Scribd
Upload
57 views

Prentice MC

This document discusses a 3rd grade math assessment on multiplication and division. It contains two objectives: 1) interpreting and solving problems involving multiplication and division, and 2) identifying arithmetic patterns in multiplication tables. The assessment aims to reliably and validly measure student understanding of these objectives. To improve learning, the teacher differentiates instruction, reviews incorrect answers in small groups, and ensures future assessments are aligned to instruction and standards.

Uploaded by

api-348716669
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
57 views

Prentice MC

This document discusses a 3rd grade math assessment on multiplication and division. It contains two objectives: 1) interpreting and solving problems involving multiplication and division, and 2) identifying arithmetic patterns in multiplication tables. The assessment aims to reliably and validly measure student understanding of these objectives. To improve learning, the teacher differentiates instruction, reviews incorrect answers in small groups, and ensures future assessments are aligned to instruction and standards.

Uploaded by

api-348716669
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Kelsey Prentice

FRIT 7236
Spring 2017

Grade Level: 3rd grade


Subject: Math
Topic: Representing and solving problems involving multiplication and division.

Assessment Link:
Prentice_MC Assessment

Objective 1 (Question 1 and 2):


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. 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. (Understanding, Applying)

Objective 2 (Question 3):


Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations. For example, observe that 4 times a number is
always even, and explain why 4 times a number can be decomposed into two equal addends.
(Analysis)

Assessment Plan:

Improving Item Reliability


Reliability is determined by the consistency of students’ scores on an assessment over time
(Bookhart & Nitko, 2015). I believe my multiple choice items are reliable because the student is
using their mathematical understanding to apply and analyze their answers. In a month, if I give
another assessment that has different questions but covers the same skills, the students should
produce similar scores between this assessment and the one given 1 month later.

Improving Item Validity


Validity is the determination of whether or not an assessment truly assesses what it purports to
assess (Bookhart & Nitko, 2015). The validity of the assessment is strong because it measures a
particular skill consistently. If I was going to give it to my third graders, I would incorporate a
more questions to get a better gage on how well a student understands the standard. There are
many multiplication/ division standards, and this assessment does not allow me to know if the
students understand each and every standard. However, it will let me know if they understand the
particular objective of the standard.

Differentiation of Instruction
Differentiated instruction refers to adjusting instruction and instructional practices to meet the
needs of all students (Brookhart & Nitko, 2015). Students would be able to use manipulatives to
help them solve math problems during instruction. After a few days of using manipulatives, it
will be important to show the students how the manipulatives correlates to a picture they can
draw, or the numbers in the question, because manipulatives are not a test accommodation. I
will work with students in small groups to facilitate re-teach or stretch thinking activities with
students. To accommodate students on the test, I would only have three multiple choice
questions, or use “simple” terms. Additionally, students would be able to have the test read aloud
and extended time on the assessment.

Improving Student Learning


In order to improve student learning, it is important to clear up any confusion students may have
about the multiple choice items quickly. Each question is different in the since that one is a word
problem, one is multiplying three separate digits, and one is analyzing numbers and identifying
patterns. There is areas for students be confused. Also, student learning could be improved when
going over the answers to the assessment with students who got the questions wrong. I often
make three groups of students based on their test scores, and go over the tests in small groups.
This is when I get the most “oh I get it now” moments, and then the students are able to retake (a
different test on the same standards) to see if they really do “get it”. Backwards instruction
would benefit the teacher to stay on task with the desired outcomes of the unit.

Improving Future Assessments


Improving future assessments entail that the assessments are aligned with what is the standard/
objective that is being testes. Additionally, students have proper instruction that will address test
like questions they will be exposed to. The teacher may also want to use other question types,
such as open-ended or constructed response, to allow students the opportunity to show what they
know without the correct answer and the additional choices.

You might also like