Assessment Plan

Purpose

This assessment plan main purpose is to evaluate the students learning on the mathematical topic of algebra.

Learning Outcomes

At the conclusion of the subject topic, students are expected to identify, understand and distinguish patterns, their relations and functions, as well as analyze the various mathematical equations and structures by utilizing algebraic symbols.

Assessment Context

Students will be required to name and describe the different forms of shapes and patterns drawn for them. They will also be asked to draw the different patterns.

Students will be given colorful objects to assist them carry out practical counting, writing them down, and do the mathematical functions.

Holistic Rubric

Little Evidence of Achievement understanding	Shows no evidence of variables.
Just Getting Started	Shows evidence of discovering a mathematical pattern.
Transitional	Shows evidence of discovering, differentiating and describing different patterns and shapes.
Competent	Shows evidence of discovering, describing and generalizing patterns and represents relationships with tables, graphs and verbal or symbolic rules.
Sophisticated	Shows evidence of using functions to represent patterns and represent relationships with equations.

Testing Constraints

The testing constraints include a time limit to ensure the assessment rubric is followed to the latter on all students.

Test and Essay

These lessons are designed for group sizes of 4-6 children and should last between 8-15 minutes depending on age and stage of the children.  The information will be recorded on an assessment recording sheet.  The sheet will be used to collect information and data on the skill level of each child for the following mathematical concept. This will ensure that each child’s individual needs are met. 

The following three learning outcomes focus on the Preschool Mathematical sorting skill:

1. The student will be able to sort twelve items according to shape. (circle, square and triangle)
• Collect various shaped objects from the classroom materials and three bowls.
• I will place the children in “teams” of three to four children.  Teacher will designate which child will be first, second and third in the team before the beginning of the game. 
• I will then call a shape and the first child will pull that item and place it in the bowl for that corresponding shape. 
• Then I will move on to the second child and continue the activity until all the items are in the bowl. 
• Observe and record each child’s skill on the assessment form.

2. The student will be able to sort objects according to size.
• The student will use various size teddy bear counters and identify by size, as I ask: “Can you touch a teddy bear that is big?”  “Can you touch a teddy bear that is little?”
• I will then repeat the activity so each child in the group has a turn.
• I will encourage the children to use the math vocabulary saying:”This bear is big.  This bear is little.”
• Observe and record each child’s skill on the assessment form.

3. The student will be able to identify 5 primary colors. 
• I will place the following five colored blocks (red, blue, green, yellow, and orange) on a table.
• The child will point out the colored blocks as the teachers ask for them.
• I will observe and record the data on the child’s skill sheet.

Essay Item: Please choose three of your friends and tell me how I can sort them into groups. You may choose there clothes, shoes height and etc.

      

Learning Outcomes

The three learning outcomes of my focus pertain to Preschool Mathematical skills.

1. The student will be able to sort according to shape.
2. Students will be able to sort according to size.
3. Student will be able to sort according to color.

Posted by Tracy Joseph's Teaching Blog

Hi. First time user trying to see if this is working.