MichellePaquinJournal+4

Michelle Paquin EDC 452 3/4/09 Assessment Journal #4

This week in the classroom, I observed an example of performance assessment. This was a math performance assessment from their __Investigations__ book, in which they were tested on showing their work involved in getting a correct answer using a number line. They have been working on new methods to add and subtract, in which they use a number line. They are given an equation to start with, such as 456+=831. From there, the students need to find a “landmark number” to jump to. For example, if given 456, the students would jump 4 to get to the landmark number 460, or jump backwards 6 to get to the landmark number 450. They would then proceed to jump more and more numbers until they get to the answer (831). The student then adds the numbers they jumped to fill in the blank. However, in this particular assessment, the student is given a word problem, instead of the equation. The directions of the assessment asked for the students to //answer the questions below and show solutions and write an equation for each//.

Each student received his or her own test that had to be completed. This was a copied worksheet from the math book that the students use in class, __Investigations__. Since it was an assessment from their book, I feel as though the students should have done well. They have been practicing these concepts from other worksheets that are given in the book, so the assessment should be somewhat easy for them to understand. Also, this test only had two questions, each involving two parts (1a, 1b, 2a, and 2b). Although this does not seem like many questions, they are quality questions. They do not ask for just any answer or for the students to circle the correct answer. Instead, this assessment tests the understanding of the concept by using a word problem. The students are given credit by showing their work, and creating an equation on how they derived at their answer.

I was not able to see the results of this test and the grade that the students received. However, I was able to see the administration of the test. Before the students began, the teacher went over all of the directions with them, enforcing that showing their work is necessary in their answers. During the test, there was some confusion and students had asked some questions. Overall, the students knew what they were supposed to do because it is what they have been practicing in homework and other in-class worksheets.

I believe that this type of assessment is very useful. It is an example of an authentic assessment because the word problems are related to real life situations in which the students can relate to. It also assures the students understanding because they must show their work. Not only do they have to solve the word problem, but they also must give an equation that explains how they got their solution. Rather than multiple choice or true/false tests, this type of assessment shows whether or not the students understand this concept in math. It is quite effective and helps the teacher measure if students need further help on the concept, or if they have mastered it and can move on.

<<Back to EDC 452 home page <<Section 2 <<MichellePJournals