Professional Documents
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PP 3
PP 3
Mathematics
Assessment
Debbie Hernandez
January 2015
Demographics of
Students
The first step to designing curriculum
and the accompanying assessments is
to know the students.
Parent
Education Levels
Socioeconomic
Levels
In general, higher education and socioeconomic levels
indicate the availability of more support with assignments
and learning difficulties.
Parent Education
District
Don Riggio School
4 grade class
th
Levels
Post Graduate
14 - 15
11%
13-14
12%
14 -15
29%
College Graduate
23%
21%
3%
Some College
31%
25%
26%
20%
22%
23%
9%
12%
13%
5%
8%
6%
Socioeconomic
59%
62%
Total
9,277 = 100%
724 = 100%
31 = 100%
Ethnicity
While helpful, reported ethnicity
does not take into consideration
blended families. The ethnicity in
which a child is being raised gives a
more accurate picture.
Ethnicity
District
African American
12%
9%
13%
Asian
14%
9%
16%
Hispanic
44%
50%
39%
White
25%
26%
29%
Other
4%
6%
3%
9,277 = 100%
640 = 100%
31 = 100%
Total
CELDT Levels
This information informs decisions about vocabulary development
that needs to be incorporated into lessons and appropriate
language
on assessments.
CELDT
District
Don Riggio School
4 grade class
th
Beginning
7%
13%
Early Intermediate
12%
20%
22%
Intermediate
33%
26%
11%
Early Advanced
30%
30%
56%
Advanced
18%
11%
11%
Total
*1281= 100%
176 = 100%
9 = 100%
% of population
14%
28%
29%
Low
8 = 26%
Low Average
6 = 19%
Average
3 = 10%
High Average
7 = 23%
High
7 = 23%
Total
31 = 100%
Total
Don Riggio
School
11%
640 = 100%
31 = 100%
13%
GATE
Students
that
are
mathematically
gifted
typically learn concepts
more quickly. They need
more
challenging
assignments
and
extensions.
GATE
Don Riggio
School
7%
Total
640 = 100%
31 = 100%
Est. 16%
Curriculum to Teach
Common Core Math
Standards
The next step is to examine curriculum
available:
Engage New York Curriculum
Making Math Real Strategies
6Algebra
Types of
Assessment
Thorough planning includes choosing or designing
assessments.
Formative
Used during
instruction
See if students are
understanding
concept
Used to inform
instruction
Summative
Used after
instruction
See what student
has learned
Provides feed back
to parents
Informs
effectiveness of
teaching
Designing
Assessment
Item types
Selected Response
Constructed
Response
Extended Response
Assessment
Recall and Reproduction
Skills and Concepts
Short term strategic
thinking
Apply concept to a
situation or task
Ability to explain thought
process and solution
Extended Thinking
Selected
Response
Students select
response from a
provided list.
Examples:
multiple-choice
true-false
matching
Constructed
Response
Student organizes and
uses knowledge and skills
to answer a question or
complete a task.
Examples:
short answer
open response
extended response
performance assessment
Algebra
Extended
Response
Student organizes and
uses knowledge and
skills to answer a
question or complete a
task that has multiple
parts AND explains in
writing the process
used to get the
answer.
Rubric
Scores
After assessment is
developed, decisions
need to be made as to
acceptable answers
and how it is going to
be
scored.
1
Incorrect with no evidence of understanding
what to do.
2
Rubric Score
Criteria
Error
Analysis
memory lapse?
misunderstanding of
the mathematical
process?
evidence of a need for
language development?
4th grade
multiplication
problem: Students
presented work to
the class explaining
what they did
Using
Results
Revisit lesson Reteach a different way
More practice Apply concept in a greater variety of
ways
work with individuals or small group
Clarify vocabulary and use it with a higher frequency
Reconnecting with previous lessons
Teaching Cycle
Effective assessment is part of the ongoing teaching
cycle. Without it teachers have no evidence of how
their students are doing. The cycle is continuous.
Repo
rt/Re
vise
Plan
Asse
ss
Implem
ent