Developing an Assessment System

A.1: Subject and Grade level 5th grade math A.2: Standards CCSS.MATH.CONTENT.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) CCSS.MATH.CONTENT.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2. A.3: Assessment Overview During the 20 days of instruction, pre-assessments before each topic will be given. We will cover 6 topics during the 20 days. Pre assessments will be given before each new topic therefore there will be 6 pre-assessments. There will be the same number of post-assessments after each topic is completed. Also, during the instructional days, formative assessments will be ongoing. No more than two formative assessments per topic. At the end of the 20 days of instruction, one summative assessment will be given. A.4: Assessment Continuum 3 The assessments that will be given support student learning by assessing students based on the material that is covered as well as previous material. Utilizing the pre- and post- assessments allows for myself to reflect on the material that was covered, whether or not students mastered the material, and where they need support. Ongoing formative assessments will be implemented, these are designed to reinforce the material that was taught as well as provide feedback to students of their mastery of the standards. B: Summative Assessment The end of unit summative assessment aligns with the assessment system by ensuring that students are being assessed on material that was covered directly in the unit. The summative assessment will align with the learning goals and objectives of the unit and topics. The summative assessment has a variety of questions to allow for student success. C: Pre-Assessment The pre-assessments are given to students prior to teaching each new unit topic. This pre- assessment will analyze student readiness, their prior knowledge of the material, and differences in learning (Western Governors University, 2022). The pre-assessments align with the assessment system because this helps determine course of action for myself and what I need to do to ensure students will reach mastery of the standards. D: Parallel Assessment Based on student proficiency scales, students will be given differentiated parallel assessments. These will ensure that student needs are being met as well as helping them earn mastery of the material. The parallel assessments include relevant questions as well as questions that will gauge understanding and mastery. E: Formative Assessment 4 I will utilize formative assessments throughout the delivery of the units. Specifically utilizing turn and talks, fist to five to check for understanding, meeting with students in small groups. Utilizing mid lesson quizzes to check for understanding will also be implemented. These will be implemented on a weekly basis. I will not use them all in one day but throughout the week I will be utilizing them. F: Benchmark or Interim Assessments As a district, we utilize Renaissance STAR Math assessments to assess student progress and growth. This assessment not only assesses students on previous topics but current and future topics. These assessments are completed regularly during the school year. On average, once per month the students are assessed. The information from the assessments is used to group students based on proficiency. The grouping of students is used for interventions or advance student ability.