Task 3: Assessment Strategies D171- Curriculum, Assessment, and Instruction

Task 3: Assessment Strategies D171- Curriculum, Assessment, and Instruction June 26, 2021 A. Evaluate whether the attached "Formative Assessment: Multiplying Tenths" is an appropriate measurement instrument for the learning objectives and academic standards in the attached "Lesson Plan: Multiplying Tenths" by doing the following: 1. Analyze the alignment of the formative assessment to the lesson's learning objectives and academic standards. Learning Objective(s): Given a problem and a 10×10 graph, the student will be able to multiply tenths by tenths using concrete and pictorial representations with 80% accuracy. The formative assessment is partially aligned with the lesson's learning objective. The assessment includes several 10x10 graphs (pictorial representations) and word problems for the students to complete. The assessment does not evaluate the student's ability to manipulate concrete representations. I took concrete to mean actual blocks and the flat 100 manipulatives. Standard 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Compare the value of the quotient based on the values of the dividend and divisor. The assessment aligns with the standard because it does evaluate the student's ability to multiply …………………………………………. Analyze the alignment of the formative assessment to the lesson's learning objectives and academic standards. 3. Discuss how well the formative assessment measures student understanding and progress and informs future instruction. The rigor of the assessment is somewhat appropriate. I found the assessment is only somewhat appropriate. I say this because the first question asks the students to match the model with the equation. The students may be able to answer this, but this was not taught. The students only practice completing word problems in which they were to model the equation using the 10x10 grid. The teacher did not indicate that the students will match the equation with the model in the lesson plan. The assessment is somewhat purposeful. The questions are aligned with the standard as far as evaluating the student's ability to work with 10x10 graphs. The assessment asks students to write the answer to the equation, but that was not explained in the lesson. The students were only taught how to model the equation and find the correct answer. The students were not taught how to write the decimal or any place value strategies. ……………………………………………… B. Evaluate the effectiveness of the attached "Lesson Plan: Multiplying Tenths" on student outcomes, as measured by the formative assessment data in the "Formative Assessment Results." supporting document. 1. Analyze student learning for the class as a whole based on the data in the attached "Formative Assessment Results." The formative assessment results show that 23% of the class scored 80% or higher. 76% of the class scored below 80%. Based on the results, the lesson was not successful for about 80% of the class. The learning objective states that the students would be able to multiply tenths by tenths using concrete and pictorial representations with 80% accuracy. Only 23% of the class had a successful outcome by receiving 80% or above on the assessment. The lesson plan was adequate. C. Discuss specific learning needs for each of the three students in the attached "Student Profiles." Michael B.-From his student profile, the things that I see that need to be addressed are first his physiological needs. According to Maslow's hierarchy of needs, these are basic things, like getting enough to eat, a safe place to go home to, having clean clothes, and getting enough sleep. Second, because he is unmotivated by traditional instructional strategies, the instruction needs to have meaning. He would probably benefit from content made relevant by making connections to real-world issues—also, establishing inclusion and showing how the information relates to him. …………………………………. ...............................................continued..................................................