Criterion 2: Assessment- Data Collection and Analysis
Standard
MAFS.K.MD.1.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
MAFS.K.MD.1.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/ “less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Objectives
Students will be able to use the correct vocabulary to compare the heights of two objects.
Students will be able to use the correct vocabulary to compare the lengths of two objects.
Assessment Tool
I used the same tool for both the pretest and posttest (See Appendix A). I gave the assessment to the students a week before I taught the lesson. I used the assessment to help guide my instruction when writing my lesson plan. Then I used the same assessment at the end of my lesson to see what the students learned from my lesson. At the end of each lesson, I gave the students and exit ticket. On day one, I drew a flower on a piece of paper and made copies (See Appendix B). I asked them to draw the line to show are to measure height and then draw a flower that was taller and one that was shorter than the one that was already on the paper. Day two they completed a worksheet that asked them to cut out the line and glue in under the correct object to show the length (See Appendix C).
Assessment Data and Results
The first picture is of the pretest and the questions each student got wrong. This allowed me to see which concepts I needed to work on more during each lesson.
The second picture is of the result from both assessments and the number each student got correct. There were many students who stayed the same for both the pretest and the posttest but some had major differences.
The first picture is of the pretest and the questions each student got wrong. This allowed me to see which concepts I needed to work on more during each lesson.
The second picture is of the result from both assessments and the number each student got correct. There were many students who stayed the same for both the pretest and the posttest but some had major differences.
Reflection
How is the assessment tool appropriate to determine student learning needs and aligned with the learning objective? Intern will make explicit connections between the standard and assessment. For example, if the standard says students will be able to identify shapes-- what question did you ask in the assessment that is aligned with that part of the standard? (FEAP1d, FEAP 4b)
After talking with my Collaborating Teacher and the other kindergarten teachers about the standards and the types of assessment tools needed for the students, I created an assessment tool to help me understand what the students needed to know at the completion of my lessons. I set up the assessment to align with the type of assessment they would be given at the end of the whole unit. Since my students are in kindergarten, the assessment directions where given orally. The students were asked to circle the correct answer for each question asked. Questions 2, 4 and 5 had to do with height of the objects. One of the standards states that the “students should be able to describe an object using attributes such as length and weight.” The other standard states that the “students should be able to compare two object using words like taller or shorter.” Questions 1 and 3 had to do with the length. One of the questions wanted to know where you would draw the line when asked to measure length. The other question wanted the students to circle the set where a hammer was shorter than a screw.
After each day of teaching, I gave the students an Exit Ticket. These were used as a type of formative assessment. I reviewed them and decided what needed to be retaught the next day. On day one, the students were given a piece of paper with a flower on it. They were asked to draw a line that showed how to measure height. All of them got this one correct (“students can describe measurable attributes of objects”). The students were also asked to draw a flower that was short and one that was taller than the flower on the paper. This activity corresponds with the standard of being able to compare two objects. I asked them to label which flower was shorter and which one was taller. On day two, the students were given a length worksheet and asked to cut out strips of paper and glue them under the correct object that showed the length of that object. This worksheet had more to do with using the attributes than comparing lengths.
What do students know and what are they able to do? Intern will name explicit objectives, skills etc. related to the standards and identify student current understanding (strengths and areas of need). (FEAP1d, FEAP 4b)
After looking at the pretest, I noticed that students were going to need extra help with how to measure length and height. All but one student missed the question that asked the students to circle the cow that showed how to measure length. I then used this information when planning the lesson on day two about measuring length. On day one, I did my lesson on height and how to measure and compare heights. The objective for day one was, “Students will be able to use correct vocabulary to compare the heights of two objects.” At the beginning of my lesson (minutes 1:38 to 3:08), I used the book Who am I? to see what the students knew about height. This was just an introduction to the vocabulary that would be used to compare the height of two objects. I used an anchor chart that had a picture of a Christmas tree and a flower on it. As a class, we went over where to draw the line when measuring height (minutes 4:32 to 4:58). This helped the students understand the attributes of measuring height. To measure height the students must measure top to bottom. The anchor chart also explained about comparing two objects using the correct vocabulary. After drawing the lines on the chart, I wrote under the Christmas tree the word “taller” and under the flower I wrote the word “shorter”. To help the students compare two objects using height, we played a game called “Tower Grab”. The students begin playing the game at minute 12:41. All students could understand the concept of taller and shorter and this game was helpful to monitor what the students already knew about comparing heights.
Day two was about length and comparing objects of different or the same length. At 2:06, I reviewed the concept of height. The assessment indicated several students were confused. I had students, on the assessment, drawing the shorter flower in the middle of the page and not starting at the same spot as the flower already on the page. I used the same book from Day 1, “Who am I?” I also created an anchor chart using a school bus and a car. On this anchor chart, I drew the line to mark the starting point at which the objects should be when comparing length. For this lesson, I printed out the bus and the car and I printed out two of each. I held them up on the board and asked the students which one was longer, shorter or were they the same (minutes 6:08 to 10:00). This coincided with the standard that states “with a measurable attribute in common, which object has “more of”/ “less of” the attribute, and describe the difference.” I also played a measuring game using Twizzlers. I did have one student who had difficulty with this because he was not starting the Twizzlers at the same point. He thought his Twizzler was longer (minute 16:21).
How will you differentiate this lesson based on student need? (FEAP 3c)
Day One- After looking at the pretest, I noticed that I was going to have to teach more about how to measure height when using words such as “taller”, “shorter” or “same height”. When I made the anchor chart, I used objects that the students were familiar with to help model taller and shorter. While playing the game, “Tower Grab” (minute 12:30) the students were sitting at their desks. Students of all levels sit with each other to assist with learning. Students support each other with questions and group practice. I used this when pairing up the students to play the game. I paired a student who was below level in math with one who was on level or higher. During the game, I went around and watched them play. One of my below level students was having a hard time with the rules of the game (minute 14:50) so I went over the rules again and asked her to repeat them back to me. I did this to see if she understood the rules correctly or if I needed to find another way to explain the game to her.
Day Two- When looking over the Exit tickets from day one, I noticed that I needed to fix a misconception from the day before (minute 1:05). I let the students know when comparing the heights of two objects, the objects need to start in the same place. The Day Two lesson was on length and comparing objects using length. For the anchor chart, I used objects the students were familiar with, a school bus and a car. During the game, we played using the Twizzlers, I had already paired up the students based on their ability and the pretest (minute 10:35). All the students mastered finding the Twizzler that was the same length as the one in their hand. I called one student to the front of the classroom (minute 17:10), I asked them to show the class the Twizzler. I then called up students and asked them if their Twizzler was longer or shorter than the student standing at the front. I picked students who had difficulty with the concept on the pretest. I wanted to make sure they understood the concept before giving them the post test.
Explain the ways the assessment selected will/could meet the needs of ELLS (ESOL 5.1)
This assessment could meet the needs to the ELLs in the classroom because the directions are read aloud to them. As I was giving the assessment, I was walking around the room making sure all students were on the correct number. The assessments used pictures that were familiar to all students such as a cow, pineapple and hammer. This would help the students when asking the questions such as circle the set where the hammer is shorter than the screw.
How is the assessment tool appropriate to determine student learning needs and aligned with the learning objective? Intern will make explicit connections between the standard and assessment. For example, if the standard says students will be able to identify shapes-- what question did you ask in the assessment that is aligned with that part of the standard? (FEAP1d, FEAP 4b)
After talking with my Collaborating Teacher and the other kindergarten teachers about the standards and the types of assessment tools needed for the students, I created an assessment tool to help me understand what the students needed to know at the completion of my lessons. I set up the assessment to align with the type of assessment they would be given at the end of the whole unit. Since my students are in kindergarten, the assessment directions where given orally. The students were asked to circle the correct answer for each question asked. Questions 2, 4 and 5 had to do with height of the objects. One of the standards states that the “students should be able to describe an object using attributes such as length and weight.” The other standard states that the “students should be able to compare two object using words like taller or shorter.” Questions 1 and 3 had to do with the length. One of the questions wanted to know where you would draw the line when asked to measure length. The other question wanted the students to circle the set where a hammer was shorter than a screw.
After each day of teaching, I gave the students an Exit Ticket. These were used as a type of formative assessment. I reviewed them and decided what needed to be retaught the next day. On day one, the students were given a piece of paper with a flower on it. They were asked to draw a line that showed how to measure height. All of them got this one correct (“students can describe measurable attributes of objects”). The students were also asked to draw a flower that was short and one that was taller than the flower on the paper. This activity corresponds with the standard of being able to compare two objects. I asked them to label which flower was shorter and which one was taller. On day two, the students were given a length worksheet and asked to cut out strips of paper and glue them under the correct object that showed the length of that object. This worksheet had more to do with using the attributes than comparing lengths.
What do students know and what are they able to do? Intern will name explicit objectives, skills etc. related to the standards and identify student current understanding (strengths and areas of need). (FEAP1d, FEAP 4b)
After looking at the pretest, I noticed that students were going to need extra help with how to measure length and height. All but one student missed the question that asked the students to circle the cow that showed how to measure length. I then used this information when planning the lesson on day two about measuring length. On day one, I did my lesson on height and how to measure and compare heights. The objective for day one was, “Students will be able to use correct vocabulary to compare the heights of two objects.” At the beginning of my lesson (minutes 1:38 to 3:08), I used the book Who am I? to see what the students knew about height. This was just an introduction to the vocabulary that would be used to compare the height of two objects. I used an anchor chart that had a picture of a Christmas tree and a flower on it. As a class, we went over where to draw the line when measuring height (minutes 4:32 to 4:58). This helped the students understand the attributes of measuring height. To measure height the students must measure top to bottom. The anchor chart also explained about comparing two objects using the correct vocabulary. After drawing the lines on the chart, I wrote under the Christmas tree the word “taller” and under the flower I wrote the word “shorter”. To help the students compare two objects using height, we played a game called “Tower Grab”. The students begin playing the game at minute 12:41. All students could understand the concept of taller and shorter and this game was helpful to monitor what the students already knew about comparing heights.
Day two was about length and comparing objects of different or the same length. At 2:06, I reviewed the concept of height. The assessment indicated several students were confused. I had students, on the assessment, drawing the shorter flower in the middle of the page and not starting at the same spot as the flower already on the page. I used the same book from Day 1, “Who am I?” I also created an anchor chart using a school bus and a car. On this anchor chart, I drew the line to mark the starting point at which the objects should be when comparing length. For this lesson, I printed out the bus and the car and I printed out two of each. I held them up on the board and asked the students which one was longer, shorter or were they the same (minutes 6:08 to 10:00). This coincided with the standard that states “with a measurable attribute in common, which object has “more of”/ “less of” the attribute, and describe the difference.” I also played a measuring game using Twizzlers. I did have one student who had difficulty with this because he was not starting the Twizzlers at the same point. He thought his Twizzler was longer (minute 16:21).
How will you differentiate this lesson based on student need? (FEAP 3c)
Day One- After looking at the pretest, I noticed that I was going to have to teach more about how to measure height when using words such as “taller”, “shorter” or “same height”. When I made the anchor chart, I used objects that the students were familiar with to help model taller and shorter. While playing the game, “Tower Grab” (minute 12:30) the students were sitting at their desks. Students of all levels sit with each other to assist with learning. Students support each other with questions and group practice. I used this when pairing up the students to play the game. I paired a student who was below level in math with one who was on level or higher. During the game, I went around and watched them play. One of my below level students was having a hard time with the rules of the game (minute 14:50) so I went over the rules again and asked her to repeat them back to me. I did this to see if she understood the rules correctly or if I needed to find another way to explain the game to her.
Day Two- When looking over the Exit tickets from day one, I noticed that I needed to fix a misconception from the day before (minute 1:05). I let the students know when comparing the heights of two objects, the objects need to start in the same place. The Day Two lesson was on length and comparing objects using length. For the anchor chart, I used objects the students were familiar with, a school bus and a car. During the game, we played using the Twizzlers, I had already paired up the students based on their ability and the pretest (minute 10:35). All the students mastered finding the Twizzler that was the same length as the one in their hand. I called one student to the front of the classroom (minute 17:10), I asked them to show the class the Twizzler. I then called up students and asked them if their Twizzler was longer or shorter than the student standing at the front. I picked students who had difficulty with the concept on the pretest. I wanted to make sure they understood the concept before giving them the post test.
Explain the ways the assessment selected will/could meet the needs of ELLS (ESOL 5.1)
This assessment could meet the needs to the ELLs in the classroom because the directions are read aloud to them. As I was giving the assessment, I was walking around the room making sure all students were on the correct number. The assessments used pictures that were familiar to all students such as a cow, pineapple and hammer. This would help the students when asking the questions such as circle the set where the hammer is shorter than the screw.