EDU 645: Learning & Assessments Week 6 Complete Assessment plan for 1st grade math instruction

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. 

 

Reference

Kubiszyn, T. & Borich, G. D. (2010), Educational testing and measurement: Classroom application and practice (9th ed.). United States: John Wiley and Sons, Inc.

Explanation of Test Items

Any type of measurements created in the classroom needs to meet the objectives presented otherwise both the measurements and objectives will prove to be useless.  Multiple choice questions allow for a higher level of measurement in the taxonomy levels of education meaning that higher order thinking can be assessed when using these types of questions (Kubiszyn & Borich, 2010).  Although many may feel that using multiple choice questions are not effective with younger students, but in this case it might prove to be useful because each objective attempts to build on clearly understanding the previous objective (Kubiszyn & Borich, 2010).  Because the first objective focuses on understanding the numbers between ten and twenty, students must first know their numbers to be able to add and subtract within that range.  There will only be one answer and using the fill in the blanks option requires students to be able to recall this information and meet the first object while the multiple choice questions require the students to build on top of their previous knowledge of number order and how numbers function within the context of one another.  Having students be able to select from a set of choices allows them to use deduction and reasoning to decide on the correct answer after working the problems.  It is important to ensure that the multiple choice problem is written well so as to address any flaws that can come about such as grammatical or not clearly stating what is being asked (Kubiszyn & Borich, 2010).  Using fill in the blank and multiple choice to assess the outcomes can prove to be simple enough for first graders to understand what is being asked of them as well as show higher order thinking building on basic knowledge that was taught previously.

Kubiszyn, T. & Borich, G. D. (2010), Educational testing and measurement: Classroom application and practice (9th ed.). United States: John Wiley and Sons, Inc.

Three Course Objectives for a First Grade Classroom

Assessments are a very important aspect of education and is something that has been a point of contention for a while.  It is important to remember that tests and assessments are tools meant to help make important educational decisions and gauge a student's success but should not be the only factor considered (Kubiszyn & Borich, 2010).  Clearly defining objectives in the classroom is the first step in creating useful assessments that truthfully measure a student's learning and success (Kubiszyn & Borich, 2010).  Assessments that are created to specifically address each of the objectives set forth by the instructor have been able to provide a more detailed picture of the student (Combs, Gibson, Hays, Saly, & Wendt, 2008).  Providing quality instruction at an early age can help set a solid foundation to build upon for students.  Below are three learning objectives in a hypothetical first grade classroom in the subject of mathematics.

1. Learn the numbers beyond ten and up to twenty and understand their concepts.

2. Comprehend the process of addition of single digit numbers to equal single and/or double digit numbers up to twenty.

3. Comprehend the process of subtraction of single digit numbers to equal single and/or double digit numbers.

Once clear objectives are defined, test items are then created to measure these objectives.  Deciding on the format is important so that the test items accurately measure a student's knowledge on the subjects as well as making sure that they are valid and reliable with very little shortcomings (Kubiszyn & Borich, 2010).  Three test items that will measure the above outcomes accurately are:

1. Fill in the following blanks:
      10, __, __, 13, __, 14, __, ___, ___, 18, __, ___

2. Answer the following question.
             9+7=___
                a. 18
                b. 7
                c. 16
                d. 8   

3. Answer the following question.
            16-9=__
                a. 8
                b. 7
                c. 20
                d. 6

An essay question focuses on the student supplying the correct answer rather than selecting it and comprise of complex ideas and processes (Kubiszyn & Borich, 2010).  Although some people may not think addition and subtraction are complex topics, there are still ways to create an essay question that is appropriate for the subject and age group.

1. Provide a definition for addition.

Combs, K.L., Gibson, S.K., Hays, J.M., Saly, J., & Wendt, J.T. (2008).  enhancing curriculum and delivery: linking assessment to learning objectives.  Assessment & Evaluation in Higher Education, 33(1), pp.87-102.

Kubiszyn, T. & Borich, G. D. (2010), Educational testing and measurement: Classroom application and practice (9th ed.). United States: John Wiley and Sons, Inc.