQUIRED) Rationale
It's important that I use the results of the assessment to decide if the student
grasped the concept. I need to analyze all the data and decide how I can assist him.
I can use the data to see if he needs to retake the assessment with more
adaptations or if I need to remove adaptations from future tests. Its important that
teachers and parents are on the same page so students continue to make growth at
home.
(REQUIRED) Rationale
It's important that parents know exactly how their child is doing. Sending his tests
home to get signed will allow his parents to see how he did and offer him support at
home. They can see what he is struggling with and try to help him understand the
concept. I would share the assessment results with my grade level colleagues. We
can discuss whether or not our students mastered the learning goals. If they didn't
we can help each other plan new lesson and offer each ideas that worked for us. This
will help improve our lessons. If we notice that as a grade level we didn't do very
well on the concept. We can plan to spend more time on it. It's important that I
share the result with the support personnel so that they are also on the same page.
This will allow us to plan how to help him. They can also offer adaptations that I can
use on his assessments.
The review assignment is a table chart on the iPad application Pages. He will write
the values that I post the board on his chart. On the next column, he will take a
picture of coin manipuatives to create the values and insert it to his table chart. On
the next column, he will type the names and amount of coins he used to create that
value. Since he is a gifted student, he will have an extra column where he creates a
question using the given value.
The Kahoot is a review quiz game. He will play a money review game on Kahoot.it.
This game will consist of questions that ask students to identify coins, their values,
their touch points (if any), and their names. It will also have questions that ask them
to determine the value of a group of coins.
The 3-phase problem is a story problem where he will use his skills and a strategy of
his choice to arrive at the answer. He will share his strategy with the whole class and
other students will also share their strategies. I expect him to have detailed
explanations with minimal writing errors. The three assessments I will collect are the
Chapter Test, Performance Task, and SBAC aligned assessment.
(REQUIRED) Rationale
As I mentioned before, collecting this evidence allows me to check this students
progress. This evidence will let me know if he understands the concept and how I
can challenge him further. Collecting a variety of evidence allows me to see if he is
struggling with anything. It will allow me to go back and teach a specific area that he
didn't understand, if necessary. It's important that I get as much evidence as
possible to analyze and figure out how to help him or challenge him.
I will use their table charts to identify whether or not my he is able to create a value
using coins, label the coins he used, write the names of the coins, and create a
question using the values. The Kahoot review game allows me to see he understands
the concepts and go over any question he got wrong with the whole class. At the end
of the game, it gives me his results including the question, the answers he could
choose from, and the answer he chose. This will allow me to see what if he needs
any support before the assessment. This interactive site is effective because it offers
instant feedback after every question. It lets you know how many students got the
answer correct or incorrect. The 3-phase problem allows him to practice answering
problem solving word problems. It will give him the opportunity to hear other
students strategies to solve the problem. This will offer him the knowledge to answer
the problem using different strategies. All of the review activities will allow me to
determine the best way to challenge him.
The assessment will show me if he mastered the skills for the concept and if he
understand the learning goals.
and three assessments. His table chart activity will not be scored but I will use it to
monitor his progress and see how I need to adapt the assessments for him.
The review game on the website Kahoot will not be scored but answers are recorded
and I am given a report of how many questions he answered correctly or incorrectly
and what answers he chose. The 3-phase problem will not be scored either. This is
activity requires him to answer a problem, explain his thinking, and identify what
strategy he used to answer the problem. This will show me if he is ready to take the
assessments and if he is able to explain his thinking in writing.
The only evidence that will be scored is the three assessments. In order to score the
chapter test, I will use an answer key. He will get a percentage by dividing the points
he earned by the amount of points possible. This test has 11 questions and each
questions is worth one point. I will use a rubric for the performance task and SBAC
aligned assessments. The performance task has two parts. The maximum points a
students can get in part A is 4. The rubric shows what I am looking for him have in
his answers. Students can receive partial points depending on their responses. The
maximum points for part B are 2. I will add up the students total points and divide it
by the total points possible in order to get a percentage. I will score the SBAC
aligned assessment with a rubric. This test contains one multiple-choice question, 2
four part questions, and 5 word problems. There are 20 points possible for this test.
I will divide the point they earned by the total points possible to a percentage.
(REQUIRED) Rationale
As I mentioned previously, I will use these assessments to determine whether or not
he has mastered the learning goals. This will help me decide if he needs intervention
or if I need to reteach him the concept. I will use the score to determine my
planning. If he has mastered the concept he will be able move on to the next unit. If
I notice that he is struggling with the concepts or the concepts are to easy for him,
then I will plan new lessons to try and teach them a new way so he can master the
learning goals and to challenge him. I will also use the results to evaluate my
teaching practices. I will be able to see what practices were effective, what practices
didn't work, and also ways in which I can make the lesson better and more
challenging for him. It's important that teachers self-reflect on their teaching
practices. If students aren't mastering the learning goals or being challenged in the
process, then they need to create better lessons.
The review activities prepare him for the assessment and challenge him to do critical
thinking. His table chart activity will not be scored but I will use it to monitor his
progress and see if I need to adapt the assessments for him. This activity allow me
to see if having him create an extra column where he creates a question using the
values is a way I can challenge him on the assessment. This activity will show proof
that he is able to write the values that I give him using the correct symbol. It will
also show that he is able to model those values using coin manipulatives. Lastly, it
will show me if he is able to write the names and amount of coins they used to
create that value. This activity is in preparation for the performance task. The
multiple choice review game where he answers quiz questions is in preparation for
the chapter test. The 3-phase lesson activity is intended for students to review the
concept and learn different strategies. This activity prepares him for questions on the
SBAC aligned test and the performance task. I use these types of assessments in
order to challenge and make him explain his thinking with detailed written
responses.
(REQUIRED) Decisions
Teaching strategies for communicating the purpose of the assessment
Before beginning the assessment, I will review the learning goals so that he knows
his expectations. Then, I will orally explain how the assessment will meet his
targeted goals. I will explain to him that the assessment will show me if he
understands the concept and has the skills necessary to meet the learning goals.
then, we will discuss the instructions of the test.
Procedures for completing this assessment
The day before assessment, he will work on a 3 phase problem, a money table chart
technology review activity, and take a review quiz on the website Kahoot.
These review activities all help prepare students for the types of question they'll see
on the assessment. The actual assessment process will take him two days. The first
day he will take the Chapter test and the Performance Task. The next day he will
take the SBAC aligned assessment.
Student Activities
On the review day, he will create a money table chart on the Pages iPad Application.
As a whole group, I will show students how to create a table chart on the Pages iPad
Application. We will complete an example value together. Once students are familiar
with their expectations, they will complete the chart on their own. He will then
participate in a multiple-choice quiz on www.Kahoot.it. Finally, he will answer a 3phase problem. As a class, they will share their answers and student will learn other
strategies they can use to answer a problem.
On the assessment days, we will go over instructions as a class. I will inform
students of what they need to do once they complete the assessment. After he has
read the instructions and questions, he may complete the assessment on his own.
Student Grouping
He will be working with a student that he will peer tutor and help complete the
review money activity. He will work on his own during the review quiz game but we
will discuss the answers as a whole class when I notice several students answer a
question incorrectly. He will also work independently during the 3-phase problem. He
will answer the question on his own in a detailed written response. Once all students
are done answering the question, we will share several of the answers with the whole
class. I will have him share his strategy with the class.
During the assessments, he will work independently.
Materials
During the assessment the student will not be allowed to use any of the materials
used during the review activities. He will only be using a pencil and a privacy folder.
Technology
He will use an iPad to review the money concept and show his understanding of the
learning goals. On the iPad he will need to have the application Pages. he will also be
using the website www.kahoot.it to participate in a review quiz game. He will not be
allowed to use any form of technology during the assessments.
Resources
I will have worksheets with challenge question for him to complete when he finishes
his test. My aide will only help him if he asks for help.
(REQUIRED) Rationale
Teaching Strategies for communicating the purpose of the assessment
It's important that he is aware of his expectations. He needs to know what he is
going to be tested on and why it's important. Going over the instructions can lower
his stress and allow him to confidently take the test and know exactly what to do.
Having the learning goals posted on the board in the front of the class, will allow this
student to refer back to it at anytime. If the knows exactly what he is supposed to be doing, he
Once I know that all of my students are ready for the assessments, I have my
students take the chapter test first. He will take this test first because it's a quick
multiple-choice assessment. This test doesn't require much reading. Therefore, he
should be able to finish this test on his own quickly. Since he won't take much time
on this test, he will also take the performance task. The performance task is a word
problem where he has to answer a question and explain his thinking. During this
test, I will allow him to take the test independently.
The next day he will take the SBAC aligned test. I have them take this test the next
day so he doesn't get tired of testing and perform poorly. I read this test to everyone
so they can hear the question. He has to answer the question on his own. I think it's
important that I use different types of assessments in order to see what he truly
understands.
Student activities
The activities he does before the assessments help him practice the skills he needs to
meet the learning goals. They also challenge to do some higher level thinking. I think
this is important because students need to be able to put the skills they are learning
into practice. Also, I relate the activities to what he will see on the assessments so
he can practice the skills he needs to take the test. I also like to do these activities
because they allow me to monitor his progress and decide what adaptation he might
need. These activities allow me to challenge my students.
Student grouping
During student activities, I have him work with partner that he can peer tutor. I want
him to work with someone who he can model the proper skills to. I also have him
participate in whole class discussions, so that he can offer effective strategies to his
peers. Lastly, I have him work independently because he will need to be able to work
on his own during the assessments and so that I can challenge him by giving him
questions that are more difficult.
Materials
I use money manipulatives so that he can get hands on experience with coins and
bills. This will help him make connections to real money. I use the manipulatives to
monitor his understanding of each coin and bill. I use visuals to help him make visual
connections to real world money. I have him use a privacy folders during the
assessments. The privacy folder helps him concentrate own his own test and not get
distracted by others.
Technology
He will use different forms of technology to keep him engaged. For review, he will
play a quiz games on Kahoot. This interactive quiz keeps him engaged while he
reviews questions about the material he learned. He also uses ipads during review
because he will be taking state tests on some form of technology in the upper
grades. I want to expose him to it and prepare him for it.
He will not use any form of technology for the assessments.
Resources
Having worksheet for him to work on after taking the test, allows him to have
something to do once he is done testing. Since he usually finishes quickly, I want to
be able to work on something that challenges him and continues to develop his skills.
(REQUIRED) Rationale
It's important that I use the results of the assessment to decide if the student
grasped the concept. I need to analyze all the data and decide how I can challenge
him and make him do some higher-level thinking. I can use the data to see if he
needs to retake the assessment. It's important that I use the data to improve my
teaching. The results will allow me to see what strategies work for this and what
doesn't.
(REQUIRED) Rationale
It's important that parents know exactly how their child is doing. Sending his tests
home to get signed will allow his parents to see how he did and offer him support at
home, if necessary. They can see what he is struggling with and try to help him
understand the concept. It can also show that he understand the concept, and help
them create work that will challenge him at home. I would share the assessment
results with my grade level colleagues. We can discuss whether or not our students
mastered the learning goals. If they didn't we can help each other plan new lesson
and offer each ideas that worked for us. This will help improve our lessons. If we
notice that as a grade level we didn't do very well on the concept. We can plan to
spend more time on it. They can also offer strategies to help me challenge him to do
higher level thinking.
(REQUIRED) Student 3
I chose this female student because she is a high achieving student. Her grades are
above grade level and she grasps concepts quickly. She is always on task and loves
to participate in class discussion. Her only flaw is that she tends to over explain
answers and sometimes confuses herself and her peers. Although she is an over
explainer, she is one of the top academic achievers in the class. I want to learn how I
can make her explains things more clearly.
(REQUIRED) Student 4
I chose this male student because he is an average academic achiever. This male is
usually comprehends the academic content, but he usually only does well enough to
get a passing score on his assessments. He usually does the bare minimum of what
is expected of him on his assessments. This might also be because he gets distracted
during lessons and is very talkative.
(REQUIRED) Student 5
I chose this student because she is a low achieving student. She struggles to grasp
most concepts. Her grades are far below grade level. She struggles to write complete
sentences and has a hard time processing what she wants to say. She might have an
intellectual disability but her parents don't want her to have an IEP. She tries her
best on assignments but struggles to comprehend the concepts.
understand what they had to do and answer the questions. I did notice that a few
students didn't do so well on assessment that require them to explain their thinking
in writing. I learned that my students need to continue to learn how explain their
thinking in words.
aligned test. I think it also helped that I did a few review activities with the students
that were almost identical to the types of assessments he took. He was able to
complete the activities, which is why I think he also understood the directions to the
assessments.
(REQUIRED) 5. What does the student's response tell you about his or her
academic strengths and/or needs?
Student 1's responses to these assessments show me that he is making progress in
his English language development. The performance task and the SBAC aligned test
show that his writing is improving and he is able to explain his thinking in writing. His
academic strength is in mathematics. Although he has made great strides with his
writing, He needs to continue to make improvements with his writing. I also notice
that he still struggles to answer questions orally. I have to give him time to process
what he wants to say. In order to help him continue to improve I need to offer him
more opportunities to speak as well as write responses to questions. After observing
him during review activities, I learned that another strength of his is working with his
peers. He seems to work well with his peers; I believe that working in groups lowers
his affective filters and his stress making it easier for him to process what he wants
to say. I believe that having him take several types of assessment allows him to truly
demonstrate his abilities. In this case, the assessment that worked best for him were
the tests that were read to the whole class.
assessment that require him to write and speak. I need to make sure that he
continues to develop his writing and speaking abilities. He is very good at math, his
weakness is writing his answer and orally explaining them. I will continue to review
the day before the test and have him do 3 phase lessons. The 3-phase lesson has
him answer a word problem in writing. He then shares his answer with his peers
orally. Once I hear several good answers, I have those students share their
responses with the class. I do this so that the rest of the students see that there are
different strategies they can use to answer questions. This activity has him work on
his writing, speaking, and listening abilities, which are all content areas that English
Learners are tested on when they take the CELDT.
(REQUIRED) 10. What would be your next steps in planning to facilitate this
student's English Language Development?
This students needs to continue to develop his writing and speaking skills. I will
continue to have him participate in class discussions so that he can hear other people
using the English language and also practice using it himself. I will also continue to
have him do writing activities where he explains his thinking in writing. I will make
sure that I offer him sentence frames, transitions, and cognates for new vocabulary.
I will continue to use visuals and manipulatives to help him make connection to
vocabulary.
8) Students will be able to make values of money using different coins and dollars.
9) Students will understand how to use the dollar sign ($), cents sign (), and
decimal (.) appropriately when distinguishing amounts of money.
10) Students will be able to write the names and values of coins and dollars in
words.
are shown through numerous ways. Student 2 also demonstrated these academic
goals in his oral responses throughout the unit. He offered clear evidence of his
knowledge on the content during review activities. He was also able to identify the
names and values of coins while working on the review money table chart. He was
also able to create questions using the values that he was given. He also
demonstrated all of the learning goals during the Kahoot game because he answered
all of the review questions about money correctly.
He also demonstrated the learning goals in his assessments. He performed extremely
well on the Chapter Test and earn a 92% and only answered one question wrong. He
earned 100% on the SBAC aligned test by getting 20 out of the 20 points possible.
He also performed well on the performance task, he earned 100% by getting 6 out of
6 points possible. He explained how he got his answer and was able to label the
coins and bills he used and their values. He also answered all the questions correctly
on the performance task.
(REQUIRED) 5. What does the student's response tell you about his or her
academic strengths and/or needs?
Student 2's responses to these assessments show me that he is working above grade
level. His scores on the performance task and the SBAC aligned test show me he
understands all of the learning goals. His responses also show me that the review
activities were effective because his response improved and he used a strategy he
learned from one of his peers to answer the question on the performance task. His
academic strengths are his ability to answer critical thinking questions. He is very
good at math and that might be because he can read, write, and speak above grade
level.
(REQUIRED) 4. How will you use what you have learned from this
assessment experience when you plan instruction and assessment in the
future?
I will use what I learned from this assessment experience when I plan assessment in
the future. I will make sure that I give the students ample time to review what they
learned in the unit. i will make sure that we review the day before the test so that
the skills are still fresh in their heads. I also learned that I will make sure to use
review activities that are fun and engaging but that make students use the same
skills they will need to be able to use on the assessment. I also learned that many
students are technologically savvy and can and should use technology to help them
review. In the future I will make sure that I allow students to use manipulatives to
help them on the test, if necessary.
(REQUIRED) 5. What are your goals for increasing your knowledge and skill
in assessment? How will achieving these goals help you become a more
effective teacher?