Individual Assessment Topic Investigation

1). How do you work out where children are at in their learning?
 You assess where the students are at in their learning through
assessments done such as a JAM test in mathematics. A JAM test is
used to assess what level students are at in their mathematics and
what they need to work on regarding their maths, these tests and the
scores are then used to place students in their ability groups so the
students are in the group that has the same strengths and weaknesses
as them so therefore the learning intentions that are written up for their
group suitable for all.

2). How do you know children have learned?

 These tests can then be redone on the students at a later stage and
you can assess what the students have learnt, if their answers have
changed to be correct you therefore know students have increased
their ability and they have learnt and achieved their learning intentions.
If students are using the correct language and they have shown
improvement in language used and answers given this shows that the
students have learnt something.

JAM Test One:

 Module One: this showed the student being at early level 1 (2 circled)
showing the student applying counting all strategies using materials.
 Module Two: the student is on beginning level 1 as he is still learning
to count objects due to not being able to count objects.
 Module Three: In module three the student is at beginning level 1, he
is reading numbers in the range 0-10 accurately and confidently
therefore being able to move to counting to 20 next.
 Module Four: Student is at beginning level 1 and is able to count
forwards from 0-10, he could count up to 12 but could not go above.
 Module Five: Student is at beginning level 1, student was able to read
backwards from 10-0 confidently but nothing above that.
 Module Six: student could not reach any of the fractions and shapes
and this is going to get worked on in the following maths lessons.
 Module Seven: student is at beginning level 1 and is able to instantly
recognize groupings up to 5, he recognizes 10 squares and dots but
cannot group and add on, tries to do this in his head.
 Module Eight: In module eight student was able to use his fingers to
count and could do 2+3 well from memory and 1+4 but struggled with
larger numbers such as 5+4.
JAM Test Two:
 Module One: Student is as beginning level one being able to count
one to one and was able to answer 1a and 1b in her head confidently.
 Module Two: student is at beginning level 1 and is learning to count
objects, was not confident changing the answer multiple times.
 Module Three: Student is able to read 0-100 but stops at 38, cant read
the 100 column so therefore 137 becomes 37.
  Module Four: Student is beginning level 1 and is able to count
forwards from 0-10, able to identify the number after 11, 19, 76 but not
29 therefore gets stuck on numbers that move to the next 0.
 Module Five: Student is at beginning level one counting backwards
from 10-0.
 Module Six: Student was able to identify that I was asking about the
coloured in part of the shape but could not use the language to
describe.
 Module Seven: Student is at beginning level 1, instantly recognizing
groupings up to five. Student was able to know that there are 3 more
after 5, and being able to double 5, but that was as far as her
knowledge went.
 Module Eight: student took longer than 3 seconds to get to the answer
therefore was not able to mark her on this level.

JAM Test Three:

 Module One: Student is at beginning level 1 being able to learn to
count objects, he struggled to count to 9 so needs assistance and is
still learning in this field.
 Module Two: Student is at beginning level 1, learning to count objects,
he was able to count monkeys to 7 but stopped at 7 and that was his
answer.
 Module Three: Student is at beginning level 1, reading numbers in the
range 0-10, he was able to go all the way to 13 but that is where he
had to stop because could not go any further.
 Module Four: Student is at beginning level 1, counting forward from 0-
10, he was able to count to 12 but then stops and says that 13 is 30
and 14 is 40.
 Module Five: Student is at beginning level 1, counting backwards from
10-0, he is able to count backwards but still looks at teacher to see if
he is right.
 Module Six: Student answered by saying the colours and therefore
could not identify the imagery or use the language.
 Module Seven: Student is at beginning level 1, and is still learning to
recognize patterns to 5; he still pauses and tries to count dots. He
knows 5 frames and add 1 to 4 to get to 5 but knowledge stops there.
 Module Eight: Student was able to identify 1+4 quickly but that was
the only one therefore he is at beginning level 1, and is learning to
recognize patterns to 5 still.