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Alayna Bordone, Jenna Geraghty, Brenna McSorley, Mallory DelSignore

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A list of appropriate and inappropriate applications of your assessment

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A list of appropriate and inappropriate applications of your assessment

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Appropriate applications:

This assessment is appropriate for all content areas because it assesses the learning strategies used within a lesson or unit, not correctness of answers or understanding of material.

“Assessment for learning provides both students and teachers with understandable information in a form they can use immediately to improve performance. In this context, students become both self-assessors and consumers of assessment information.” (Stiggins, 2007, p. 22).

Inappropriate applications:

The assessment would be inappropriate if the student were to assess their understanding of the material or their correctness of answers. For example, it would be inappropriate to assess how well the student knew material using this tool. This assessment focuses primarily on learning strategies and how well the method helped the student gain knowledge of the material.

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A “student sample” of the assessment you were assigned

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A “student sample” of the assessment you were assigned

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Detailed Description of your Assessment 

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Detailed Description of your Assessment 

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Student evaluation of learning gains is a form of assessment that allows students to reflect on their own learning and give their teacher feedback. This assessment focuses on the students learning process, and how well strategies implemented by the teacher worked in facilitating student learning. Student Evaluation of Learning Gains allows the students to give the teacher feedback as to how all the supplemental activities taught within the unit helped them understand the concept as a whole. “When I encouraged my students to reflect on their own work, they focused on areas of strengths and also areas where they needed to improve (Marzano 2006). Tracking their own progress on a chart in their science notebooks also helped my students focus on how well they were progressing.” (Creghan, K. A. Creghan C. 2014.) This strategy facilitates students to engage in self-assessment and become aware of their own learning, helping them to recognize what enables their understanding. This assessment is based not on acquired skills, but what helped students understand conceptually. Student evaluation of learning gains also boosts student motivation since they see that their teacher cares about not only their learning, but their feedback. “In essence, successful teaching and learning is about dialogue and feedback.” (Callingham, 2008, p. 18).

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Mathematics Learning Standards. (n.d.). Retrieved from     http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-mathematics-learning-standards

Stiggins, R. (2007). Assessment through the Student’s Eyes. Educational Leadership, 64, 22-26.

Creghan, K. A. Creghan, C (2014). Assessing for Achievement. Science and Children, 51, 29-35.

Callingham, R. (2008). Dialogue and Feedback: Assessment in the Primary Mathematics Classroom. Australian Primary Mathematics Classroom, 13, 18-21.

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After a lesson on area, and completing an activity to find the area of different rectangles, the students will demonstrate an understanding of the relationship between multiplication and addition by comparing their results of area found by addition and area found by multiplication on their recording sheet.

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The area of a flat, two-dimensional figure is the number of square units that can be contained within it.

The area of a rectangle is calculated by the measurement of the base multiplied by the measurement of the height.

The area of a rectangle can also be calculated by fitting square units/tiles within the shape and counting how many tiles fit inside.

When done correctly, the area calculated by multiplication and the area calculated by addition will be equal, showing the relationship between multiplication and addition in relation to area.

Students will demonstrate their understanding that multiplication is repeated addition after completing an activity where the student calculates the area of the same rectangle by counting square 1 inch tiles that fit inside (addition) and measuring the sides then multiplying the base by the height.

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Students will be given one inch by one inch tile squares and a recording sheet with different sized rectangles.

For each rectangle, students will fill the rectangle with the one inch tile squares.

All rectangles will have measurements of whole inches, there will be no fractions.

Then, the students will individually count each tile, and record their answer.

Students will then take a ruler and measure the base and height of the rectangle, and multiply those two sides together and record their answers.

After each problem, students will compare their answers for both methods of finding the area to see that multiplication and addition are related, since their answers should be the same for both processes.

They will then pair share with the student next to them to compare their answers and come to a conclusion of whether or not there is a relationship between counting tiles (addition) and measuring the sides (multiplication).

After coming to that answer, they will then talk within groups of four (two pairs that are close to each other), and discuss their answers and conclusions.

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