Articulating Outcomes: Thinking Like an Assessor
Articulating Outcomes: Thinking Like an Assessor
The Standard 3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithm based on place value, properties of operation and/or the relationship between addition and subtraction (the unit is Money).
The standard will require at least five lessons before the students will be prepared to take the summative test. The students will be given a formative project or exam at the end of each lesson to ensure that they understand the material that is being taught in each block of instruction.
Some objective of the unit will be:
• Students will be able to develop word problems involving money and will have correct answers to the questions and they will also be able to give answer to at least one question from 3 peers.
• Students will be able to demonstrate understanding of the uses and importance of money.
• They will be able to add and subtract money in different ways with or without regrouping.
• Discussing the importance of appropriate calculations for addition and subtraction of money
• Students will be able to make good decisions while spend, giving, earning and saving money.They will do a group project where they will create items and sell then calculate their profit and loss.
One of the formative assessment will be that students will have to develop at least 5-word problems involving money and be able to give answers to them, and also be able to answer one question from at least 3 peers. Students will have to explain how this technique helps in mastering of the unit, they will be given one-hour block period to complete this assessment. This activity will make it easy for me as the teacher to assess whether the students understand the lesson.
The real test of learning comes when students are able to transfer their learning.
Linda Darling-Hammond said; “One of the strongest positive influence on achievement occurs when students get formative feedback that they immediately can apply.”
This assessment meets the criteria for the SMART acronym because it is specific since they have to develop questions and write out answers to them. It is measurable because I can easily tell if they can identify they key words to form word problems involving addition and/or subtraction of money and form questions that are answerable and it is relevant to the objective. It is attainable since they will have just learned about addition and subtraction of money and are only being asked to develop word problem using money terms at this point. Finally, the time requirement is being met since the students will be required to complete the assessment in a one-hour block period.
Students should be able to create questions such as:
1. If Mary has $200 and buys a dress for $30 and a shoe for $20 how much did she spend and how much does she have left?
2. Mrs. Morris wants to paint her new house for $628, she has $411. How much more money does she need to complete the project?
As I work on giving feedback, I’ll need to ensure that I understand my students’ thought processes, and not just check their answers. What have they understood and what are they having trouble with?
Some strategies I would use for formative Assessment:
- Observation: walking around and observing to check for learning
- Think-Write-Pair-Share (Students will discuss and refine their questions by working collaboratively with their peers)
After this formative, I can assess the student’s understanding of the lesson. If needed, I can reteach any information that the students did not perform well. If I do not need to reteach, I can move onto another objective. Once all five objectives are taught, I will conduct a summative assessment for this standard.
Some of the formative assessment before the summative assessment will be……
• Students will demonstrate the ability to create word problems involving addition and/or subtraction of money
What I will look for………. Students use key word related to the lesson.
How I will know the student is meeting the standard…. When students use keywords like; how much is left? how much is spent? Etc.
• Students will be able to add and subtract money with or without subtraction.
What I will look for……… solve problems involving addition and subtraction
How I will know the student is meeting the standard…. $40.38, $80.34
+$39.72 -$41.26
• Students will be able to demonstrate understanding of the uses and importance of money
What I will look for… writes down uses of money
How I will know the students is meeting the standard… students will write things like; money is used to buy food, clothes, snacks, pay bills etc.
Summative assessment:
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
• a midterm exam
• a final project
• a paper
• a senior recital
• Developmental checklists
• Report cards
The summative assessment will be given at the end of the unit. Student learning is evaluated by comparing it against specific standards or benchmarks.
At the end of the unit, students will demonstrate their understanding of the unit by:
• Explaining the importance and uses of money
• Working on a project to develop goods and services and sell to generate money, then calculate their profit and loss.
• Answering questions related to addition and subtraction of money
• Completely showing all working (step by step) to real word problems on the test sheet
• Add and subtract money with and without regrouping.
At the end of the unit, students will demonstrate understanding on the uses and importance, add and subtract money with and without regrouping, answer word problem questions involving money, generate goods and service that be use to get money then calculate their profit and loss.
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What I will look for…...
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How I will know that the students is meeting with the standard
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How Will students reflect upon and self-assess their learning?
The student will self-assess his/her performance by using the following rubric:
Objectives
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“B”
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“A”
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Student will able to give answers to the word problems
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I have answered the word problem questions without showing all working
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I have shown all working steps to the answers of the word problems
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Students will list the uses of money
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I have listed at least 2 uses of money
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I have listed at list 5 uses of money
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Students will add and subtract with/without regrouping
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I have added and subtracted but missed some figures
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I have correctly added and subtracted with and without regrouping without missing any figure
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Students will participate in a project
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I have participated in the project, we created goods and services made sales but did not calculate our profit and loss.
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I have fully participated in the group project and we created goods and services, made some sales and calculated our profit and loss then record our figures.
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Students will be able to list down the importance of accurate and appropriate calculation of money
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I have at least 3 reason why we should have appropriate calculations of money
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I have at least 5 reasons why we should have appropriate and accurate calculation of money
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This summative assessment follows the SMART acronym because the rubric and directions that are provided are very specific about the necessary components of the work. It will be easy to measure their ability by using the rubric and should be attainable because they have been taught the material in blocks during the preceding weeks. The formative assessments that have been given earlier will also help to ensure that they have learned the smaller blocks of instruction before they progress into this summative assessment. The summative is relevant because it includes all five objectives that will be taught for this standard and it is time-bound since it must be completed at the end of the block period.
In conclusion, if the students complete this portion of the assessment with less than the outlined acceptable error rate, I will know that they are meeting the objective.
References
Common Core State Standard Initiative
Haughey, D. (n.d.). SMART Goals.
Darling-Hammond, Linda. (March 25, 2015). How Should We Measure Student Learning? 5 Keys to Comprehensive Assessment.
What is the difference between formative and summative assessment?
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