Larrat_Journal+3

This assessment is based on the third graders at Washington Oak Elemenarty School’s weekly math review quiz. The students receive morning math problems along with a math sheet to take home. The weekly quiz tests the students on what they have learned that week and is based on the homework and morning math papers they do. The rubric is on a 1-4 scale, 4 being the highest. The rubric leaves room for the teacher to mark which area of math each student is having the most trouble with. The areas on the rubric include, Arithmetic and number concepts, geometry and measurement concepts, functions and algebra concepts and statistics and probability concepts. The quizzes are all contain 6 questions. In order to receive a 4, the student must answer 5 out of 6 or 6 out of 6 questions correctly. To receive a 3, the student must get at least 4 out of 6 correct. To receive a 2, the student must get 3 out of 6 correct, and if the student gets less than 3 correct they get a 1. Since the quizzes don’t have many questions and it might be easy for some students to either make a mistake or not do well on the quiz, the teacher I am working with will give the students a chance to get bonus points. She has the students show work on the back and create their own problems similar to the ones on the front. This shows the students knowledge of the areas of math being taught, and shows the teacher that maybe they didn’t get a question right on the quiz, but that they understand what the concept is. Showing extra work gives the students an automatic 4 if the work is correct. I think this is an affective assessment strategy because the rubric gives the teacher an area to evaluate where the students are having the most problems and makes it easy to target the weak areas. It is also a quick quiz and the fact that she gives them a chance to redeem themselves with bonus points is a plus because it gives the teacher a better understanding as to if the students really understand the concepts being taught.