KOM2 Task 3 - Serene Bou-Ghanem

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Western Governors University *

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D171

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Computer Science

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Dec 6, 2023

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Uploaded by ColonelFishMaster805

Running head: [SHORTENED TITLE UP TO 50 CHARACTERS] 1 KOM2 Task 3: Assessment Strategies Serene Bou-Ghanem Western Governors University

[SHORTENED TITLE UP TO 50 CHARACTERS] 2 A1. The lesson plan learning objectives states that when given a problem and a 10x10 gride, students will be able to multiply tenths by tenths using concrete and pictorial representations. The standard states that students should add, subtract, multiply, and divide decimals to hundredths using cocncrete 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 the formative assessment, five questions are presented to students to answer which vary by using concrete models and the hundredth grid (place value) to answer the questions that align with the learning objective. Students have word problems in which they are able to write a response and use a selective assessment question in which students are given multiple-choice options. All questions in the assessment align to students providing their answers using ten by ten grids or multiplying decimals using tenths. This shows that the assessment aligns to the learning objective and the state standard effectively. A2. The formative assessment is relevant. The first question is a selective response question in which a ten-by-ten grid is presented and allows students to select the appropriate answer which aligns to the correct answer of what the grid represents. The second and third questions provide ten by ten grids with problems for students to demonstrate their learning of how to solve the two multiplication of decimal problems. Those show accuracy and rigor in the formative assessment which align to the learning objective. Moreover, the fourth question provides a real- life example and students need to show their understanding by solving the equation. Finally, the last question requires students to provide an concrete explanation in order to correctly answer the

[SHORTENED TITLE UP TO 50 CHARACTERS] 3 question. All questions relate to using ten-by-ten grids to multiply tenth by tenth problems which show rigor and relevance. A3. Ten-by-ten grids are used in the formative assessment provided in order to check for students understanding of the ability to multiply in tens using decimals. Using formative assessment allows the teacher to check for that student's understanding in order to modify their instruction to the students who don’t understand the concept or progress their instruction after assuring that all students in the class have a good understanding of what is being tought. The assessment provides data to the teachers to know which students are competent of the material and which students may still be struggling. B. After analyzing the formative assessment results, it can be concluded that 20/26 students (77% of the classroom) did not meet the learning objective as the objective states that students will be able to multiply tenths by tenths with 80% accuracy in questions 1-4. Moreover, the responses to question number five (explaining why multiplying tenths by tenths equals hundredths) were mostly not valid explanations which shows that students did not understand the content and, hence did not meet the learning objective. C. Michael Michael who is gifted and talented, scored 75 on questions 1-4 in the formative assessment. His learning needs may have affected his performance as he lacks motivation by traditional instructional strategies. Also because the student lives with younger siblings, his mother may be dedicating her time to assist her younger children instead of putting too much

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[SHORTENED TITLE UP TO 50 CHARACTERS] 4 focus on Michael which could also affect his performance. Michael’s scoring of a C in the last unit test could also bring down his motivation and may feel like he’s not doing well enough and that lagging continues. Maria Maria is an English-Learner (EL) and the student works hard to thrive however new vocabulary could put her progress low. This could be a reason why maria was not able to answer number five of the formative assessment correctly. It is obvious by her answer that the student did not understand the wording of the question and therefore attempted to answer by explaining what should be done to show the how multiplying a tenth by tenth makes a hundredth, but not why. Furthermore, the student lives with her family who also find difficulty contacting the school as her mother does not speak English to address her daughter's academic concerns which could negatively impact Maria’s performance. Daniel Daniel is on an IEP for ADHD. The student lacks performance as he finds difficulty focusing on grade-level content. The student failed the last unit test even when provided accommodations. The formative assessment results show that Daniel scored 25 on questions 1-4 and left his response blank to question 5. His ability to focus on learning content is what negatively impacted his performance. D1. In the next day’s lesson plan, I would inform the students that based on the class’ results, most of them did not meet 80% accuracy. I would go through each question with the class and make sure that we answer the questions together. I would my instruction by incorporating High Leverage Practices (HLP) to meet the learning needs of all students in the classroom. I would

[SHORTENED TITLE UP TO 50 CHARACTERS] 5 identify and prioritize long and short-term learning goals and design my instruction toward that goal. First, I will use modeling in explicit instruction to make sure that students are able to visualize the content and proactively improve their understanding. Moreover, I would Use flexible grouping to check for students understanding and scaffold the assigned groups (Reading Rockets., n.d). D2. To meet Michael’s learning needs, I would modify the next day’s lesson plan to make sure that I incorporate his understanding and demonstrate it to the class. Using his formative assessment results, I could have Michael demonstrate a question he got right in the assessment to the classroom. I would ask Michael to come up to the board and explain to the class his findings of how he could answer the question and his strategy. This would allow the student to feel like he’s holding some sort of authority and allows the student to be motivated and more engaged. By allowing Michael to feel empowered, his motivation would allow him to perform better in future assessments. As Maria is an EL student, I would place translated vocabulary placards on her desk and allow in the next day’s lesson plan. This would allow Maria to build an understanding of what each word means and support her learning needs. I would further send home a translated version of the lesson content so Maria could show her family and they could help her with instruction at home. Providing translations to the student would support the student’s learning needs and give her a better understanding of the material. In the next day’s lesson plan I would provide Daniel with positive reinforcement. I could incorporate using extrinsic motivation and move Daniel to the front of the classroom so that I could observe him better and more thoroughly. I could also provide Daniel with a paraeducator

[SHORTENED TITLE UP TO 50 CHARACTERS] 6 and sit the paraeducator in a quiet area in the classroom to avoid distractions during instruction. Using these strategies would allow me to meet Daniel’s learning needs and allow him to activate his focus and minimize distractions to himself and the rest of the class. D3. After reteaching the lesson content, I would use exit tickets to check for students understanding after being retaught the content. I would allow students use hands-on material such as unit cubes which would allow them to understand the content as they are able to visualize it in front of them. I would alter the questions from the first formative assessment and provide students to choose from selective options (multiple choice) to check for student understanding by knowing how to answer the question, instead of having students directly solve the equation. Doing so, would allow me to observe the progress and understand if modifying my instruction was beneficial to the students. The use of exit tickets would meet the needs of Michael as it would demonstrate the difference of performance in the first formative assessment result and the exit ticket result. If Michael scored high on the exit ticket, it would show that the way I re-instructed the lesson with a different approach built Michael’s motivation to perform better. Providing Maria with the translated key vocabulary words would allow her to understand the content after it’s retaught and using exit tickets as my formative assessment would demonstrate the students’ understanding by having the words translated to her which would allow her to correctly answer the question. The use of exit tickets would demonstrate if there’s a difference in Daniel’s performance by the following: if the student scores better in the exit ticket and showed understanding, it would prove to me as the teacher that bringing him closer to the front of the class and placing him with a paraeducator would meet his learning needs.

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[SHORTENED TITLE UP TO 50 CHARACTERS] 7 E. References High-Leverage and Evidence-Based Practices: a promising pair for all learners | Reading Rockets . (n.d.). Reading Rockets. https://www.readingrockets.org/topics/autism- spectrum-disorder/articles/high-leverage-and-evidence-based-practices-promising-pair

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