You Will Have Your Students For Approximately 90 Minu 813654
You Will Have Your Students For Approximately 90 Minutes A Day Per Sub
You will have your students for approximately 90 minutes a day per subject area that you teach. How will you fill that time? You will create and administer multiple formative assessments each day. These assessments will give you the feedback you need to know if your students are making progress towards mastering your standard. Some of these assessments will be in written format while others may not. Some will be graded while others will not. Each assessment is meaningful and gives you, the teacher, imperative information that you will use to modify or plan upcoming lessons. Create a minimum of one (1) ungraded and two (2) graded assessments for your chosen standard. You may NOT select a KWL chart, exit ticket or bell-ringer as a graded assignment. Each assessment must be original content that you created. Your submission must contain: a student copy that is ready for the student to complete and a teacher copy that includes the assignment, a key, grading information and a plan as to how you will use the results to direct future instruction.
Paper For Above instruction
Introduction
Effective formative assessment is fundamental to differentiated instruction and academic success. When planning to utilize assessments within a 90-minute instructional period, it is essential for educators to create varied tools that provide comprehensive insight into student understanding. This paper details the development of both graded and ungraded assessments aligned with a specific educational standard, designed to inform instruction and enhance student learning outcomes.
Selected Standard and Purpose
Assuming the standard chosen is related to fifth-grade mathematics, specifically “Understanding and applying the concept of decimals,” the purpose of these assessments is to gauge students' grasp of decimal place value, comparison, and representation. These formative assessments are intended to identify misconceptions early, facilitate targeted reteaching, and support mastery of the standard.
Design of Ungraded Assessment
The ungraded assessment is a "Decimal Place Value Sort" activity. Students will receive a mixed set of decimal numbers and a sorting chart. The task requires students to classify each decimal based on its value relative to whole numbers, providing a non-threatening opportunity for formative feedback. This type of assessment encourages observational learning and allows the teacher to identify misconceptions about decimal sizes without the pressure of grading.
Student Copy:
"Decimal Place Value Sort"
Instructions: Look at each decimal number below. Then, classify it into the correct category on the sorting chart based on its size related to whole numbers.
Decimals:
- 0.3
- 1.25
- 0.75
- 2.5
- 0.09
- 1.0
- 3.141
- 0.5
Sorting Chart:
- Less than 1
- Exactly 1
- Greater than 1 but less than 2
- Greater than 2
Teacher Copy:
Assessment: Decimal Place Value Sort (Ungraded)
Purpose: To observe student understanding of decimal sizes and relative value
Use of Results: Inform instruction by identifying common misconceptions about decimal magnitudes; plan targeted mini-lesson on decimal comparison if needed.
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Design of Graded Assessment 1
A multiple-choice quiz titled "Deciphering Decimals" focusing on decimal comparison and place value. This quiz includes ten questions, each with four options, designed to assess conceptual understanding and procedural fluency. The quiz emphasizes reasoning with decimals, correcting misconceptions, and applying knowledge to real-world contexts.
Student Copy:
"Deciphering Decimals" Quiz
Instructions: Choose the best answer for each question.
1. Which decimal is the largest?
a) 0.9
b) 0.99
c) 0.909
d) 0.095
2. Which decimal is closest to 1?
a) 0.8
b) 1.2
c) 0.95
d) 1.05
3. Which of these decimals is less than 0.5?
a) 0.45
b) 0.55
c) 0.6
d) 0.7
4. If you compare 0.75 and 0.7, which is larger?
a) 0.75
b) 0.7
c) They are equal
d) Cannot tell
5. Which decimal represents $0.55?
a) 0.055
b) 0.505
c) 0.55
d) 5.5
6. Which decimal is equivalent to ⅓ approximated to two decimal places?
a) 0.33
b) 0.3
c) 0.99
d) 0.5
7. What is 0.2 + 0.3?
a) 0.4
b) 0.5
c) 0.6
d) 0.7
8. Which statement is true?
a) 0.8 > 0.81
b) 0.049
c) 0.5 = 0.50
d) 0.12 > 0.102
9. Which decimal is not between 0.4 and 0.6?
a) 0.45
b) 0.55
c) 0.65
d) 0.50
10. The decimal 0.125 as a fraction is:
a) 1/10
b) 1/8
c) 1/6
d) 1/4
Teacher Copy:
Assessment: Deciphering Decimals Quiz (Graded)
Purpose: To evaluate students’ understanding of decimal comparison, equivalence, and real-world application
Use of Results: Analyze common errors to inform reteaching, differentiate instruction, and develop future activities that strengthen decimal concept mastery.
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Design of Graded Assessment 2
A short-answer problem: "Decimal Word Problem Application." Students will explain their reasoning in solving a contextual decimal problem. This task assesses their ability to apply decimal understanding in real-world situations and communicate mathematical thinking clearly.
Student Copy:
"Decimal in Real Life" Problem
Instructions: Read the problem carefully. Show your work and explain your answer in complete sentences.
Problem: Sarah bought two boxes of cereal. The first box weighs 1.25 kg, and the second weighs 0.75 kg. What is the total weight of the two boxes? How much more does the first box weigh than the second? Explain your reasoning.
Teacher Copy:
Assessment: Decimal in Real Life Word Problem (Graded)
Purpose: To assess application of decimal addition and subtraction in everyday contexts and communication skills
Use of Results: Identify students needing support with multi-step decimal operations; plan instruction to reinforce problem-solving strategies and mathematical explanations.
Instructional Plan for Utilizing Assessment Results
The collected data from these assessments will guide instructional decisions. For example, if many students demonstrate misconceptions about decimal comparison (e.g., misidentifying the larger decimal), a targeted mini-lesson will be implemented to clarify decimal place value through interactive activities. Assessment results from the "Decimal Place Value Sort" will inform the need for additional practice with digital and physical manipulatives to reinforce understanding.
Results from the multiple-choice quiz will highlight specific concepts that need reteaching, such as equivalence or comparison strategies. For students who struggle with the conceptual understanding assessed in the word problem, differentiated instruction involving peer tutoring or visual models will be employed.
Ongoing formative assessment, including observations during activities and review sessions, will continue to refine instructional approaches. The teacher’s use of assessment data ensures responsive teaching tailored to student needs, ultimately promoting mastery of decimal concepts aligned with the standard.
Conclusion
Designing varied formative assessments allows teachers to gather meaningful insights into student understanding, which is crucial for effective instruction within a limited instructional time. By combining ungraded, low-stakes activities with targeted graded assessments that align with the standard, educators can foster a supportive learning environment that encourages growth and confidence in mathematical reasoning. The strategic use of assessment data supports differentiated instruction, leading to improved student outcomes and greater mastery of decimal concepts.
References
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