CASE STUDY): MATHEMATICS ASSESSMENT PLAN: USING TRADITIONAL AND AUTHENTIC ASSESSMENT MEASURES
This assignment provides an opportunity for diagnosing, evaluating, and addressing mathematical abilities in elementary students as well as analyzing personal practices in utilizing the results of various assessment procedures in designing individualized mathematical instruction for elementary students.
ELE502 assessment.docxDownload ELE502 assessment.docx
Task: 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,
identify a mathematics objective based on the initial diagnostic results,
design developmentally-appropriate tasks related to the objectives to address higher-order thinking skills in mathematics
After completing the scoring of this student’s work, write an essay that includes the following information:
1. Introduction & purpose. (Here is where you add information on assessment from the literature)
2. The body of the essay: This should include the following headers:
Testing Instrument: identification and a brief description of the testing instrument and scoring rubric
Results: Specific results of the assessment, including scores and level of performance
Diagnosis & Evaluation:
Overall statement of the student’s mathematical strengths and instructional needs.
Design learning and performance strategies to address higher-order thinking skills in mathematics for this student/Instructional planning for ESOL/LEP)
Analysis and reflection on personal practices in assessing mathematical performance in elementary students (pay attention to the use of traditional assessment and authentic assessment measures in evaluating elementary student performance in mathematics)
Concluding Thoughts/Conclusion
References
Appendix (if needed)
Scoring Rubric
Introduction and purpose 2 points
Testing Instrument/Scoring rubric & appropriateness 4 points
Diagnosis and evaluation/Student’s readiness level 4 points
Identifying strengths 4 points
Identifying student error patterns 6 points
Design: Learning strategies/higher-order skills 6 points
Instructional planning for ESOL/LEP 4 points
Reflection: Instructional application/personal practices 6 points
Conclusion 2 points
Completeness of Assignment 2 points
Total Value: 40 Points
Due: Session 5
