Formative Assessment

Anthony Tito

SOLs:

K.1 The student will a) tell how many are in a given set of 20 or fewer objects by counting
orally

K.7 The student will recognize the attributes of a penny, nickel, dime, and quarter and
identify the number of pennies equivalent to a nickel, a dime, and a quarter.

K.8 The student will investigate the passage of time by reading and interpreting a
calendar.

K.10 The student will a) identify and describe plane figures (circle, triangle, square, and
rectangle); b) compare the size (smaller, larger) and shape of plane figures (circle,
triangle, square, and rectangle)

K.12 The student will sort and classify objects according to one attribute.

K.13 The student will identify, describe, extend, create, and transfer repeating patterns.

Table:

Shapes
Money
Counting/Relating
Life Knowledge/Time

Name Score (Out of 32) Strengths Weaknesses

A ● Recognition of ● Shapes with curved

16 standard shapes
● Differentiate morning
and night actions.
sides
● Different orientation of
shapes
● Big vs Small
● Curved vs Straight
sides
● Counting numbers
● Relation to previous
information
● No money knowledge
B ● Recognition of ● Different orientation of
18 curved vs straight shapes
sides ● Relation to previous
● Recognition of information
standard shapes ● Inconsistency with
● Application of counting
directions
● Differentiate morning
and night actions
● Recognition of ¼
coins

C ● Recognition of 2/4 ● Recognition of

6 coins standard shapes and
● Medium ability to w/ different orientation
differentiate morning ● Curved vs Straight
and night actions sides
● Big vs Small
● Counting numbers
● Relation to previous
information

D ● Medium ability to ● No money knowledge

11 differentiate between ● Recognition of shapes
morning and night w/ different
actions orientations
● Some recognition of ● Curved vs Straight
standard shapes sides
● Big vs small
● Counting numbers
● Relation to previous
information

E ● Some recognition of ● No money knowledge

8 standard shapes
● Big vs Small
● Recognition of shapes
w/ different
orientations
● Curved vs Straight
sides
● Differentiate morning
and night actions
● Counting numbers
● Relation to previous
information

F ● Recognition of ● No money knowledge

20 shapes w/ different ● Relation to previous
 orientations information
● Differentiate
between morning
and night actions
● Counting numbers
● Good recognition of
shapes
(inconsistent)
● Big vs Small
(inconsistent)
● Curved vs Straight
sides (inconsistent)

G ● Recognition of ● No money knowledge

22 standard shapes ● Recognition of shapes
● Big vs Small w/ different
● Curved vs Straight orientations
sides ● Relation to previous
● Differentiate information
between morning
and night actions
● Counting numbers

H ● Recognition of ● No money knowledge

23 standard shapes ● Relation to previous
● Recognition of information
shapes w/ different
orientations
● Curved vs Straight
Sides
● Big vs Small
● Differentiate
between morning
and night actions
● Counting numbers

I ● Recognition of ● No money knowledge

11 ​(mostly from standard shapes ● Recognition of shapes
day vs night) ● Curved vs Straight w/ different
sides (inconsistent) orientations
● Big vs Small ● Differentiate between
(inconsistent) morning and night
● Relation to previous actions
information ● Counting numbers
J ● Recognition of ● No money knowledge
24 standard shapes
● Recognition of
shapes w/ different
orientations
● Curved vs Straight
sides (inconsistent)
● Big vs Small
● Differentiate
between morning
and night actions
● Counting numbers
● Relation to previous
information

K ● Recognition of 2/4 ● Recognition of

3 coins standard shapes
● Recognition of shapes
w/ different
orientations
● Curved vs Straight
sides
● Big vs Small
● Differentiate between
morning and night
actions
● Counting numbers
● Relation to previous
information

L ● Recognition of 2/4 ● Recognition of shapes

22 coins w/ different
● Recognition of orientations
standard shapes ● Counting numbers
● Curved vs Straight
sides
● Big vs Small
● Medium ability to
differentiate between
morning and night
actions
● Relation to previous
information

M ● Recognition of ● No money knowledge

21 standard shapes ● Recognition of shapes
● Curved vs Straight w/ different
 sides orientations
● Big vs Small
● Medium ability to
differentiate between
morning and night
actions
● Counting numbers
● Relation to previous
information

N ● Recognition of ● No money knowledge

12 ​(from standard shapes ● Recognition of shapes
guessing shapes) ● Curved vs Straight w/ different
sides (inconsistent) orientations
● Big vs Small
● Differentiate between
morning and night
actions
● Counting numbers
● Relation to previous
information

O ● Medium ability to ● No money knowledge

12 ​(from differentiate between ● Recognition of
guessing shapes) morning and night standard shapes
actions ● Recognition of shapes
● Counting numbers w/ different
● Relation to previous orientations
information ● Curved vs Straight
sides
● Big vs Small

P ● Recognition of ● No money knowledge

13 standard shapes ● Curved vs Straight
● Recognition of sides
shapes w/ different ● Counting numbers
orientations ● Relation to previous
(inconsistent) information
● Big vs Small
(inconsistent)
● Medium ability to
differentiate between
morning and night
actions
Q ● Recognition of 1/4 ● Recognition of
10 coins standard shapes
● Medium ability to ● Recognition of shapes
differentiate between w/ different
morning and night orientations
actions ● Curved vs Straight
sides
● Big vs Small
● Counting numbers
● Relation to previous
information

R ● Recognition of 2/4 ● Recognition of shapes

20 coins w/ different
● Recognition of orientations
standard shapes ● Relation to previous
● Curved vs Straight information
sides (inconsistent)
● Big vs Small
(inconsistent)
● Differentiate
between morning
and night actions
● Counting numbers
(inconsistent)

S ● Recognition of 1/4 ● Recognition of shapes

20 coins w/ different
● Recognition of orientations
standard shapes ● Big vs Small
● Differentiate
between morning
and night actions
● Counting numbers
● Relation to previous
information
● Curved vs Straight
sides

T ● Recognition of 1/4 ● Big vs Small

12 coins ● Differentiate between
● Recognition of morning and night
standard shapes actions
● Recognition of ● Counting numbers
shapes w/ different ● Relation to previous
orientations information
● Curved vs Straight
 sides
Groups:

1.
This group includes B, L, O, R, and S
The pre-assessment showed an understanding of being able to differentiate morning and night,
a medium ability to count, and few have some money knowledge. The evidence is that most of
these students answered the counting and time questions correctly.

The pre-assessment showed a misunderstanding of recognizing standard shapes. Mostly

recognizing the standard shapes in different orientations, such as irregular triangles. The
evidence is not identifying shapes based on characteristics or shapes in different orientations.

These students have​ trouble recognizing/don’t know standard shapes, different orientations of
shapes, and identifying big vs small and curved vs straight sides.

Objective: Students will be able to identify standard shapes of all orientations and describe the
standard shapes based on the number of sides and the number of vertices.

Instructional Plan:
The students will be given each a geoboard. The teacher will go over each shape and the
characteristics of each. For example, the teacher will describe a triangle as any shape with 3
sides and 3 vertices. Then they will draw the shape and write the name under the shape on the
whiteboard.

After describing and drawing all the standard shapes, the teacher will see if the students have
any questions. If/When they don’t, the teacher will erase the whiteboard and instruct students to
get the geoboards out.
The teacher will name a shape and the students have to make it on the geoboard. They can
make any kind of the shape, as long as it follows the characteristics of the shape.
2.
This group includes A, C, D, K, P, and Q

The pre-assessment showed an understanding of some ability to differentiate standard shapes,

being able to differentiate morning and night, and some students have some money knowledge.
The evidence is that some students understand visual concepts, like shapes, and morning and
night.

The pre-assessment showed a misunderstanding of counting and what the numbers represent.
The evidence is that these students struggled with anything relating to counting, including
counting the seal question, or counting the number of sides of a shape.

These students need reinforcement of number identification and counting numbers in order.
They also need to learn how to learn from previously given information.

Objective: Students will be able to count to 10, in order, without skipping any numbers. They
will also be able to recognize the numbers 0-10

Instructional Plan: The teacher will review different strategies of counting with the students.
They will go over counting on fingers, touching manipulatives and counting, and the rest below.

After all the students are comfortable counting with the teacher using at least 3 different
strategies, the teacher will lay out the numbers in 2 sets and counters. In groups of 3, the
students have to match the number of counters with the number.
After both groups are done, if time allows, students will individually be given number cards that
they have to put in order from 0-10.

3.
This group includes E, I, N, and T

The pre-assessment showed an understanding of some ability to differentiate standard shapes,

the ability to count to at least 10, and few have some money knowledge. The evidence is
students were able to answer questions besides time without getting enough wrong to warrant
them being in another group.

The pre-assessment showed a misunderstanding of differentiating between morning and night

activities. The evidence is that these students did not do well on the question regarding time.

These students have trouble differentiating between morning and evening activities and need
reinforcement of time.

Objective: Students will be able to differentiate and identify morning and evening activities.
They will also be able to describe a daily routine.

Instructional Plan: The teacher will write the activities from the pre-assessment and as a group,
one at a time, students will come up and match an activity to whether it is done in the evening or
morning and explain their reasoning. After the students are more comfortable recognizing
morning and evening activities, the group led by the teacher will fill out the following.
After the group finishes, they will be given the following to individually complete to check for
understanding.

4.
This group includes F,G, H, J, and M
The pre-assessment showed an understanding of being able to differentiate standard shapes,
the ability to count past 10, and can differentiate between morning and evening activities. The
evidence is they got mostly all of this information correct.

The pre-assessment showed a misunderstanding of money, specifically names of coins and the
value of coins. The evidence is they said they didn’t know the name of the coins or the value of
the coins.

These students got ​mostly everything correct on the pre-assessment and are ready to learn
about money.

Objective: The students will identify the names of coins and find the value of one or more than
one coin(s).

Instructional Plan: The teacher will give each student 4 of each coin in play money. One coin at
a time, the teacher will tell the students the name of the coin and its value. After saying this, the
teacher will write on the whiteboard, “Penny - 1 c” for each coin. Then the teacher will hand out
the “Coin Sorting” sheet so in a group of 3 and a group of 2, they will sort their coins.
After both groups have sorted, the teacher will collect back the sheets and erase the
whiteboard. The teacher will then explain they are going to say the name of a coin or more than
one coin and the students have to show them. If the students excel, call out amounts of cents
to see if they match values to the coins.

Reflection:

A) What is the importance of using student data to make informed instructional

decisions?
Not every student learns at the same speed or knows the same things. Using
student data allows the teacher to see where each student is in a certain content
area. With the data, teachers are able to structure lessons and content to have
each student learn what they struggle with the most. Using data for
differentiation allows struggling students to learn at a pace that’s comfortable for
them, but also challenges students who are excelling. Every student will be
comfortably, but intellectually challenged to whatever degree they need to learn
at.
B) Explain what this assignment revealed to you about assessment and learning and
how it will influence your future classroom practices.
Well for one, I learned that giving out assessments one student at a time is
painful. I will certainly be working around assessing students 1-on-1 if I can, but I
will be ready if I ever have to.
In regards to the purpose of this assignment, I didn’t really learn anything. This
assignment solidified my previous knowledge that every student learns
differently. It’s our job as teachers to make sure we are doing everything we can
so each student is learning new content at their own pace. And this assignment
does a great job of breaking down the process of differentiating into a
step-by-step and reasonable format.
Assessing, grading, analyzing, and planning have been aspects of our education
for 4 years and we knew we would have to combine them when we were
teachers to see if what we’re teaching is sticking to the students. We have never
had to do the whole process before, so this assignment gave me practice and
confidence to now face this process in my classrooms in math and other content
areas.