An assessment plan focuses on defining a learning outcome to
be met and a plan laid out on how to meet this outcome (Kubiszyn & Borich,
2010). The assessment plan that will be
presented focuses on determining if a classroom of first grade students can proficiently
demonstrate various grade level appropriate mathematics processes.
Purpose and Learning
Outcome
The purpose of this assessment plan is to instruct first
grade students on the process of adding single digit numbers to result in the
sum of those two numbers and then to build on that process and teach the
process of subtracting single digit numbers.
The learning outcome will be for students to show proficient
understanding of the mathematical concepts of addition and subtraction of
single digits and be able to perform the tasks correctly in a cumulative exam
of the chapter.
Assessment Context
At the end of instruction on this chapter, students will be
given an assessment consisting of a fill in the blank portion, multiple-choice
questions, and mathematical problems that require solving.
Holistic Rubric
Rubric
(Students are required to understand
and apply the mathematical concepts of addition and subtraction of single digit
and double-digit numbers up to twenty.)
Beginning
1
|
Developing
2
|
Exemplary
3
|
Score
|
|
Understand and identify the
appropriate definition of the addition process
|
Student cannot
identify and/or define the process of addition or identify the components of
its process
|
Student can
identify the most basic description of the process of addition but cannot
define or identify the components.
|
Student can define the
process of addition and identify the components of the process.
|
|
Understand and identify the
appropriate definition of the subtraction process
|
Student cannot
identify and/or define the process of subtraction or identify the components
of the process.
|
Student can
identify the most basic description of the process of subtraction but cannot
define or identify the components.
|
Student can define the
process of subtraction and identify the components of the process.
|
|
Understand and identify the symbols
used to represent addition, subtraction, and equals to
|
Student can only
correctly identify one symbol that represents either addition, subtraction,
or equals to.
|
Student can
correctly identify two symbols that represent addition, subtraction, or
equals to.
|
Student can
correctly identify three symbols that represent addition, subtraction, or
equals to.
|
|
Correctly apply the process of adding
single digit numbers and arrive at the correct sum
|
Student cannot
correctly apply the process of addition by using the appropriate digits and
symbols and does not arrive to the correct sum
|
Student can
correctly set up the problem using the appropriate digits and symbols but
does not arrive to the correct sum
|
Student can
proficiently apply the process of addition by correctly setting up the
problem using the appropriate digits and symbols and arrives at the correct
sum
|
|
Correctly apply the
process of subtracting single and double digit numbers and arrive at the
correct sum
|
Student cannot correctly
apply the process of subtraction by using the appropriate digits and symbols
and does not arrive to the correct answer.
|
Student can
correctly apply the process of subtraction by setting up the problem using
the appropriate digits and symbols but does not arrive to the correct
conclusion
|
Student can
proficiently apply the process of subtraction by setting up the problem using
the appropriate digits and symbols and arrives to the correct conclusion.
|
Example Assessment
NAME
Select the best answer.
1.
What is addition? Please select the best answer.
a.
A process of taking one number away from the
combined total.
b.
A math process
c.
Finding the total of two or more numbers
combined together.
2.
What is the sum?
a.
Only a few
b.
The answer of adding two or more digits together
c.
One of the numbers that you add
3.
What is subtraction? Please select the best answer.
a.
A math process
b.
The process of taking one number away from the
combined total
c.
Finding the total of two or more numbers
combined together
4.
Please select the symbol for addition.
a.
=
b.
+
c.
–
5.
Please select the symbol for subtraction.
a.
+
b.
=
c.
–
6.
Please select the symbol for equal.
a.
–
b.
+
c.
=
Please fill in the blanks of the correct number in the
sequence.
7.
1 ____ ____ 4 ____ 6 ____ ____ ____ 10 11 ____
____ ____15 16 ____ ____ ____ ____
Please solve the following math problems. Please show your work
8.
Add 1 and 3
9.
Add 4 and 4
10. Add 3 and 7
11. Add 9 and 9
12. Add 10 and 6
13. Add 2 and 4 and 8
14. Add 3 and 9 and 6
15. Add
8 and 9 and 4
16. Add
6 and 4 and 7
17. Subtract 4 from 8
18. Subtract
2 from 5
19. Subtract
7 from 19
20. Subtract 4 from 15
21. Subtract
10 from 20
22. Subtract
1 from 19 and then subtract 4 from that answer
23. Subtract
5 from 16 and then subtract 7 from that answer
24. Subtract
10 from 20 and then subtract 3 from that answer
25. Subtract
9 from 17 and then subtract 4 from that answer
Testing Constraints
This exam will be given a time limit of an hour for completion. The learning and instruction time will be spread out over a two week period at an hour at a time for each instruction. References will not be utilized throughout this exam and calculators will not be allowed because the focus is understanding the process and being able to do it without any tools. Throughout the instruction, students will be able to ask questions and work in groups to solve addition and subtraction problems but when the exam is given, the students will be required to complete it individually without any help.
Testing Constraints
This exam will be given a time limit of an hour for completion. The learning and instruction time will be spread out over a two week period at an hour at a time for each instruction. References will not be utilized throughout this exam and calculators will not be allowed because the focus is understanding the process and being able to do it without any tools. Throughout the instruction, students will be able to ask questions and work in groups to solve addition and subtraction problems but when the exam is given, the students will be required to complete it individually without any help.
Reference
Kubiszyn, T. & Borich, G. D. (2010), Educational testing and measurement: Classroom application and practice (9th ed.). United States: John Wiley and Sons, Inc.
