D-184 Task 4
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School
Muskingum University *
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Course
184
Subject
Industrial Engineering
Date
Dec 6, 2023
Type
docx
Pages
7
Uploaded by ksmith1991
Ward 1
Kristina Ward
Western Governors University
November 03, 2023
ID#
001234487
A.
Develop an assessment system for an entire instructional unit (
minimum length of 20
Ward 2
instructional days
) by doing the following:
1.
Identify one subject and grade level for the instructional unit.
Kindergarten Math Fact Fluency
2.
Submit a copy of the standards used for the instructional unit.
K.OA.5- Solve addition and subtraction problems (written or oral) and add and subtract within
10 by using objects or drawings to represent the problem. (Common Core State
Standards, 2020)
Ward 3
3.
Create an overview of the assessment system for the unit (
minimum length of 20
instructional days
), including the types, number, and frequency of assessments
that will be administered for the context specified in part A1.
There will be 25 instructional/assessment days in this unit based on the Kindergarten
standard K.OA.5.
Formative preassessments- 4 at a rate of once per week until the last week
Summative Assessments for fluency check- 4 at a rate of every week until the last week
Game Day Formative Performance Reviews- 6 at a rate of once per week then one bonus on
the final week
Diagnostic- 10 at a rate of twice per week.
Journal Review Formative Assessment- 5 at a rate of once per week
Benchmark Assessment- 1 at a rate of once per unit
4.
Explain how the assessment continuum of the assessment system supports
mastery of the standards submitted for part A2.
Kindergarten students are building the basic mathematical blocks for their future learning in
math. It is absolutely essential that they have a concrete understanding on how addition and
subtraction work and how to use them. Students at this level need quick, repetitive assessments
that access their schema and new knowledge and use it in multi sensory methods.Students will
be using formative assessment daily through games, answering questions throughout the
curriculum, and exit tickets for a quick check. Students will have a series of formal and informal
assessments through questions and answering, playing games, quick checks and summative
tests. Fluency in Kindergarten is defined as 3-5 answers, students need automaticiity in addition
and subtraction within numerals 0-5. Students will display portfolio based assessments in their
journal time, they are given a real world problem and then asked to demonstrate the problem
using models, images and number line progression. Students will have four summative
assessments of their overall knowledge and at the end of the 25 day plan they will complete the
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Ward 4
district recognized benchmark assessment. The continuum of assessments is supported through
the progression from formative to benchmark to summative assessments based on the minute,
daily, weekly, and unit/summative assessments. Students will have formative, instruction
changing assessments and interventions in small group before progressing through assessment
types leading up to a summative assessment. The formative assessments will be used to inform
ongoing teaching during teaching the unit. The summative assessment will be used to track
student achievement throughout the entire length of the unit or time period spent learning this
standard. The benchmark assessment will be used to evaluate student learning and their areas of
strength and weakness in preparation of the midterm goals for this standard. The diagnostic
assessment will be used to help based student small groups off of for individualized reteaching
twice per week in small group to ensure gap coverage for the standard.
B.
Describe the end-of-unit summative assessment and how it aligns within the
assessment system.
The summative assessment is compiled from the same questions used on the
assessments throughout the unit. The great thing about math standards is the fluency in the
questions and how they are used. Students are learning the same problems throughout the
entire unit before leading them in to summative/benchmark assessments that cover all of the
standard on the same assessment. This progression is gradual to ensure student
understanding before giving them all of the levels of the standard at once. Students begin
with 0-2 addition then 0-5 addition, followed by 0-2 subtraction and then 0-5 subtraction.
Each piece of the assessment system focuses on a reteaching when needed and also
moving students forward in the content so they will be prepared for the summative
assessment. Students will use portfolio display of learning in their journals, active learning in
their game time while I track which answers they know and do not know, and also
constructed responses on their assessments throughout the unit. Students will see the
questions over and over and practice their addition and subtraction facts while also using
Ward 5
objects, projects, and games to develop fluency within this standard. Students have to be
able to build a solid foundation in mathematical fluency in order to be successful in their
future mathematical learning journey. The summative assessment will show that students
understand automaticity and fluency in addition and subtraction within the K.OA.2 standard.
C.
Describe the pre-assessment and how it aligns within the assessment system.
The preassessment fosters fluidity and coherence in the curriculum and
assessment system because it sets the expectations for the unit. The preassessment
shows students what they will learn during the unit and what their end goals are.
Students will be able to see what they already know and what they are missing so a
student centered learning focus can be developed. The preassessment for this unit will
align student work to the standards based on what they know and do not know. The
preassessment allows clarity before moving forward in the continuum of student learning
and standard mastery.
D.
Describe the parallel assessments for this unit and how they align within the
assessment system.
Student assessments will be based on what they know. If a student does not pass
their summative assessments week to week they will receive intensive small group sessions
creating models to manipulate addition and subtraction from the standards. Student
assessments that are parallel will be comprised of the formative, preassessment and
summative assessments. Students will be rated based on the achievement in each
assessment. On a scale of 0-4 students will be rated on how much of the standard they
have mastered and to track their growth within the standard. Students will have several
opportunities to demonstrate their learning and the consistent review of the standard will
ensure student memorization and success within the standard.
Ward 6
E.
Describe how you will strategically use formative assessments on a recurring basis
within your assessment system, including which types of formative assessments you
will use.
There are several different types of formative assessments in this unit that are used in
my classroom regularly. With Kindergarteners I find that assessing quickly, regularly, and with
interactive methods is the best way to plan student instruction. Students will be assessed at every
step of the instructional unit for the K.OA.5 standard for addition and subtraction. I enjoy using
question and answer sessions during instruction to feed the direction of instruction throughout the
unit. Students will also be completing exit tickets with problems that fit within the standard we are
learning to further inform instruction during the unit.
F.
Explain how the measurement topic for this unit relates to the benchmark or interim
assessments from the district or state level.
K.OA.5- Solve addition and subtraction problems (written or oral) and add and subtract within
10 by using objects or drawings to represent the problem. (Common Core State
Standards, 2020)
Thankfully the school district I work in has already adapted standards based
grading model. This means that in each grade students are expected to score at least a 3
on the scale of 1-4 for proficiency. Students who are scoring above a 3 should be moving
on to the next standard for mastery until they are moved on to the standards for the next
grade. Students who master addition and subtraction within 5 would move on to addition
and subtraction within 10. School and district policy matches how I am assessing
standards in my classroom. Students are sent home with report cards that reflect our
standards based reporting to parents along with literature that shows why standards
based report cards are so helpful in determining instruction as students move through
their grade level.
References-
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Ward 7
Ohio’s Learning Standards | Ohio Department of Education. (2020). Ohio.gov.
https://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-Standards