MATHEMATICS ASSESSMENT PLAN: USING TRADITIONAL AND AUTHENTIC ASSESSMENT MEASURES

The focus is on Collecting Data and identifying Error Patterns. You will:
• Create a rubric to grade student work.
• Score the provided student work samples.
• Identify the student’s strengths and error patterns.
• Determine the student’s readiness level for mathematical performance
For the student,

o identify a mathematics objective based on the initial diagnostic results,
o design developmentally-appropriate tasks related to the objectives to address higher-order thinking skills in mathematics

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Assessment and Development for Mathematical Performance

Rubric for Data Collection and Error Pattern Identification

Criteria Novice (0 points) Developing (1 point) Mastery (2 points)
Data Collection Does not collect any data. Collects some data but lacks organization or clarity. Collects comprehensive and well-organized data on student work (e.g., completed worksheets, quizzes, projects).
Error Pattern Identification Does not identify any errors or patterns in student work. Identifies some errors but struggles to explain their underlying causes. Identifies specific error patterns and explains their potential causes (e.g., calculation errors, misunderstandings of concepts, carelessness).
Analysis and Reflection Does not connect errors to student understanding. Makes limited connections between errors and understanding. Analyzes error patterns to gain insights into student strengths and weaknesses in relation to mathematical concepts.

Scoring Student Work Samples (Please replace bracketed information with specifics from the student work):

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Sample 1:

  • Data Collection: The student completed a worksheet on multiplication facts. Several problems have incorrect answers (e.g., 5 x 6 = 35).
  • Error Pattern Identification: The student consistently made mistakes in multiplying by 6.

Sample 2:

  • Data Collection: The student attempted a word problem involving calculating area. The final answer is incorrect (e.g., student multiplied length and width instead of adding perimeter).
  • Error Pattern Identification: The student seems to struggle with understanding the difference between area and perimeter.

Strengths and Error Patterns:

  • Strengths: Based on the limited information, it’s difficult to identify specific strengths. However, the student attempts the problems, suggesting a willingness to engage with the material.
  • Error Patterns:
    • Difficulty with multiplication facts (Sample 1)
    • Misunderstanding of area calculation (Sample 2)

Readiness Level:

Based on the error patterns, the student may need additional support with basic multiplication facts and understanding geometric concepts like area. They might be at a developing stage in these areas.

Mathematics Objective:

Based on the identified error patterns, a suitable objective could be:

  • Objective: The student will be able to accurately multiply single-digit numbers and apply multiplication to solve word problems involving area.

Developmentally-Appropriate Tasks:

  • Task 1 (Number Sense): Play multiplication games (e.g., flashcards, multiplication bingo) to reinforce multiplication facts.
  • Task 2 (Conceptual Understanding): Use manipulatives (e.g., grid paper, blocks) to visually represent multiplication and introduce the concept of area. Encourage the student to explore different arrangements to understand why area is calculated by adding lengths, not multiplying.
  • Task 3 (Application): Provide word problems that involve calculating area using multiplication. These problems should start with simpler shapes and gradually increase in complexity.

Higher-Order Thinking Skills:

These tasks encourage higher-order thinking skills by:

  • Requiring the student to explain their reasoning and problem-solving strategies (e.g., “How did you use multiplication to solve this problem?”).
  • Encouraging the student to connect multiplication concepts to real-world applications (e.g., “How can we use the idea of area to measure the size of your desk?”).

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