SPED 311 Curriculum Based Assessment I

Name: Rebekah Hall

Date: October 13, 2015
School/Setting: Texas A&M Consolidated High School/ Algebra 1 Resource
How does this project contribute to your skills as an educator?
Being able to assess students is necessary to gauge their current level of understanding
over the material. With this particular objective (solving equations with variables on both sides),
it is important to see if the student understands not only what to do, but in what order to do it (ie:
distribution must come before combining like terms). Learning how to effectively create and
administer a curriculum-based assessment is crucial to fairly evaluating where a student stands
with understanding. If there should be any confusion on behalf of the student, it should be clear
that it is from the curriculum and not from the assessment itself.

On my honor, as an Aggie, I have neither given nor received unauthorized

aid on this academic work.
Signature____________________________________________

Description of student:
D is a fifteen-year-old male with a specific learning disability and speech impairment. He
is a freshman placed in an algebra one resource class at Texas A&M Consolidated High School
and is able to perform well in general education classes. D is serviced under part B of IDEA and
his accommodations include shortened exams, printed copies of notes, additional time for
completing exams and in-class assignments, and step-by-step instruction as needed. The student
is able to recall mathematical procedures easily after being guided through the steps repeatedly
(for example, he finally knew to look for signs for distribution and then combining like terms in
equations with variables independently after reviewing the steps every day of class for a week
and a half). General mathematic processes (multiplying, adding, dividing, etc.) are generally not
difficult for him, but it does take a while for him to grasp the more abstract mathematical
processes that are presented in algebra (such as keeping equations balanced by performing the
same functions on both sides).
Despite his learning disability, D strives to succeed in algebra one and only asks for
assistance as a last resort. Real-life parallels of abstract algebra variable solving are often
repeated to him to make the abstract more concrete. Two common examples have to do with our
goal in solving for the variable (using a weighing apples at the grocery store analogy) and
distribution (using an analogy of distributing candy to the whole class). He is part of the football
team and is very well liked by all of his classmates. He contributes to a positive learning
environment by being friendly to all students within the class, as well as pointing out and trying
to stop inappropriate behavior. D often knows what to do when solving for variables, but lacks
confidence in his abilities and needs verbal affirmation.

Objective (from IEP):

Given a calculator, writing utensil, and sheet with five algebraic equations with variables
on both sides, TSW use their knowledge of solving multi-step equations with the distributive
properties and combining like terms to solve for the variable with 80% accuracy 3/5 times.
Algebra 1.b 4.A, B
(4) Foundations for functions. The student understands the importance of the skills
required to manipulate symbols in order to solve problems and uses the necessary algebraic skills
required to simplify algebraic expressions and solve equations and inequalities in problem
situations. The student is expected to:
(A) find specific function values, simplify polynomial expressions, transform and
solve equations, and factor as necessary in problem situations;
(B) use the commutative, associative, and distributive properties to simplify
algebraic expressions
Measurement tool:
Directions: Give the student a calculator, writing utensil, and the assessment sheet with five
algebraic equations with variables on both sides (3(2+v)-4v=v+16; 4(2x-5)=5x+4; 19-

(p+3)=17+p; 12-3(2w+1)=7w-3(7+w),

1
(18x-36)=6x-12). Instruct the student to solve for
3

the variable, remembering to distribute and combine like terms. Observe that the student
completes all of the components going along with the following table (completing the
component proficiently grants the student two points, emerging is one point, needs improvement
is zero, and it is not counted toward the total if the problem does not contain that component).
Add each component up and put it over the total potential points the student could have earned to
find the percent of accuracy.

Elements

P=Proficient (2)

E=Emerging (1)

N=Needs
Improvement (0)

Distributive
property

identifies where
distribution is
needed
independently,
distributes to all
elements within
parenthesis, AND
correct
calculations

needs verbal
prompt to
distribute, needs
verbal prompt to
distribute to all
elements within
the parenthesis
AND to correct
calculations

Combining like
terms

identifies which
terms can be
combined AND
correct
calculations

identifies where
distribution is
needed
independently, but
needs verbal
prompt to
distribute to all
elements within
the parenthesis
OR to correct
calculations
identifies which
terms can be
combined, but
needs verbal
prompt to correct
calculations
independently
identifies that
variables need to
be moved to the
same side, but
needs verbal
prompt to correct
calculations

Moving
variables to one
side

Solving for
variable

needs verbal
prompt to combine
like terms OR
guidance as to
what terms can be
combined
independently
needs verbal
moves combines
prompt to move
variables on one
variables to the
side AND correct
same side (ie:
calculations
Remember, we
need our apples on
one side and our
weights on the
other.)
independently
independently
needs verbal
goes through the
identifies the steps prompts in how to
steps to isolate the to isolate the
isolate the variable
variable and find
variable, but needs to find the value
value AND correct verbal prompt to
calculations
correct
calculations

N/A (not
counted in
total)
problem
does not
contain the
distributive
property

problem
does not
contain
combining
like terms
property

Elements

Trial 1

Trial 2

Trial 3

Trial 4

3(2+v)-4v=v+16

4(2x-5)=5x+4

19-(p+3)=17+p

12-3(2w+1)=7w3(7+w)

Trial 5
1
(18x3
36)=6x-12

Distributive
property

Combining
like terms

Moving
variables to
one side

Solving for
variable

Total
% accuracy

6/8
75%

Identified that
distribution
needed to take
place, but
initially tried to
distribute the 19
instead of the
negative

Identified that
distribution
needed to take
place, but
needed verbal
reminder to
distribute the
negative along
with the 3

Confused as to
how to distribute
fraction, needed
reminder to
distribute to all
within the
parenthesis AND
to correct
calculations

N/A

N/A

D identified that
like terms
needed to be
combined, but
needed prompt
to correct
calculations
Correctly
identified that
variables needed
to be moved to
the same side,
but required
verbal correction
for calculations
(what is v
minus v?)
Needed
reminder of
what do we do
to get our
variable by
itself? How do
we cancel this
out?

Administration discussion:

6/6
100%

7/8
87.5%

7/8
87.5%

2/6
33%

I administered the same CBM to the entire class so the student did not feel the anxiety of
being individually assessed. I walked around the room casually and looked over the progress of
other students work, but stopped by Ds desk more frequently to check his progress and to see if
each component/step had been completed properly. I gave verbal cues as needed if he had missed
a component/calculated improperly when I came over to check on his progress. For the most
part, I watched him complete each problem in its entirety. He did much better than I originally
expected, as he did not need as much guidance on these problems as he had in previous classes.
Ds main problem is that he lacks confidence in his decisions when solving algebraic problems.
This was incredibly apparent, as most of the time he would know what to do but felt the need to
ask me before doing it (that is where most of the emerging came from). I had noticed this in
class before and was prepared to address his insecurity by telling him to do what he thought was
right. After I affirmed him, he usually completed the component correctly as opposed to
needing the step-by-step reassurance he had needed in the past.
The way I administered this assessment was helpful in keeping the student in his natural
environment to ensure accurate results. However, I was not able to see if he was truly proficient
in some of the components, as he could have self-corrected before I had the chance to see the
step completed. Strengths of the actual assessment include the fact that it was very thorough with
measuring each step/component of solving for equations with variables on both sides, as well as
holding the student accountable for silly mistakes. I think a weakness of the assessment could be
that I did not check to see if all five problems contained all four components that I was assessing
for because it did not give me a completely valid percentage of accuracy. Before administering
this assessment again, I would need to check and see that all of the components I am assessing

for are present in each problem, and replacing the ones that do not contain all of the components
with problems that do.

Discussion with mentor teacher:

My mentor teacher (MT) and I discussed the assessment during her conference period,
which immediately followed the class period the assessment took place in. We discussed how
insecure D is in his abilities and how that is the main thing holding him back from performing at
100% accuracy majority of the time in algebra. She mentioned how because of his insecurities, it
was incredibly important to give the assessment in the most natural way possible, because the
doubting of his abilities increases tenfold when hes aware that a formal assessment is taking
place (ie: during quizzes and exams). We went through the data that I had collected using the
measuring tool and took note of the fact that most of his emerging skills came from his lack of
confidence in knowing what to do. Most of the time, he knew what task to complete next, but he
needed affirmation that he was right in either what to do or in his calculations from either myself
or my MT.
My MT also took note of the fact that most of the things that kept him from earning a
proficient were silly mistakes like not paying attention to signs. We discussed how the data
proves that D generally knows what to do when solving for variables, he just doesnt watch out
for minor errors. As we were looking at the measurement tool, we added up the points he earned
and put them over the potential points he could have earned to find his accuracy percentages.
While we were doing this, my MT made a comment about how I need to make sure before giving
the assessment that all of the assessment problems contain every component Im measuring. She

made the point that while those problems didnt count against him, they dont give us an accurate
representation of his understanding of all of the components (for example, D was 100% accurate
on one of the problems that did not contain combining like terms, but he could have been 75%,
87.5%, or 100% accurate had it contained combining like terms). She also mentioned that I
should have paid less attention to other students during the assessment, as he could have selfcorrected while I was helping another student, proving that he wasnt 100% proficient. If I were
to give this assessment in the future, I know that I will need to make sure that every problem I
include in my assessment contains all of the components I am assessing. I know that I will also
need to be more watchful of the specific student that I am assessing in order to collect truly
accurate data.
Future teaching:
According to the data collected from D, future teaching needs to focus on integer rules
and rules for distribution. For the most part, D understands the process behind trying to solve
equations with variables on both sides; he just needs to be refreshed on these two specific things
as the whole class reviews this topic. As the class reviews this topic, these processes will become
ingrained in Ds brain and he will gain confidence in his abilities to perform them correctly.
Reviewing integer rules will help the entire class (D included) to pay more attention to
minor calculation errors that are made when signs are ignored. Going over rules for distribution
will also be beneficial to the entire class, as there is obviously confusion on what exactly to
distribute (for example, the problem 19-(p+3)=17+p confused D, as he ignored the negative and
thought he needed to distribute the 19).
The best methods for teaching this particular objective are explicit instruction with
modeling and guided practice. The students first need to be shown and taught exactly what to do

and why in detail with a variety of problems (include problems with fractions, negatives, etc.).
After they have begun to grasp the concept, guided practice is essential for them to gain practice
in performing this procedure correctly. If guided practice is skipped, students will not have been
given the chance to practice this procedure themselves and will most likely be confused as to
what to do.