Assessment Video Observation Sheet

Assessments Observed During a Math Lesson Fill out the following table for 6 assessments observed in the lesson video. You only need to do 6, but you should not repeat assessment types more than once. (For example, you shouldn’t have “questioning” on there 3 times.) Briefly explain the assessment. Include the minute marker of where it is in the video What information was gathered during this assessment? How did the assessment information drive instruction? (1:23) He asked the students a question Student-led thinking He engaged the students by APK. He asked the students a question about decomposing #s and had them turn and talk with a partner and we walked around observing the discussion. The teacher is walking around to hear the discussions being had. The teacher can hear strategies and thinking being used. The teacher can hear misconceptions and address The teacher can understand what their students are thinking and the strategies they are implementing. From the peer sharing, the teacher can recognize the level of understanding of his students and knows where to go in the lesson from there. (2:26) He elaborated on the model the student shared – he asked questions that made her deepen her thinking and check with students to share thinking and assist in the conversation. The teacher has a student go to the front of the room to share their thinking by solving the decomposition of a number. The teacher recognizes whether the student can adequately explain their thinking. Student showing their peers one strategy for solving the math problem that the students may not have thought of. This will lead students to finding multiple entry and exit strategies to solve the math problem. (4:55) Visuals – ask to see understanding He used cards to show the students and asked how many more do they need to make 10 which is the skill they are working on. He asks the students to use the visual and see how many more need to be added to make 10 hearts. This provides the teacher with different options for strategies that may be more effective for their students by hearing the discussions of whether a student agrees or disagrees with another. (15:57) model and share Students are working with partners. Teacher is walking around and checking in formatively with groups. Asking questions to have students show or demonstrate their thinking Use a visual model allowing the teacher to see how the student is thinking through the math problem.