Assessment Case Study
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School
University of Phoenix *
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Course
MTE 513
Subject
Mathematics
Date
Feb 20, 2024
Type
pptx
Pages
11
Uploaded by ChiefRavenMaster1160
Assessment Case Study
Tracey Rodriguez
Student Case Study
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I chose to work with Betty Johnson, Landon Gregg, and Cam Western. •
Betty Johnson is a student that would benefit from short, simplified questions and answer choices, she also could benefit from limited answer choices and oral presentation of assessments. •
Landon Gregg is a student that would benefit from oral presentation of his assessments and with the ability to give a verbal response. •
Cam Western is a student that would benefit from short, simplified questions and answer choices, he also could benefit from oral presentation.
Learning Objective
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Content Standard: MA.8.AR.2.1
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Learning Target: Write and Solve One-Step Equations
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Students will be able to apply properties of equality to produce equivalent equations, solve equations using addition, subtraction, multiplication, or division and use equations to model and solve real-life problems.
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Instruction Necessary Prior to Assessing
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Have the students explore the idea of an inverse action with the use of math manipulations. •
Refresh what properties are inverses of each other by solving equations modeled with Algebraic tiles.
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Discuss the Addition and Subtraction Properties of Equality
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Have students describe how to solve a one-step equation, then they will create their own equation to solve.
Assessment Development
When I start to prepare to develop my assessments there are multiple items or factors that I try to consider. Using prior experiences with assessments I can try to negate any possible errors, miscommunications or misconceptions. I always make sure that I only am assessing the students on the actual material that we are learning, the use of assessing is only ethical and accurate when assessing on the material that is relevant to what was in the learning process. When I start to review the data that has been collected from the assessments, I generally use this information to assist me in finding areas that need to be differentiated or retaught. I also will use this data to help encourage the students to be responsible for their own grade. I will allow students to re-work any incorrect answers, this allows them to be in control of their own success.
Formative Assessment I
Solve the equation. 1.
x+6=-8
2.
x-0.7=1.3
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Formative Assessment II
Solve the equation using Algebra Tiles.
1.
b + 12 = 20
2.
x – 6 = 18
3.
2x + 3 = 7
Formative Assessment I & II
Betty Johnson:
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With Betty, I will read her the assessment and allow for verbal responses. I will check with her on whether she understands what is being asked. Landon Gregg:
•
With Landon, I will give him the option to have oral presentation for his assessment and allow for verbal responses. I will check with him on whether he understands what is being asked. Cam Western:
•
With Cam, I will try to give him the trust he needs to feel confident that he can complete this assessment. I will read the assessment to him and allow for him to give verbal responses if needed.
Summative Assessment
Solve the equation. 1.
x + 2.7 = 9.8
2.
x – 5 = 10
3.
Find the perimeter of the Equilateral Triangle. ( Remember an equilateral triangle has three equal sides.) x+3=9
x
x
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Summative Assessment
Betty Johnson:
•
With Betty, I will read her the assessment and allow for verbal responses. I will check with her on whether she understands what is being asked. I will give the option to work the problems with manipulatives, like algebra tiles if needed. Landon Gregg:
•
With Landon, I will give him the option to have oral presentation for his assessment and allow for verbal responses. I will check with him on whether he understands what is being asked. I will give the option to work the problems with manipulatives, like algebra tiles if needed. Cam Western:
•
With Cam, I will try to give him the trust he needs to feel confident that he can complete this assessment. I will read the assessment to him and allow for him to give verbal responses if needed. I will give the option to work the problems with manipulatives, like algebra tiles if needed.
Assessment Results When I am able to gather data from my assessments I look at many different key points. This data can help me to assess where I need to reteach or differentiate a lesson for a student or students. With my experience it is best to get ahead of any misconceptions or loss of information in the beginning of the learning process. Using the Formative assessments I am able to help make sure that the student(s) are retaining the information being presented, so that by the time I assess using the Summative assessment I have already removed any misconceptions and have taught the material in a way that the student(s) are able to retain the information to be successful. Using this data allows me to make changes to the way that I present the material in the future, and allows me to find necessary resources that my students may need to help them be successful.