Standard Eight: Assessment
8S1: Gather relevant background information:
My understanding of gathering relevant background information expanded with the completion of my case study assessment portion. I conducted interviews with my students regarding their perceptions on math and other things related to their learning that allowed me to gain information on my student. Furthermore, the completing of this class assignment required me to look into my child's academic and personal history, which assisted me in expounding on this skill.
8S2: Administer nonbiased formal and informal assessments:
Administering nonbiased formal and informal assessments occurred during the time at my placement during weekly curriculum based measured assessments but also when I administered assessments for my case study project. The case study assignment allowed me to administer assessments that were directly related to mathematics.
8S3: Use technology to conduct assessments:
According to Teaching Mathematics Meaningfully (p.196) technology can serve as a way to enhance students overall understanding of mathematics. While I have not conducted in informal math assessments utilizing technology, I have administered the NWEA formal assessment using the computer in the computer lab. TheNorthwest Evaluation Association (NWEA) assessment measure students current understanding of math concepts at their grade level and are linked to Chicago Public School teacher evaluations. By clicking on the image below more information about the NWEA Assessment used to assess children in the third grade in Chicago Public Schools, using computers.
My understanding of gathering relevant background information expanded with the completion of my case study assessment portion. I conducted interviews with my students regarding their perceptions on math and other things related to their learning that allowed me to gain information on my student. Furthermore, the completing of this class assignment required me to look into my child's academic and personal history, which assisted me in expounding on this skill.
8S2: Administer nonbiased formal and informal assessments:
Administering nonbiased formal and informal assessments occurred during the time at my placement during weekly curriculum based measured assessments but also when I administered assessments for my case study project. The case study assignment allowed me to administer assessments that were directly related to mathematics.
8S3: Use technology to conduct assessments:
According to Teaching Mathematics Meaningfully (p.196) technology can serve as a way to enhance students overall understanding of mathematics. While I have not conducted in informal math assessments utilizing technology, I have administered the NWEA formal assessment using the computer in the computer lab. TheNorthwest Evaluation Association (NWEA) assessment measure students current understanding of math concepts at their grade level and are linked to Chicago Public School teacher evaluations. By clicking on the image below more information about the NWEA Assessment used to assess children in the third grade in Chicago Public Schools, using computers.
8S4: Develop or modify individualized assessment strategies:
According to Teaching Mathematics Meaningfully (p.37) assessing students at the three levels of mathematical understandings is critical. To further my understanding of assessing my student at the concrete, representational, and abstract level I created a CRA Assessment for my case study student. This assessment was developed specifically to fit this students needs.
8S5: Interpret information from formal and informal assessments:
My understanding of interpreting information from formal and informal assessments came from first hand experience with the case study. After collecting data on my case study student's academic ability I chose particular assessments to administer and from administer those assessments, I looked at the data related it back to the class readings. For example, interpreting observational data that suggested that my case study student may have some attention difficulties.
According to Teaching Mathematics Meaningfully (p.37) assessing students at the three levels of mathematical understandings is critical. To further my understanding of assessing my student at the concrete, representational, and abstract level I created a CRA Assessment for my case study student. This assessment was developed specifically to fit this students needs.
8S5: Interpret information from formal and informal assessments:
My understanding of interpreting information from formal and informal assessments came from first hand experience with the case study. After collecting data on my case study student's academic ability I chose particular assessments to administer and from administer those assessments, I looked at the data related it back to the class readings. For example, interpreting observational data that suggested that my case study student may have some attention difficulties.