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Math Journals are problem solving notebooks that students can record their math work in along with the problem solving steps and strategies the students use to find a solution.
An interview assessment is a one-on-one or small group discussion between the teacher and student, other teachers or parents may also be present.
Grade Level: Interviews would be appropriate for any grade level.
How the tool/technique will enhance and drive instruction:
Interviewing is a great assessment technique to get the students to be able to use their own words and to get the students talking about mathematics (Adams, T., 1998). It is a good way to be able to gauge where students are while also being able to interact with the students and get the students to be able to feel more comfortable with communication in general and in a more formal situation.
Which math concept might work better with this tool?
Interviews are good for many topics, but work especially well with word problems.
Grade Level:
Math Journals would be appropriate for any grade level.
How the tool/technique will enhance and drive instruction:
Which math concept might work better with this tool?
This tool is a great form of assessment for all math concepts that involve the skill of problem solving.
For students in Kindergarten and below, this would be best used for number sense.
Assessment Tools
Sara Ackerson, Tamara Eppes,
Tiffany Lee, Stephennie Nottelmann, & Amy Tilton
University of Phoenix
EED 416
April 25, 2016
A rubric is an assessment guide that reflects content and performance standards. Rubrics are usually formatted in scale of understanding often with 3 to 5 categories, with the lowest in scale being of poor understanding to highest in scale being of expert understanding of the concepts.
is a formal and informal observation of teaching while it is taking place in a classroom or other learning environment. Typically conducted by fellow teachers, administrators, or instructional specialist, classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom management and instructional techniques.
Grade Level:
Rubrics would be appropriate for any grade level.
How the tool/technique will enhance and drive instruction:
Teachers can use rubrics as grading guidelines that shows what content and performance standards students are expected to master. Students can use them for self or peer assessments or assessment guidelines for completion of assignments. This allows students to assess their work to make sure it meets the required standards.
Which math concept might work better with this tool?
Rubrics work great for any math concept.
Grade level:
Any grade level can use this tool from kindergarten to senior year. Observations allow students to observe other students and learn different ways of learning and development.
How does tool enhance and drive instruction :
Which math concept might work better with this tool?
For the younger classes kindergarten to 4th grade things like telling time, basic math such as addition and subtraction, fractions, word problems and measurements.
For 4th to 12th grade anything from geometry by going to a work site or them coming to the school, measurements,
Overall – anyone can learn from observations especially students. They observe their teachers everyday but having others such as other students, workers with construction or other math teachers. Observations should be done in every classroom and there are many different ways for teachers to use this themselves and for their students to help further their education.
"A collection of selected children's work (Crowley, 1993)”
Types of Portfolios:
working portfolio--items are deposited regularly
display portfolio--contains the student's best works
assessment portfolio--materials in the portfolio are used for assess student knowledge
Grade Level:
Portfolio assessments would be appropriate for any grade level.
How the tool/technique will enhance and drive instruction:
Teachers use portfolios to make instructional changes, engage students, collect data, and provide samples of students work (for parent-teacher conferences and child-study meetings). Teachers can also use portfolios as professional development.
Students use portfolios to reflect on assignments, self-assess and assess peers.
Which math concept might work better with this tool?
Portfolio assessments work great for any math concept.
Sample Entries:
• application problems
• group work(pictures or original)
• projects(videos)
• non-routine problems
• journal entries
Evaluation Criteria:
• be specific
• math relates to real-world experiences and other content areas
• mathematics terminology utilized
• provide samples of self-assessments and rework
• assess problem solving skills
• problem solving in cooperative groups
• resources used (models, technology, etc.)
• comprehension of problems
Adams, T. (1998). Alternative Assessment in Elementary School
Mathamatics. Retrieved from: http://lrs.ed.uiuc.edu/students/jwbates/Alternativeassessment.htm
Eric. (2016). Retrieved from http://eric.ed.gov/?id=ED415236
Exemplars. (2016). Retrieved from
http://www.exemplars.com/resources/rubrics/assessment-rubrics
Teaching monster. (2016). Retrieved from
http://teaching.monster.com/benefits/articles/1912-student-portfolios-classroom-uses
University of Phoenix. (2016). Learning mathematics in elementary
and middle school: a learner-centered approach. Retrieved from University of Phoenix, EED/416 website