content area assessment plan grade 3: multiplication ... · to showcase the different strategies...

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Content Area Assessment Plan

Grade 3: Multiplication

Chelsea Cozzolino

Marist College

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Abstract

This Content Area Assessment Plan is intended for Grade 3 Mathematics. The assessment plan is

to showcase the different strategies and properties for multiplication. One main focus is

providing students with authentic assessments throughout each lesson from the unit that relate to

the overall summative project. Within this plan, students recognize and build strategies for self-

regulatory skills. Our group designed supplementary materials that directly tie into our unit

consisting of learning standards, objectives, rubrics, and how both teachers and students can

reflect on data. This plan will provide you with a general overview of the unit as a whole and

how students will monitor their goals in order to be successful in creating their summative

presentation.

Key words: self-regualtion, authentic assessment, multiplication, strategies, skills, rubrics,

objectives, data, summative assessment, formative assessment

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Table of Contents

Section 1: Standards and Objectives __________________________________________Page 4

Section 2: Students Portfolio Development _____________________________________Page 7

Section 3: Evaluation and Data Collection _____________________________________Page 12

Section 4: Feedback ______________________________________________________Page 15

Section 5: Self-Regulation as Assessment _____________________________________Page 17

References ______________________________________________________________Page 19

Appendices _____________________________________________________________Page 20

A) Exit Ticket _____________________________________________________Page 20

B) Socrative Poll ___________________________________________________Page 22

C) Summative Assessment ___________________________________________Page 23

D) Sample Posters __________________________________________________Page 25

E) Poster Rough Draft Rubric _________________________________________Page 29

F) Presentation Rubric _______________________________________________0

G) My Goals Sheet _________________________________________________Page 31

H) Self-Evaluation Rubric ____________________________________________Page 33

I) Excel Data Analysis ______________________________________________Page 34

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Section1: Standards and Objectives

Overview

Our unit focused on Grade 3 Numbers and Operations: Multiplication. Common Core has

provided us with the standards that we are required to follow and teach students. Below are the

selected standards from the multiplication and division module represented on Engage NY. Our

main focus for the standards were the multiplication requirements. We felt it would be beneficial

for us and our prospective students to break down multiplication into one unit where teachers

and students have the opportunity to focus on learning and developing strong multiplication

skills before expanding on the relationship between division and multiplication.

Common Core State Standards:

Number and Operations-Multiplication Grade 3 - Modules 1.A.1, 1.C.1, 1.E.1, 1.F.1

Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10

Represent and solve problems involving multiplication and division.

3.OA.1 : Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of

objects in 5 groups of 7 objects each. For example, describe a context in which a total

number of objects can be expressed as 5 × 7.

3.OA.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the

number of objects in each share when 56 objects are partitioned equally into 8 shares, or

as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

For example, describe a context in which a number of shares or a number of groups can

be expressed as 56 ÷ 8.

3.OA.3: Use multiplication and division within 100 to solve word problems in situations

involving equal groups, arrays, and measurement quantities, e.g., by using drawings and

equations with a symbol for the unknown number to represent the problem.

3.OA.4: Determine the unknown whole number in a multiplication or division equation

relating three whole numbers. For example, determine the unknown number that makes

the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Understand properties of multiplication and the relationship between multiplication and division.

3.OA.5: Apply properties of operations as strategies to multiply and divide. (Students

need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4

× 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found

by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property

of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 +

2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

3.0A.6: Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by

finding the number that makes 32 when multiplied by 8.

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Multiply and divide within 100.

3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship

between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 =

8) or properties of operations. By the end of Grade 3, know from memory all products of

two one-digit numbers.

For each lesson we broke down the standards to apply only to multiplication, therefore choosing

standards that strictly applied to multiplication when creating our learning outcomes and

objectives. Below are the simplified standards and our learning outcomes in relation to the

Common Core Standards stated above. Each lesson throughout the unit is represented with the

standard module numbers as well as how the students will apply those concepts throughout their

learning.

3.OA.1 3.OA.3

Multiplication and the Meaning of the Factors

Lesson 1: Understand equal groups of as multiplication.

Lesson 2: Relate multiplication to the array model.

Lesson 3: Interpret the meaning of factors—the size of the group or the number of groups.

3.OA.1 3.OA.5 3.OA.3 3.OA.4

Analyze Arrays to Multiply Using Units of 2 and 3

Lessons 7–8: Demonstrate the commutative property of multiplication and practice related facts

by skip-counting objects in array models.

Lesson 9: Find related multiplication facts by adding and subtracting equal groups in array

models.

Lesson 10: Model the distributive property with arrays to decompose units as a strategy to

multiply.

3.OA.5 3.OA.7 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6

Multiplication and Division Using Units of 4

Lesson 14: Skip-count objects in models to build fluency with multiplication facts using units of

4.

Lesson 15: Relate arrays to tape diagrams to model the commutative property of multiplication.

Lesson 16: Use the distributive property as a strategy to find related multiplication facts.

Lesson 17: Model the relationship between multiplication and division.

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Student Learning Objectives/Outcomes:

Objective 1: 3.0A1 Third graders will apply the grouping method by creating visual aids with 95% accuracy.

Objective 2: 3.0A3 Third graders will create arrays by grouping to solve word problems consisting of numbers

within 100 with 8/10 tries.

Objective 3: 3.0A4 Third graders will determine the product by solving multiple number sentences with 90%

accuracy.

Objective 4: 3.0A5 Third graders will create 10 number sentences according to the commutative, associative, and

distributive property for peers to solve with 90% accuracy.

Objective 5: 3.0A7 Third graders will solve arrays, properties of operations, grouping, and solving for the product of

two one-digit numbers by completing stations with 95% accuracy.

These learning objectives address each important aspect of multiplication from the Common

Core Standards which allow students to then apply the knowledge and skills they gain from these

objectives. Students have the opportunity to expand, produce, and further their skills by practices

of applying, creating, determining, and solving. Later, as shown, students have the opportunity to

construct a group summative assessment in order to demonstrate each objective learned to focus

on the main idea of Common Core. Students will be required to problem solve and apply

strategies through performance tasks.

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Section 2: Student Portfolio Development

Purpose and Audience

The ability to apply and create problem solving skills encourages students to grasp and

understand the meaning of mathematics with a new way of thinking. Portfolios can be seen as

formative and summative assessment with the focus on students' strengths, weaknesses and

progression. "Portfolios can foster self-regulated learning in ways that testing cannot" (Paris and

Ayres, 1994). Portfolios serve many purposes, mainly to display students' progression, effort,

and abilities for teachers, parents, and students themselves. Creating portfolios for students

allows teachers to see the connections between daily classroom work, periodic assessments, and

these portfolios (Paris and Ayres). I strongly believe that a concrete way for students to learn and

value their work is through portfolios. "When students are responsible for deciding what to

include in a portfolio, they are forced to examine their work from new perspectives" (Paris and

Ayres, 1994). Students can view their work through effort expended and quality demonstrated.

Choosing items to be included in a portfolio consist of students thinking carefully about "the

good points of their work and what it conveys about them" (Paris and Ayres, 1994). Portfolio

assessments are ways in which students take responsibility for their own work and self-assess

throughout the process. Students become more thoughtful judges of the quality of their own

work (Andrade, 1997). "Students must look for improvements in their learning, as shown by

work in their portfolios, later explaining changes they would make and a reflection on their

learning across a period of time" (Paris and Ayres, 1994). In addition, parents will have the

opportunity to see documentation of their student's work and abilities. As for teachers, strategies

of teaching can be changed or included to foster the appropriate accommodation for each

student's needs. With students in control of their own work, parents and teachers need to be

informed and regularly see the progress of the student's portfolio development. Each student will

have a designated area in which the student, teacher, and parents will know where the portfolio

will be kept. Students will have opportunities to share their portfolio with classmates, allowing

for collaborative work and peer feedback.

Included Assessments

"Formative assessment is an essential component" (Wiggings, 2011). Assessment should

determine whether students can apply their learning, not merely whether they learned something

or not. A goal for any lesson is to learn, but the "big idea" is for students to connect what they

have learned through school and be able to apply it in real-life situations. Therefore, authentic

assessments provide students with the ability to practice as well as become comfortable and

knowledgeable with what they are learning. Having a more personal experience with an

assessment as a learner, you want to make sure you fully understand and make sense of what you

are engaging in. Being a part of the assessment rather than taking the assessment provides a more

meaningful experience. Most importantly, students gain the experience in connecting concepts to

complex tasks. Additionally, the idea is for students to learn how to assess their own work by

reflecting, practicing, and learning. Having a balance of summative and formative assessments is

ideal for classroom practices. Formative assessment should be about adjusting teaching and

learning while they are happening (Garrison and Ehringhaus, 2004). A large focus of formative

assessments should be placed on the idea of "practice." In order for students to have the

opportunity to understand, reflect, and continue to learn, formative assessment techniques should

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be implemented throughout a lesson. "For assessments to be effective and useful for educators in

instructional practice, they must be deeply entwined with the classroom teaching and learning

driven by the standards" (Menken, 2000 as cited in STEM Apps, 2011).

Listed and described are three formative assessments and one summative assessment that our

group would like students to add to their portfolio. Each assessment demonstrates qualities of

authentic assessments in order for students to experience real-life tasks through the standards

provided. Each assessment is designed to show how students are meeting each objective and the

required tasks representing Bloom's taxonomy for higher order thinking. Within the summative

assessment students will have a choice for the items they want to include that best address their

skills. (Within the appendix the summative assessment is represented first to provide you with a

sense of understanding of the assessment as a whole in order to understand the formative

assessments given.)

Exit Ticket (Appendix A)

Students will complete an exit ticket slip after each lesson is presented

(i.e..grouping, arrays, properties, number sentences/problems). Teacher will collect each

student's assessment and gather the information on an individual and whole class basis to

determine the student’s level in order to group students for the presentation in addition to

understanding what methods of teaching presented were accurate.

In relation to Bloom's Taxonomy tasks, students are directed to demonstrate a

given problem(s) based on the strategy of multiplication learned within that day's lesson. For

example, students will demonstrate by drawing pictures an array model using 5x3. Students will

have to apply their knowledge through understanding in order to form their response through the

exit ticket. It is important to see students hand written work to see their processes of

understanding and ability to demonstrate.

This formative assessment addresses learning objectives 1,2,3 and 4. Students will

be assessed on how well they understand each strategy, concept, and component of

multiplication. As feedback for the teacher, each assessment informs the teacher by

demonstrating what aspects of instruction need to be clarified in addition to understanding how

the students are grasping the information. For some students, certain strategies may be harder

than others; therefore, lesson designs need to be structured toward student needs.

Computer Poll- Socrative (Appendix B)

After two lessons are presented students will have an informal “quiz” for teachers

to assess students' progress. Students will individually answer multiplication problems through

Socrative. Laptops will be distributed to each student, requiring participation and displaying

knowledge of content. After lessons on arrays and number sentences, students will have

opportunities to answer based on previous material and current content. While the exit ticket

assesses students after each individual lesson, with the computer poll, students are required to

formulate responses based on the connections and applications they make to two consecutive

lessons. Students will be using their knowledge of each multiplication strategy and how they are

similar and can be used for different multiplication problems.

According to Bloom's Taxonomy, students will be applying their knowledge from

what they previously learned through multiple choice/long response answers to demonstrate their

process of thinking and comprehension of the related strategies. It is important as a teacher to

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grasp how students are applying what they have learned. As formative assessments that later

relate to the summative assessment, students will be assessed on the application and problem

solving they demonstrate to display their knowledge and possible accuracy for these lessons.

This assessment addresses learning objectives 1,2,3 and 4. Students will be

assessed on how well they understand each strategy, concept, and component of multiplication.

As feedback for the teacher, each assessment informs the teacher by demonstrating what aspects

of instruction need to be clarified and as an understanding of how the students are grasping the

information. For some students, certain strategies may be harder than others; therefore, lesson

designs need to be structured toward student needs.

Poster (Appendix D)

Providing students with designated class time, in groups, students will be creating

a rough draft for their poster that will be a visual aid and explanation to their summative

assessment. Students will create a poster that demonstrates to the class their knowledge and

understanding of single digit multiplication up to 9. On their poster the students will create

problems for the class to solve covering all areas: arrays, grouping, properties, and basic

problems formatted as such (4x2=?). Students will be creating problems based on a certain

amount of that grocery item multiplied by the price listed. Students will use pictures of the food

they picked from the supermarket activity (explained below) and the play money used as visuals

and aids for their poster. Students will have the choice to select the only one property that they

feel most comfortable with to display and explain on their poster. Assessment from the teacher

during the rough draft stage will be on the content of accuracy and correctness (answers to

example problems). Students will be assessed through a rubric to check for application and

creation of the grouping method, array models, properties, and solving word problems/number

sentences.

In relation to Bloom's Taxonomy, students will be solving, concluding,

analyzing, creating, generating, and explaining their creation of example problems for their peers

to comprehend as well as, as a whole, composing a product that assesses their ability to

comprehend and determine how each strategy of multiplication is represented and its importance

when solving multiplication problems. Students will be in charge of creating the multiplication

problems based on their knowledge and understanding of each strategy learned.




of instruction need to be clarified and understand how the students are grasping the information.

In addition, additionally review and points of recommendation and practice time for the

summative assessment presentation can be implemented if necessary.

Summative Assessment (Appendix C)

Multiplication is really an expanded form of addition. We need it when we want

to add several things of the same value. This can be communicated to children in informal ways.

Within this Super Market Classroom, a variety of real life products represented by pictures like

fruits, vegetables, candy, soda, and cereal, all with prices on them, will be around the room.

Students will be in groups and have a basket that they fill with grocery store items. They will

then take their baskets and create problems based on array model, grouping method, word

problems and properties, using the prices given on each item. This encourages the use and

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practice of money (which they will have and use to correlate with the concept of money).

Students will then create a poster and give a presentation to the class. The class will participate

by solving the problems each group presents. The presentation will be graded upon a rubric with

criteria that consists of the following: working with others, organization, multiplication accuracy,

and giving an accurate presentation. The main aspect of this summative assessment is the

demonstration and presentation by the students for their work.

In relation to Bloom's Taxonomy, students will be solving, concluding, analyzing,

creating, generating, and explaining their creation of example problems for their peers to

comprehend as well as, as a whole, composing a product that assesses their ability to

comprehend and determine how each strategy of multiplication is represented and its importance

when solving multiplication problems.




of instruction need to be clarified and understand how the students have grasped the information.

Portfolio Format

Students should have the opportunity to see their work as they progress. Providing each student

with a three-ring binder and a designated spot within a filing cabinet is an easy way for students

to keep track of their work. For parents and administrators to be up to date, they may sign into a

student's name on the class website to access scanned in documents of that student's work

throughout the year. Parents may see feedback and comments made as well as their child's

strengths and weaknesses based on the student's hand written work. As each student completes

an assignment that has been reviewed by the teacher, students will add their work beginning with

each goal sheet, their summative poster, presentation rubric and ending with the goal sheet

consisting of their understanding of successfulness. Students will understand the process of

building a portfolio over time. In addition, students and parents can see students' effort and

responsibility when adding their own work. Included within the portfolio will be goal sheets, exit

tickets, printed out student answers to each Socrative question with their hand written work,

group poster, self-regulatory rubrics, and presentation rubric. I think it is important for students

to write "blogs" within their own portfolio in order to explain and showcase what material they

are proud of and/or how they completed the work. For an overall portfolio for the year, students'

binders may have sections for each unit covered highlighting work that best showcases their

skills and those that need to be addressed for both parents and students to see.

Portfolio Publishing

I think it is important for a student's portfolio to be visible to many professionals, parents, and

other students. As mentioned previously, having uploaded versions of student work on the class

website, will provide parents with the knowledge and updated information on their child's

progress. Fridays may be dedicated to students accessing their portfolio and editing, changing, or

adding material they feel is significant in addition to the required material throughout the

multiplication unit. At the end of the unit, students will have a completed portfolio in one or

more subjects to which they have the ability to revise and create professionally. In doing so,

students will write how they have noticed their goals change, become accomplished, and self-

regulatory skills they used throughout the unit. Students will be able to compare their effort and

progress from the unit's beginning, middle, and end. Besides the class website where parents are

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notified throughout the unit, students may share their work through an open-house. It is

important for students to have the opportunity to talk through their work and share their feelings

and knowledge about the class. In addition, it is important for peers to see how others create their

portfolio and ways other students express their strengths. Students may have the opportunity to

share their portfolio with others and discuss elements they like and areas in need of

improvement. This helps students build their portfolio professionally on an individual level

where they gather and share ideas with others.

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Section 3: Evaluation and Data Collection

Overview Each assessment throughout the unit will be collected and evaluated. The majority of data will be

analyzed and collected through an Excel spreadsheet for each criteria. Data has been collected

for each assessment as well as class participation and attendance. An overall "grade book" Excel

spreadsheet has been made to highlight and showcase each students grades and effort throughout

each assessment.


Students will complete the given exit tickets and hand in each ticket at the end of the

corresponding lesson. An Excel spreadsheet of an "overall grade book" will be made recording

each student and their grades received throughout the unit. Exit ticket grading for the students

will be based on a check system of √+ (3) √ (2) √- (1). √+ indicates work done correctly and

demonstrating effort. A √ indicates work is done with half-accuracy and demonstrates effort. A

√- indicates work is completed and demonstrates effort, but the student did not get the correct

answer, which will be addressed in conference. This student will be provided with extra practice.

It is important that each level acknowledges student's effort whether correct or incorrect because

there are various skill and ability levels throughout the class, therefore each student displays their

understanding in multiple ways. This will be informative when putting students into groups for

the summative project, based on ability levels.

Collecting data based on a check system allows students to see how their effort and

understanding is translated when graded without providing students with a letter or percentage

grade that may affect their report card. Although, each check mark grade will be recorded and

count as a small percentage to their overall grade. This assessment will inform us as teachers as

to which students are having trouble and how to inform future instruction by raising those areas

of confusion class wide and individual based.

This interpretation of data through the check system allowed us as teachers to analyze the level

of effort and understanding that the student puts in to complete each exit ticket. There are no

rubrics or overall numerical/letter grades for students. This formative assessment is designed

specifically to gain an understanding as to what level and skills the student is able to master to

inform further instruction for how our teaching needs to be more effective for those students. In

addition, for those student who are excelling, they can have opportunities to be challenged. All

four exit ticket check mark completion translation (3, 2, 1) will be recorded in the grade book

Excel spreadsheet. When analyzing each student or the class as a whole, patterns, common

errors, misconceptions, or easy questions can all be analyzed for class wide and individual

interpretation.

Computer Poll –Socrative (Appendix B)

Each student will complete an online quiz through Socrative addressing various questions from

the two previous lessons. Data will be stored and collected through Socrative’s room number

which will be previously set up by the teacher. In this case, the teacher will convert the overall

scores for the class as well as each individual student’s score and record that into the grade book

Excel spreadsheet. Again, this will be added to their overall grade as an example of their abilities

throughout this unit.

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Students will be graded based on quiz structure, such as the different skill levels and types of

questions asked. Students will receive numerical grades; if there are 10 questions, each question

is 1 point, totaling 10 points. The teacher will then analyze each individual question documenting

the most incorrect answers. Each student will be analyzed based on correct and incorrect

answers.

The data analysis will be used in making decisions about instruction by identifying how many

students answered the questions correctly. If 70% of students answer the question correctly, the

teacher will know that they can move forward with the next lesson. If under 70% of students

answer correctly, more review will be necessary. This would be class wide instruction.

We felt this was an effective way to give students an assessment because it is given through

technology rather than paper and pencil. Students have the opportunity to think critically and

only rely on using the technology for recording and displaying their skills. This will provide

students more practice using technology in various ways. In addition it requires higher level

thinking when applying and constructing answers.

Poster (Appendix D)

Students will be graded on the rough draft of their group poster through a rubric. Data for each

group’s poster will be collected through the necessary criteria accomplished based on the rubric.

Stored data will be represented on the grade book Excel spreadsheet providing an overall

numerical grade out of 100 points for their rough draft poster. This will be for each student as

they will be receiving the same grade as their group members. For further analysis, data can be

analyzed through excel based on trends noticed for the required sections mentioned in the rubric.

Using graphs, charts, and multiple colors, significant areas of weaknesses for various groups can

be documented. For example, if students seem to be misunderstanding or misinterpreting how to

correctly create a word problem for multiplication on their poster, class discussions can take

place to clear up confusion for all groups and students. As a teacher, tracking of students’

progress, grades received, and areas of weakness throughout group posters will enable group and

teacher discussions about confusion before students have their presentation.

Specifically within this rubric are categories consisting of grouping method, array models,

properties, and solving word problems/number sentences. It is important for students to

understand each expectation and the clear differentiation between each level (4, 3, 2, 1) to know

how their project should be completed. Each criteria encourages students to demonstrate and

explain in detail with examples each category listed. As Moskal addresses, the focus of a rubric

needs to be clear so all students can understand the goals and objectives (pg.1). This rubric has

been designed prior to the instructional activity in order to guide instruction and assessment

(Moskal, 2003). One goal for this rubric was to “determine what the student knows, what the

students does not know and what misconceptions the student holds” (Moskal, 2003). Students’

performance can be improved by monitoring each expectation displayed within the criteria of the

rubric. Observable behaviors and product characteristics are key aspects within the given rubric.

In addition, this rubric has been designed to provide students with more informative feedback on

strengths and areas in need of improvement (Andrade, 1997).

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This summative assessment requires each group of students to present their final poster with

changes made, and explain their poster as a presentation to their peers. As each group presents,

they will be graded through the “presentation rubric.” Grades, comments, and level of criteria

indicators will all be documented and recorded through the grade book Excel spreadsheet. Since

this is a group effort, each member of the group will receive the same grade. Overall grades for

this project will help indicate the growth of each student.

In order to help make decisions for the future, for students who are unable to conceptualize the

unit as a whole, it will be indicated through the many assessments throughout the unit based on

their grades and effort. In addition, future instruction and planning can be effected for following

units based on overall class grades for the multiple levels of skill requirement and various

assignments given.

Within this “Presentation Rubric” each category represented- working with others, organization,

multiplication accuracy, and presentation- indicate areas in which students should be mastering.

This presentation allows students to work together collaboratively and present each strategy of

multiplication with clarity and good presenting skills. Given the rough draft rubric for the poster,

students will have had the opportunity to change and adjust their materials beforehand, therefore

correcting errors for the final summative assessment. In addition, it is important for students to

work neatly and organized for an effective and easy-to-follow presentation. Each level is clearly

distinguished for students to understand in order to strive for success. Students will have the

opportunity to see this rubric before their presentation and after their rough draft poster has been

evaluated. “The point is for the rubric to help students learn more and produce better final

products” (Andrade, 1997).

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Section 4: Feedback

Overview Assessment data gives teachers and students the opportunity to understand strengths and

weaknesses present. The importance of feedback is for students to have the ability to take control

of their learning to become more motivated and understanding of their areas in need of

improvement. "Giving good feedback helps students learn how to formulate new goals for

themselves and action plans that will lead to achievement of those goals" (Brookhart, 2008).

Students need the experience within the classroom assessment environment to understand that

constructive criticism is a form of feedback that can be useful with practice (Brookhart, 2008).

Thoughtful and constructive feedback on students’ progress can help aid the improvement of

academic achievement (Hamilton, 2009). Teachers who provide effective feedback, such as

descriptive written or oral, can create opportunities for students to grow by giving them insights

about their work that may be helpful in scaffolding their learning (Moss, 2009). Self-referenced

feedback can progress long term learning targets in comparison to past goals to help build

strengths and improve weaknesses (Moss, 2009). Feedback can increase students' autonomy and

persistence in their work by giving them the evidence to believe they are competent (Moss,

2009). Students need to hear feedback in ways that makes them realize they will get the results

they want if they expend effort and attention (Brookhart, 2008).


Each student will receive their exit ticket the following class. The top of each quiz will show the

check mark received. Students will be informed of what each check mark represents and will be

provided with comments on the parts that indicate low effort or unsatisfactory work. Because

students understand the criteria and significance of each check mark, students will self-assess

how they complete each exit ticket and therefore increase their efforts and self-regulation skills

for the following exit tickets. In addition, scaffolded questions to their answers or work may be

indicated to have students analyze their thinking and why they chose to solve the problem the

way they did. For students who have significantly low check minus marks repeatedly on each

exit ticket will have review sessions and individual conferences during quiet time or independent

work time to address those concerns and areas of weaknesses. We encourage "feedback that

personalizes the students and positions them as the agent of their own learning" (Moss, 2009).

Computer Poll-Socrative (Appendix B)

Grades for each Socrative quiz will be given back to the students the following day. Grades will

be provided based on performance. Students will have a copy of each Socrative question

answered incorrectly and have the opportunity to complete those questions correctly for

homework as extra practice and further instruction. Students who received a 10/10 will be

grouped with students who have trouble to peer assist. It is important for students to understand

how well they have completed the electronic copy of the "quiz" while then providing an

opportunity to complete it through a paper and pencil task if necessary.

Poster (Appendix D)

Comments and suggestions along with circled numbers either 4, 3, 2, or 1 for each category on

the rubric will be handed to each group. Individual group meetings lead by the teacher will

consist of reviewing all strengths and weaknesses. Ideas, confusions, and misconceptions will all

be addressed when analyzing the rough draft together. Putting the students in control and

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collaborating to create ways in which the areas in need of improvement can be established by the

input and desire to meet their learning goals are a main focus for group work and teacher-led

meetings.


The teacher will give back a rubric to each student with comments and points of strengths and

weaknesses for future presentations. For upcoming presentations or units, students will have

practice in doing presentations and authentic assessments. Formative and summative assessments

that are designed and graded by a rubric can allow students (depending on grade and independent

levels) to take part in self-regulation and self-assessment based on their own thinking that

supports metacognition when grading themselves (Moss, 2009). Therefore, students can have

opportunities to discuss one-on-one with the teacher the students' ideas of strategies to improve,

student reflection, their interpretation of their effort of work, and collaboratively interpret

feedback. When students become proficient with these abilities, they will have opportunities to

grade their own work after completing the presentation using the teacher provided rubric.

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Section 5: Self-Regulation as Assessment

Overview

"Learners need information that will help them self-asses and self-correct so that assessment

becomes integrated throughout the learning experience"(Scott, 2000). As a teacher candidate,

reflection for teachers and students is crucial in order to have growth in learning. "Students who

can reflect while engaged in metacognitive thinking are involved in their learning" (Garrison and

Ehrighaus, 2004). As teachers, we want students to become familiar with reflecting on their own

work and how to have higher order thinking for how they can change and improve for the next

time. The great thing about this activity is the emphasis on students having responsibility for

what they have gained and big ideas about how they can progress. "Students need consistent

academic challenges if they are to self-evaluate the effects of their strategic efforts accurately

over time" (Zimmerman, Bonner, & Kovach, 1996).

My Goals for Math (Appendix F)

This worksheet has been designed for students to create multiple goals for each week. Students

will have new goals every week for different units and lesson plans. Students will be asked to

explain three actions they will take in order to achieve those goals, as well as explain how they

will know when they are successful at accomplishing those goals. The idea for this goals sheet is

for students to understand how to create goals for themselves and self-regulate ways in which

they need to accomplish them. In addition, students will be able to reflect back on what ways

they find don’t work and how they need to improve or change them for the next time to better

achieve their goals. Providing opportunities for students to continuously create goals in math will

further their self-regulatory skills to create goals in the future for other manners. Students will

understand through process and action how to best fit their needs, actions and ideas to be

successful in what they aspire to do.

As a class, in the beginning of the week, time would be set aside for students to fill out these goal

sheets. Students will hand them in so the teacher can make a copy for each student and then

return them for students to refer back to and monitor throughout the week. At the end of the unit,

the students will be able to check and see if the strategies they used throughout the unit helped

them accomplish their goals, if not, students will have a chance to reflect and self-assess to create

another strategy that may help them in the future.

Self-Evaluation Teamwork Rubric (Appendix G)

In order for students to understand effective and fair collaboration with others it is important for

students to document their participation and willingness to help others. Through this self-

evaluation teamwork rubric, after completion of the rough draft of the poster with their group,

independently students will assess themselves to determine how much effort they contributed as

a team member. Each level of the "hamburger" distinguishes the level of work they exerted. It is

important for students to understand as an individual ("As a team member I...") to self-regulate

the necessary components required to effectively work as a team with designated responsibilities.

Students are able to assess themselves based on how well they listen to their peers and help

collaborate ideas together as a group. In addition, this rubric allows students to check for their

own understanding and increase self-efficacy when monitoring their progress and efforts. Having

students complete these rubrics through multiple projects students will understand what habits

and strategies they tend to relate to and how to change those for future assignments. Students are

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then given the responsibility to take ownership and accountability for involvement. "Students

who can reflect while engaged in metacognitive thinking are involved in their learning"

(Garrison and Ehrighaus, 2004).

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References

Andrade (1997). Understanding Rubrics.

Brookhart, S. M. (2008). How to give effective feedback to your students: an overview

Garrison, C. and Ehrighaus, M. (2004). Formative and Summative Assessments in the

Classroom. Syracuse, NY: National Middle School Association.

Hamilton et al. (2009). Using student achievement data to support instructional decision making

Moskal, Barbara M. (2003). Recommendations for developing classroom performance

assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14).

Moss, C. M. (2009). Shifting from correcting to informing: Feedback that feeds forward.

Paris, S.G. and Ayres, L. R (1994). Promoting students’ reflections through classroom activities.

(Goal 3)

Scott, J. (2000). Authentic assessment tools. In R. L. Custer (Ed.), J. W. Schell, B. McAlister, J.

Scott, & M. Hoepfl. Using authentic assessment in vocational education.

STEM Apps (2011). Formative Assessments.

Wiggins, Grant (2006). Healthier Testing Made Easy: The Idea of Authentic Assessment.

Edutopia: April.

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Understanding the principles of self-

regulated learning. (Goal 1)

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing time planning and management

skills. (Goal 2)

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APPENDIX A

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APPENDIX B

Socrative Teacher

Room Number: 892991

We have created two Formative Assessments, using the Socrative app, for our students to complete. The quizzes are broken up based on the sequence of the lessons being taught. If you click on the links below it will lead you directly to the quizzes. You will not have to complete the quizzes, however, it will allow for you to see the questions and answers we came up with.

This quiz focuses on Number Sentences/Word Problems and the specific properties associated with Multiplication.

http://m.socrative.com/lecturer/#editQuiz

This quiz focuses on Array Models and the Grouping Method.


For both quizzes students are asked to show their work on a separate sheet of paper, therefore, it will be easier for the teachers to see if the student’s are grasping the entire concept, rather

than just memorizing facts.

Students will be graded out of 100. There are 5 questions for each quiz, therefore, each question is worth 20 points. 10 of the points will go to the correct answer and the other 10 points

will be given based on students work and/or explanation.



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APPENDIX C

Supermarket

Directions: Around our classroom are pictures of items that you would find

while shopping at a supermarket. Working together with your group, you will

shop around the classroom for different items. Each group will be given a

basket to place their groceries inside of and pretend money to purchase the

groceries of your choice.

Next, your group will use the items in your basket to create problems based

on array model, grouping method, word problems, and properties. These

problems are to be displayed on a poster, which will be presented to the class.

As a class, we will solve the problems presented by each group on their

poster.

Examples: 3 boxes of cereal each cost $3.00 the total is $9.00

2 oranges each cost $1.00 the total is $2.00

You may find the following checklist helpful:

______ Did I work well with my group members?

______ Is our poster organized and creative?

______ Are all of our problems accurate?

______Will our presentation cover array model, grouping method, word problems, and

properties?

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Classroom Supermarket Money you will use

Apple

$2.00

Apple juice

$5.00

Bananas

$4.00

Beef

$6.00

Bread

$4.00

Broccoli

$4.00

Butter

$4.00

Carrots

$4.00

Cereal

$4.00

Cheese

$3.00

Chicken

$6.00

Chocolate

$2.00

Cookies

$5.00

Ice cream

$6.00

Milk

$4.00

Orange

$3.00

Peanut butter

$4.00

Pizza

$7.00

Potato

$3.00

Coke

$5.00

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APPENDIX D

Summative Assessment Poster Board

(Teacher Model)

Introduction: The slides that you see below are specific parts that need to be

incorporated on student’s posters. Student’s will have actual poster board, where all parts

will be represented. We have broken up each part into different slides, so that the students

can understand more clearly the specific multiplication strategies that they have to

include. When you look specifically at the Properties poster, students will have the choice

to pick one property rather than do all three. Pictures, prices, money, and answers should

all be put onto the poster demonstrating to the audience full understanding of each

particular component.

First Slide: Grouping

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Second Slide: Array Models

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Third Slide: Properties

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Fourth Slide: Number Sentence/WordProblems

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Rough Draft of Poster:

CATEGORY 4 3 2 1

Grouping Method Grouping method

is demonstrated

and explained in

detail based on

examples and

reasoning.

Grouping method

is demonstrated

and explained with

some details

based on

examples and

reasoning.

Grouping method

is demonstrated

and explained with

few details based

on limited

examples and

reasoning.

Grouping method

is not

demonstrated and

explained with

examples or

reasoning.

Array Models Array model is

demonstrated and

explained in detail

based on

examples and

reasoning.

Array model is

demonstrated and

explained with

some details

based on

examples and

reasoning.

Array model is

demonstrated and

explained with few

details based on

limited examples

and reasoning.

Array model is not

demonstrated and

explained with

examples or

reasoning.

Properties Properties of

commutative,

associative, and

distributive are

demonstrated and

explained in detail

based on

examples and

reasoning.

Properties of

commutative,

associative, and

distributive are

demonstrated and

explained with

some details

based on

examples and

reasoning.

Properties of

commutative,

associative, and

distributive are

demonstrated and

explained with few

details based on

limited examples

and reasoning.

Properties of

commutative,

associative, and

distributive are not

demonstrated and

explained with

examples or

reasoning.

Solving word

problems/number

sentences

Solving word

problems/number

sentences are

demonstrated and

explained in detail

based on

examples and

reasoning.

Solving word

problems/number

sentences are

demonstrated and

explained with

some details

based on

examples and

reasoning.

Solving word

problems/number

sentences are

demonstrated and

explained with few

details based on

limited examples

and reasoning.

Solving word

problems/number

sentences are not

demonstrated and

explained with

examples or

reasoning.

APPENDIX E

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Summative Assessment/Presentation Rubric:

CATEGORY 4 3 2 1

Working with

others

Student was an

engaged partner,

listening to

suggestions of

others and

working

cooperatively

throughout lesson.

Student was an

engaged partner

but had trouble

listening to others

and/or working

cooperatively.

Student

cooperated with

others, but

needed prompting

to stay on-task.

Student did not

work effectively

with others.

Organization The work is

presented in a

neat, clear,

organized fashion

that is easy to

read.

The work is

presented in a

neat and

organized fashion

that is usually

easy to read.

The work is

presented in an

organized fashion

but may be hard

to read at times.

The work appears

sloppy and

unorganized. It is

hard to know what

information goes

together.

Multiplication

Accuracy

Students

corrected all

errors from their

rough draft.

Students corrected

some errors from

their rough draft.

Students

corrected few

errors from their

rough draft.

Students did not

correct errors from

their rough draft.

Presentation Presentation is

engaging and

covers all

components:

grouping method,

array models, and

properties.

Students speak

clearly and loudly

while making eye

contact.

Presentation is

engaging and

covers most

components:

grouping method,

array models, and

properties.

Students

sometimes speak

clearly and loudly

while making

some eye contact.

Presentation is

somewhat

engaging and

covers some

components:

grouping method,

array models, and

properties.

Students speak

clearly and loudly

while making

minimal eye

contact.

Presentation

covers few

components:

grouping method,

array models, and

properties.

Students do not

speak clearly and

loudly while

making no eye

contact.

APPENDIX F

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Name: _______________ Date: _______

My Goals For Math

My goals for math this week are......

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

I will achieve my goals by doing these actions:

1.____________________________________________________________________________

______________________________________________________________________________

2.____________________________________________________________________________

______________________________________________________________________________

3.____________________________________________________________________________

______________________________________________________________________________

I will know I am successful when...

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

APPENDIX G

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Name: _______________ Date: _______

My Goals For Math

Were you successful when accomplishing your goals? If so, how?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

If you were unsuccessful when accomplishing your goals, what can

you do differently next time?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

APPENDIX G

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Self-Evaluation Teamwork Rubric

APPENDIX H

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Data Analysis and Mock Excel SpreadSheet

Attendance and Participation

This particular spreadsheet looks at student participation and attendance

during our 15 day unit.

APPENDIX I

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Data Analysis and Mock Excel SpreadSheet

Gradebook

This particular spreadsheet incorporates all the formative and summative

assessments, while also representing the sum of the average grades

content area assessment plan grade 3: multiplication ... · to showcase the different strategies...

Documents