MIAA 330:

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%

High School Graduate

20%

22%

23%

9%

12%

13%

5%

8%

6%

Socioeconomic

59%

62%

Total

9,277 = 100%

724 = 100%

31 = 100%

Non High School

Graduate
Declined to state

 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

Don Riggio School

4th grade class

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%

Fall Goal Setting

Conferences
Two
parentInformation:
or single parent
Family
household?
Shared custody? Does child go back
and forth between two households?
Parent-child dynamics
How many schools has the child
attended?
Goals parents have for their child
Student strengths and interests

The next step is to gather assessment

data that shows the current levels of
basic skills of students.
Basic Skills Inventory
Facts
Memorization

 Reading levels indicate independence in

reading and understanding written directions and word
problems.
MAP Reading Scores
Fall 2014

4th grade class

Low

8 = 26%

Low Average

6 = 19%

Average

3 = 10%

High Average

7 = 23%

High

7 = 23%

Total

31 = 100%

RSP students typically

need more incremental
steps
and
more
repetition. Extra support
such as verbal prompts
and visual cues helps.
Students with
Disabilities

Total

Don Riggio
School
11%

4th grade class

640 = 100%

31 = 100%

13%

GATE
Students

that

are

mathematically
gifted
typically learn concepts
more quickly. They need
more
challenging
assignments
and
extensions.

4th grade class

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

Xtramath (online facts practice)

Various strategies and lessons collected over
teaching career

Study the progression of the

concept being taught through
the curriculum.
Operations and Algebraic Thinking (K
5) and Expressions and Equations (6
Algebra)
K

Addition as putting together

Subtraction as taking apart and taking from

Add and subtract within 20

Add and subtract within 100

Multiply and Divide within 100

Multiple digit multiplication and division. Use 4

operations to solve problems, factors and
multiples, generate and analyze patterns

Multiply and Divide with fractions and decimals

6Algebra

Numeric and Algebraic expressions and equations,

relationships between variables, linear equations

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

When designing or choosing an assessment,

consideration needs to be given to the purpose of
assessment and what type of items best match that
purpose. This is when background information on the
students also comes into play. The context of the
problems need to be relevant to all
students.
Purpose
of

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

3rd Grade Selected

Response

4th Grade Selected

Response

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

4th Grade Constructed Response

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.

4th Grade Extended

Response

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

Incorrect , but there is some evidence of

understanding part of the problem.

Answer is correct. Either the steps to the

problem or the explanation is unclear.

Answer is correct. Both the steps to the

problem and the explanation are clear.

Grade 3 Anchor Papers and

Rubric

8th Grade Scoring Guide and Rubric

4th Grade Scoring Guide and Rubric

Rubric Score

Criteria

Student answers both problems incorrectly with little attempt at solving

the problems.

Student attempts to use an equation or model, resulting in incorrect

answers.
Student solves problems using an equation or model but result with an
incorrect answer or answers correctly showing only some reasoning.

Student correctly answers both problems in an answer statement and

uses an equation or model correctly to solve or explain.

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