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Student Assessment

Background:

For this assignment I chose a student named Charlotte. She is in my fourth

grade class at Laie Elementary. Charlotte has a strong desire to learn all subjects,

she has high grades in both reading and math. She seems to really enjoy math in

particular. She was absent for the first week or so of school, and I was instructed to

get her up to speed when she first arrived. Charlotte grasped each lesson quickly. I

would consider her one of the best at computing mental math problems in our class.

I chose her because she is willing to put forth the work when she comes to problems

that she doesnt know right off the bat. Another reason I picked her was because

she feels comfortable around me that I knew she wouldnt feel embarrassed if I

asked her to explain her reasoning or what she had done. Charlotte, in my opinion,

views these questions as just a question designed to have her talk it out. There are

others in the class that if I were to ask them to explain their reasoning they would

say they didnt know what they did and act shy, as if they had done it wrong and I

was trying to rudely point it out, which obviously is not true. I thought because of

this, charlotte would be a good student that would willingly do her best and be

confident when sharing.

Assessment Description:

I conducted this assessment in the back of the classroom at the group

table. We did it before math had officially started in hopes she wouldnt miss the

start of the lesson. I asked her if I could do a quick math assessment for one of my

classes and that it is just practice for me to see what she knew and how giving a

performance assessment works. Charlotte agreed and we sat down to begin. She

gave no signs of being nervous in anyway and was very focused on the math.

I gave her all problem solving questions. The first question was 600 divided

by X = 300, solve for X, this was a good question to use because they have been

practicing multiplication and division with three digit numbers, however not with a

letter. The second question was solving for a blank, the question was 12x ___= 60.

The third question was a word problem that said There are 168 lunches to be

shared equally among 3 fourth grade classes. How many lunches will go to each

class? The last question said If 4 x 10 = 40, and 40 x 5 = 200, then which of the

following is true? and there were multiple choice answers.

Analysis:

I actually learned quiet a lot from doing this assignment. She got four of the

five questions correct, and on one of the questions I asked her to explain what she

did and she discovered she was wrong and made the correction. With the question

600 divided by X = 300, she told me I covered up the zeros and did 6 divided by 3

which is 2 and then added the zeros back in. This was interesting because if you

were to add the zeros back in the answer would be 3 instead of 300. I saw that she

had a generalization of how to solve big numbers by taking off the zeros, but

putting them back on doesnt work like this in division problems.

She also got the 12x ___ = 60 quicker than I had thought. She told me that

She said it cant be 6 because 6 x 10 is 60 and the answer is already 60 so it isnt

that. I then did 4 x 10 = 40 and then 4 x 2 = 8 so thats 48 and thats too small of a

number. And 7 would be too high so it has to be 5. I thought this thinking process

was great for a process of elimination that came with having multiple choice

answers. I do think she would have found the correct answer anyway knowing that

she started with 6x10 and it was too high.

The problem solving question about lunches was great she got easy and

explained the process exactly how I would have done it, and also how they learned

it in class, so there was no surprise she solved the problem solving question

correctly. She even drew a picture to represent it, which was great for her to

visualize what the question was asking.

The last question was If 4 x 10 = 40, and 40 x 5 = 200, then which of the

following is true? A. 14 x 45 = 200, B. 4 x 10 x 5 = 200, C. 4 x 10 x 40 = 200, D. 40

x 10 x 5 = 200 for this question, she had thought long and hard and then she

circled C. I asked her if she could explain what she did, and how she got that

answer. Charlotte said, Because, I did 4x 10= 40, because thats what you gave

me, and then I know that 40x40 I will cover the zeros and 4x4=... Then she

stopped and said actually it isnt C, its B. I again asked her to explain how she got

the new answer and she said, Because 4x10= 40 and 40x 5= 200. I loved this

problem because as she was thinking and processing the problem again to explain

to me how she got the answer, she discovered she had been wrong. She quickly

knew which one it had to have been and I really liked seeing her go through that

processes of changing answers and explaining again.

Application:

Based on the assessment that I did with Charlotte, I believe she does a great

job of thinking and really processing how to solve the problems. I think I could have

challenged her more. Even the last question that she corrected herself on, that

wasnt the hardest question I could have given her, but I think it really proved to me

that thinking aloud and explaining how they went about solving a problem is a great

skill for students to develop. I think that she was clear in her explanations of each

problem that I asked also, she never gave me an answer that was a guess or

showed lack of effort. I think she may need support in other problems, however in

the ones I had given I felt she did very well at the questions I had given her.

Final Thoughts:

My thoughts about doing this assessment is that I think it needs to be done

more often. I havent seen any one-on-one in math in my O&P classroom once. I

learned a lot about Charlotte during this assessment and I believe that a lot could

be learned from every student in the class. I think I would have done some harder

challenging as I could have made them, and if there were too challenging for her to

do them, I would still be able to have her explain what she thinks she could do. By

doing this, I could see where her mind is at any given problem to really guide me in

how I teach it. I will be able to see exactly where she struggles or where the

disconnects may be from the lesson and practice. I think overall, this was a great

assessment to do for me to feel how it works, and think about how it could be used

in my future classroom. The only thing I would have done differently with this

assessment would be to have done it with a student who I believe has a great

understanding of math, such as Charlotte, and a student who I know struggles in

math. This would allow me to see the difference in how they verbalize their thinking

and reasoning with the questions. I would also be able to see where the problem

may be so I can address that.

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