journal+5+spor

==== In math class my cooperating teacher was assessing how well the students understood their homework on long division. Students brought their homework in from the following night, and they usually go over it in class the next day. On this particular day, my teacher was writing out the problems on the board, and having students tell him the steps that they took in order to get the answer that they did. If a student was wrong, my teacher still did out the entire problem the way the student had completely it on their homework, and as a class they corrected it together. ====

==== Students later handed in their homework to be graded, but going over it in class helped my cooperating teacher figure out what level the students were on. This allowed him to figure out if he needed to spend more time on a particular topic or if it was alright to move on because students were able to understand. Also by going over homework as a class, he gave each student the opportunity to participate. ====

====  I liked this way of assessment. Students were given a written test, so there was no pressure. They simply just explained how they got the answer that they did. There were a few kids who did struggle to grasp the concept of long division, but by seeing all the problems done out on the board, they were slowly able to get a better understanding of the process that they needed to take. Not only is this a quick effective way to assess the students, but it is easier than trying to hand out a test, grade it, and then get it back to the students. The teacher could know on the spot who still needed help and who understood long division. ====

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