Summative Assessment Wk.4

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North Carolina Central University *

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Mathematics

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Feb 20, 2024

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Summative Assessment: Critical Thinking Ebony L. Rowe University of Phoenix CUR/515 Professor Norheim January 11, 2024

Module Objectives: - Students will be able to know number names and count the sequence. - Students will be able to count to tell the number of objects. - Students will understand addition as putting together and adding to and understand subtraction as taking apart and taking from - Students will classify objects and count the number of objects into categories. I can statements: - I can count to identify how many and write the number. - I can add one more or take away one and identify how many. Formative Assessment 1: Sort up to five objects in a group, count, circle to identify the correct number, and describe the attributes of the objects. Description: This assessment will be guided by the teacher prompting questions to allow the students to answer and analyze after giving the baseline answer. For example, they may have counted the four objects and circled the correct number; however, push them to respond how they knew it was four and describe the attributes of the objects in front of them. It could have been four triangles. Did you sort them because of their color, shape, etc., similarities? How did you know it was a triangle? What identifies a shape as a triangle? Justification: When it comes to problem-solving, as educators, we must prompt supporting questions to strengthen the skill of carefully thought-out responses. We want to build the courage for students to feel confident in identifying the attributes or having a follow-up response on why they chose their answer. This helps develop an understanding of the standards addressed. Explanation: Prompting questions throughout your lessons helps understand what needs to be taught again for the teacher and gives the students responsibility for their learning. Giving the students the responsibility to challenge themselves creates a center activity to allow them to thrive independently. Formative Assessment 2: Working with numbers 1-5 in different configurations. Description: This assessment will be independent and can be led virtually. The students will log into their IXLearning accounts and complete the evaluation their instructor assigned them. Virtual assessments give direct feedback on what the students know. Justification: In Kindergarten, we are building students' foundation for successful academic years ahead. Not only do we teach direct instruction daily, but it is now required to incorporate technology learning into your classrooms daily. Virtual applications are immediate feedback to determine if these tools are practical. This is the perfect way to push out questions based on counting and identifying the numbers in different configurations. Students would have to touch and count each object present in each question and identify its linear, circular, or scattered configurations somewhat.

Explanation: Technology is an ever-growing tool within the school systems. By incorporating technology into student learning, it provides feedback for the teachers and creators. Critical thinking skills will be assessed based on the prompted questioning from IXL. The teacher will be sure to base the questions around the vocabulary and familiar questioning used during whole-group instruction. Formative assessment 3: Arrange and strategize numbers 6-10 Description: This assessment will be done as group work. Students will work in groups of three to create a pictorial representation of their prompted question. This will give students responsibility for their learning by creating a visual that explains their level of thinking with numbers 6-10. Justification: Instead of the teacher providing most of the information and the students just answering the question, this is where you allow their critical thinking skills to be pursued. Students will stretch their minds together to create a number sentence, drawing, or graph to explain their thinking. As a learner who struggled with math in grade school, I was a huge fan of visuals to see it and put it into perspective. Explanation: As stated previously , using a pictorial assessment allows you to see and understand precisely how the students thought when they came up with their solutions. Some of the answers may be incorrect; however, having that picture there helps visualize they need practice with one-to-one correspondence or continuous practice on counting and writing the correct number. Formative assessment 4: Adding one more with numbers 1-10 Description: As a class, students will engage in exit ticket assessments . Students will arrange, analyze, draw, and add one more to the provided number. They may also use manipulatives as a scaffold to help visualize adding one more. Justification: Exit tickets are beneficial for daily feedback. Immediately after finishing a lesson, providing the students with an exit ticket will show what they grasped during your lesson and what should be worked on in small groups the following day. Based on how the students do, it will allow the teacher to either find a different approach to teaching the information or be sure to prompt more questioning to check for understanding during the lesson. Explanation: As stated previously, the exit ticket will allow the teacher to see how well or not so well each student did. Based on the information, pulling students into small groups to work on the skills they didn’t perform well will help keep everyone on track. When students miss the concept of lesson 1, if the teacher continues without a check-in, they will continue to be lost throughout the topic because they missed the foundation. Formative assessment 5: Subtracting one less with numbers 1-10

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Description: Students will count from 10 to 1, indicating one less each time. They will engage in a math jeopardy game, working in two groups. Justification: Learning through play is one of the best ways to get students' minds expanding without realizing it. The objective is to have the students think and produce accurate and quick responses with fidelity. Being on teams allows them to collaborate effectively and build strong communication skills. Explanation: Communication skills, team building, and analyzing information indicate the appropriate skills to be a successful learner throughout the academic years to come. Playing math games helps build these skills, which all work together to produce the expected outcomes of being critical thinkers. Summative Assessment: Interview style assessment for formative assessments 1-5 Description: Each section of the summative assessment will include one problem for each student to complete. The questions will have multiple-step solutions to get the answer. A rubric will grade this summative assessment. The assessment will be given at the end of our math module. Justify: Our summative assessment will provide the outcome of what each student learned throughout the module. Each module is about 40 lessons long, producing report card grades for each quarter. Based on the results, this is excellent data for the teacher, curriculum, and instruction departments to see where students did well and where students and teachers could have growth opportunities. Explanation: The summative will show where instruction can be explicitly taught in the future and how questions can be asked throughout the lessons. As stated previously, when students miss the concept of lesson 1, if the teacher continues without a check-in, they will continue to be lost throughout the topic because they missed the foundation. Each topic should be assessed using the formative assessments. This will make the summative assessment more successful because the teachers worked on students' individual growth based on their areas of need from the formative assessments. 350-word synopsis: Regarding critical thinking skills, students must have multiple checkpoints using formative and informative assessments to track their progress and knowledge. In this paper, I will discuss the different formative assessments that I would or have used for my students when teaching the following module: Eureka Module 1 Lessons 1-40. It is imperative to provide your students with quality and effective

feedback. In my class, I will give the students data notebooks. This tool can be used for all grade levels K- 12. This will allow the students to track what they know and where they can grow next. It is also an excellent tool for teachers to use to have accurate data when placing grades on report cards. I will assess students one-on-one to give them my full and undivided attention. As I prompt the provided questions for each assessment, I will mark in their data notebooks the skills they may have struggled with and the skills that they have mastered. I will always incorporate quality questions during my whole group instructions to ensure my students are granted the full opportunity to excel. When I begin any module, I always lead with an essential question. The vital questions always open discussion about the topic with prior knowledge. After providing lessons following your initial conversation, always check for understanding. This can be done through multiple sources, such as a student debrief or exit ticket when transitioning or through virtually assigned assignments. Any time your students work in the classroom, it must still be aligned with our required standards. I will ensure they are assigned challenging assignments through Lexia and IXL Learning. We want the work to expand their minds instead of working consistently on the material they may have mastered through whole-group instruction. Through the programs Lexia and IXL, I receive immediate feedback to my teacher portal, which allows me to see the student's level of thinking. Given the input, I will incorporate more critical thinking and quality questioning based on the results. Enabling the students to turn and talk, discuss topic questions, and hear other viewpoints is also essential.

Summative Assessment Wk.4

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