Olson_Assessment_Journal_1


 *  Assessment Journal #1 **

**Context and structure of assessment:** The context of this assessment was multiplication facts. Students were given 2 minutes to complete a math speed test independently at their seats. When the two minutes were up, students and teacher corrected the test by saying the answers out loud in unison. Students corrected their own tests at their seats with a different color pen or marker. After students corrected their papers, they were to line up at the back of the room and have the teacher record their scores on a running speed test chart. She then told the class the two highest scoring students and placed a colored sticker on their name apple above the chart. A different colored sticker was placed on the student’s apple who was most improved since last week’s speed math test.

To implement this assessment, the teacher passed out “math speed tests” in which students complete once every week. This speed test has a variety of multiplication facts which students must complete within a 2 minute time frame. These facts should be practice for the students. The assessment is used to see if students can complete most or all of the facts in the time given. The results of this assessment differed among students, unlike some typical assessments where students are given the time needed to complete; some students finished the whole speed test while others couldn’t in the 2 minutes. Scores ranged widely and were recorded on a speed test chart.
 * Implementation & Results:**

I feel that this assignment was good practice of multiplication facts. I wasn’t sure about the fact that the teacher recorded each students score on the chart because it may make a low scoring student feel badly about his or her score. However, I think this assignment is effective because the students seemed to love the aspect of the chart which I was originally unsure about. I think the students in this class like the competition which may be effective because it makes them try harder to improve their scores every week. I heard students shouting out and talking to peers about how many points they improved their scores by or for some, how much their scores decreased. Overall, I feel this assessment was effective, because it allows teachers as well as students to gain independence and track their own progress. <<Section 3
 * Reflection:**