Task 3: Assessment Strategies
D171- Curriculum, Assessment, and Instruction
June 26, 2021
A.Evaluate whether the attached "Formative Assessment: Multiplying Tenths" is an appropriate measurement instrument for the learning objectives and academic standards in the attached "Lesson Plan: Multiplying Tenths" by doing the following:
1.Analyze the alignment of the formative assessment to the lesson's learning objectives and academic standards.
Learning Objective(s): Given a problem and a 10×10 graph, the student will be able to multiply tenths by tenths using concrete and pictorial representations with 80% accuracy. The formative assessment is partially aligned with the lesson's learning objective. The assessment includes several 10x10 graphs (pictorial representations) and word problems for the students to complete. The assessment does not evaluate the student's ability to manipulate concrete representations. I took concrete to mean actual blocks and the flat 100 manipulatives. Standard 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number
divisor. Compare the value of the quotient based on the values of the dividend and divisor. The assessment aligns with the standard because it does evaluate the student's ability to multiply
decimals using drawings. The learning standard states the student will multiply decimal using either concrete or drawings, not both. The assessment does use only drawings. The assessment also aligns with the standard because it evaluates the student's ability to relate the strategy to a written method by completing the word problems. The assessment does ask the students to explain why multiplying tenths by tenths makes hundredths; This would evaluate the student's ability to explain their reasoning, which is another component of the assessment aligned with the
standard.
Discuss the appropriateness of the rigor and relevance of the formative assessment.
3. Discuss how well the formative assessment measures student understanding and progress and informs future instruction.
The rigor of the assessment is somewhat appropriate.
I found the assessment is only somewhat appropriate. I say this because the first question asks the students to match the model with the equation. The students may be able to answer this, but this was not taught. The students only practice completing word problems in which they were to
model the equation using the 10x10 grid. The teacher did not indicate that the students will match the equation with the model in the lesson plan.
The assessment is somewhat purposeful. The questions are aligned with the standard as far as evaluating the student's ability to work with 10x10 graphs. The assessment asks students to write the answer to the equation, but that was not explained in the lesson. The students were only taught how to model the equation and find the correct answer. The students were not taught
how to write the decimal or any place value strategies. The assessment is relevant because it covers the modeling multiplication of decimals using 10x10 graphs and word problems; this is information taught during the lesson and included in the
standard.
The assessment can inform future instruction because it will indicate the portion of the lesson
the students began not to understand the information and what areas need reteaching. If the students do not get question one correct, the teacher will know that they are not making the connection between the completed diagram and an equation representing it.
If the students do not get questions 2 and 3 correct, it could mean several things. If the students solve the equation, answer the equation correctly. However, it is not correctly diagramed; this will tell the teacher that the students may know how to multiply the information using numbers but do not understand how to diagram.
If the students do not correctly answer question 4, they cannot interpret the information from the
word problem and apply it to the 10x10 graph.
If the students do not answer question 5 correctly, the teacher will know the students do not understand why they are doing the math lesson, what they are supposed to be learning, and why
it is meaningful.
B.Evaluate the effectiveness of the attached "Lesson Plan: Multiplying Tenths" on student outcomes, as measured by the formative assessment data in the "Formative Assessment Results." supporting document.
1.Analyze student learning for the class as a whole based on the data in the attached "Formative Assessment Results."
The formative assessment results show that 23% of the class scored 80% or higher. 76% of the class scored below 80%. Based on the results, the lesson was not successful for about 80% of the
class. The learning objective states that the students would be able to multiply tenths by tenths using concrete and pictorial representations with 80% accuracy. Only 23% of the class had a successful outcome by receiving 80% or above on the assessment. The lesson plan was adequate.
C.Discuss specific learning needs for each of the three students in the attached "Student Profiles."
Michael B.-From his student profile, the things that I see that need to be addressed are first his physiological needs. According to Maslow's hierarchy of needs, these are basic things, like getting enough to eat, a safe place to go home to, having clean clothes, and getting enough sleep.
Second, because he is unmotivated by traditional instructional strategies, the instruction needs to
have meaning. He would probably benefit from content made relevant by making connections to
real-world issues—also, establishing inclusion and showing how the information relates to him. Also, because he is gifted and talented, he needs differentiated instruction.
Finally, he needs more parent involvement; this can be done with a letter home to his mother since her phone is not working.
Maria E- Since Maria is economically disadvantaged, her physiological needs have to be met. That would be to make sure she has enough to eat, feels safe, has a safe place to call home, and
gets enough rest.
Maria needs language supports provided by the school district, especially when taking standardized tests. Those could be an interpreter in her native language, a bilingual dictionary, and extended time.
Maria also needs some learning supports. I think she would benefit from tier 2 learning supports,
mainly for vocabulary. Maria needs dual-language assessments. Maria needs pull out or push in EL services.
