3rd Grade Assessment Analysis: Key Findings and Misconceptions

Running head: Assessment Analysis pg. 1 Assignment 1: Assessment Analysis Carina Valadez ITL 516 Mathematics Integrative Design February 10, 2024 Dr. Mark Ryan

Assessment Analysis 2 3 rd -Grade Assessment Data Describe overall results for all students In this assessment data, the first skill the students were tested on was rounding numbers to the nearest tens place. The graph shows that 50% of students were proficient in skill one, 40% of students were in the emerging level and 10% of the students were below level. The second skill that was assessed was modeling thinking with number lines. For the second skill the graph shows that 60% of students were proficient, 40% of the students were below level. This skill didn’t have any students in the emerging level. The third skill that was assessed was subtracting within the 1000’s. In this skill 20% of the students showed proficiency and 80% were below average. This skill also didn’t have students in an emerging level, which means that these two skills will most likely need to be taught again.

Assessment Analysis 3 . Misconceptions Some misconceptions I see in the work samples is that the students were able to work with the number line provided on the first worksheet and round to the nearest ten. Four out of the ten students managed to get a perfect score. The rest of the students struggled and showed difficulty in rounding the numbers to the nearest ten. Another misconception that I observed was that the majority of the students were able to round the numbers to the nearest ten grams on number two but they forgot to include the measurement symbol. For the second worksheet, I observed that the majority of the students were able to round the minutes to the nearest ten, but it seemed that few of them were not able to tell time. It seemed like the students did not know how to count the minutes or they didn’t know how many minutes in an hour. Some students added the hours and minutes, while others subtracted them. What Do They Know? Observing the students' work I realized that the majority of the students know the concept of rounding to the nearest ten. Most students know the concept of place value and how to round a number up or down. In the student work samples, I noticed that the majority of the students were able to round to the nearest ten grams in question two by using the picture and then drawing it onto the number line. For problem number three, most students were able to subtract the time to get 48 minutes, which was the correct answer to how long Carl’s game lasted. Most of the students showed the work on how they got their answers, which tells me that they applied concepts they know into answering the questions. According to Frontiers in Education, "Recent studies have shown that children's proficiency in writing numbers as part of the so-called transcoding correlates with math skills. (Herzog, M. & Fritz, A, 2022). This proves that those

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Assessment Analysis 4 students that have the ability to work out their math problems may have the skill to solve them. A question I would ask is if any of the students experienced anxiety. Anxiety can also affect student growth and performance. According to the American Psychological Association, "A negative correlation between math anxiety and mathematics performance is frequently reported. Thus, some may assume that high levels of mathematics anxiety are associated with poor mathematical understanding." (DEVINE, A.et al., 2018). Therefore, we cannot rule out whether or not the student has experienced any anxiety and the cause as to some students having difficulty. Additional Information and Questions From the observation. Students seem to have a good grasp of the concept of place value and rounding to the tens place. All students were able to place numbers on a number line but struggled with rounding to the tens place with more than two numbers. For students to experience growth in these areas, it would be better to gain understanding of three-digit numbers in place value and work with students through problems dealing with time. Even though there were some students that were able to solve the word problems, it would benefit them to go over strategies on how to solve them. Reviewing place value standards and time concepts will allow those students who scored below to get into a emerging level. Barriers & Limitations One limitation to this assignment would be whether the students have had prior knowledge before teaching the skills. Have they previewed the standard before going over the lesson? Do they have the skill of rounding to the tens place with three-digit numbers? Some barriers to consider would be language, students with IEPs and those with 504 plans that need

Assessment Analysis 5 accommodations. I would question as to How many students in the class are EL learners? How many IEP students are in the class? or How many students need special accommodations? All these come into play when teaching and its important to be able to accommodate each child and know that they need the right accommodations, tools and reinforcement needed to learn.

Assessment Analysis 6 Student identified for additional support Math Proficiency: Skills Assets Needs Student name Charact eristics IEP Bianca Autism Spectru m. Extrem ely distracti ble and has poor eye contact. CCSS.MATH.CONTENT.3. NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. CCSS.MATH.CONTENT.3. NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.3. NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the Bianca is bright and can read well. She works well with manipulatives and can explain her thinking and solve problems when presented with them. Bianca struggles with word problems and cannot make sense of concepts when presented to her in direct instruction. She has some social skill awareness goals to meet.

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Assessment Analysis 7 range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations Skill 1 Demonstrate how to put numbers on the number line to determine rounding 6/6 = 100% Skill 2 Demonstrate how to round to the nearest 10 or 100 3/3 = 100% Skill 3 Demonstrate how to count with a number line to solve. 2/2 = 100%

Assessment Analysis 8 Student name Charact eristics ELL Fabiola Hispani c student, lived in US for 2 years. Parents only speak Spanish but are highly involved CCSS.MATH.CONTENT.3. NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. CCSS.MATH.CONTENT.3. NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.3. NBT.A.3 Fabiola loves art and loves to spend her free time drawing. She can solve two-digit addition and subtraction without regrouping. She can comprehend direct instruction and guided practice. Fabiola appears to look busy working but doesn’t generate much work. She has difficulty solving word problems. Her ELPAC score is a level 2 - Expanding level. Meaning that her development of the English language is somewhat developed.

Assessment Analysis 9 in her education. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. Skill 1 Demonstrate how to put numbers on the number line to determine rounding. 4/6 = 66% Skill 2 Demonstrate how to round to the nearest 10 or 100 1/3 = 33% Skill 3 Demonstrate how to count with a number line to

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Assessment Analysis 10 solve. 0/2 = 0% Student name Charact eristics SEL Tate Difficul ty with attention and impulse control and has a hard time following directions. CCSS.MATH.CONTENT.3. NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. CCSS.MATH.CONTENT.3. NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. CCSS.MATH.CONTENT.3. NBT.A.3 Tate has scored top ten percent on his recent SBAC. He enjoys gaming and reading. He also enjoys projects that allow him to have hands on experiences and using manipulatives.cd Tate struggles During math Tate struggles paying attention and is impulsive . He has a difficult time following directions and remember

Assessment Analysis 11 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. . Skill 1 Demonstrate how to put numbers on the number line to determine rounding. 4/6 = 66% Did not complete. Skill 2 Demonstrate how to round to the nearest 10 or 100 0/3 = 0% Did not complete. ing what to do. He struggles with self- control and tends to blurt out answers, which bother his classmate s. Tate gives up easily on tasks that he sees as difficult

Assessment Analysis 12 Skill 3 Demonstrate how to count with a number line to solve. 0/2 = 0% Did not complete. Final Conclusion To improve the students' understanding of place value, students may need a concrete representational model. Sage Journal states, “ When CRA instruction is explicit, lessons begin with an introduction to the topic followed by modeling. The instructor first physically models and thinks aloud about the problem solving or computation process. Next, the instructor guides students as they practice the task or skill by providing prompts and assistance. Finally, students practice independently as the instructor observes.” (Sage Journals, 2023) It is evident that the students learn from hands-on activities and using this model will provide physical and visual aids to build their understanding of the math concept. Students can also be provided with several examples as well as use digital apps and math programs for extra support and mastery. Working with students in small groups can also be beneficial for effective teaching and mastery. Students will be able to work with others, share thoughts and ideas and solve problems together. Meeting

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Assessment Analysis 13 with teachers during a small group is also effective because students' needs will be met, and they will be able to feel free to ask any questions when needed. Resources Devine, A., Hill, F., Carey, E., & Szűcs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. https://psycnet.apa.org/record/2017-48096-001 Herzog, M. and Fritz, A. (2022). Place Value Understanding Explains Individual Differences in Writing Numbers in Second and Third Graders But Goes Beyond. Frontiers in Education. Vol. 6. Retrieved from: https://www.frontiersin.org/articles/10.3389/feduc.2021.642153 Darch, C., Dunn, C., Hinton, V., Flores, M. Milton, J. (February 1, 2023).Using the Concrete Representational Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation.

Assessment Analysis 14 https://journals.sagepub.com/doi/10.1111/ldrp.12299?icid=int.sj-full-text.similar-articles.4

Assessment Analysis_Carina Valadez

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