Assignment Prompt & Instructions
– ## MathAssessment-SubmissionDirections.htm.zip
**## MathAssessment-SubmissionDirections.htm.zip**
## Math Assessment- Submission Directions.htm
Math Assessment- Submission Directions
Due by 11:30 P.M on April 5, 2022
Similar to comprehension assessment submission, it might be a good idea to have a one-word document that provides just your report and results of the math assessment and two or more documents that include only scanned materials. Make sure that each of the submitted documents is labeled with the name of the assignment and has your name. Number those documents in a sequence to help me make sense of them as I would be grading them. Finally, plan in advance your submission so that you are not late due to any last-minute technical problems (like scanner problems).
Your math assessment should include the following:
Your Name:
Date:
– The grade level of your student
– Skill: Number facts: Adequate assessment of facts (1 minute timed) for age/grade level of student
– Justify why you think your assessment of number facts is adequate for the age and grade level of your target student. Use the Common Core Georgia Performance Standards for Mathematics
[https://www.georgiastandards.org/Common-Core/Pages/Math.aspx](https://www.georgiastandards.org/Common-Core/Pages/Math.aspx) for justification purposes. You also can use curriculum guides recommended by your mentor teacher to support your justification. If you needed to move down a student’s grade level (expected grade level) provide the justification for doing so.
Report here how you designed your assessment of facts. Report where you located your probes/tests or how you went about their development. Report in what order you used your number facts probe/tests, talk about the exact wording of directions given to the student and if the student used “their fingers, tally marks, etc” during working on their math facts indicate the specific facts that this happened. Describe what scoring system you established to score the results (like percentages, rate, number correct, and so on, as appropriate, for each math skill you assessed). Report here your student’s overall attitude toward this form of assessment and describe any other relevant conditions related to the number of facts assessment. Do not engage here in your analysis and interpretation though. You will be asked to do so in your final report. So save all the detail for later.
– Skill: Computation: Adequate assessment of operations for age/grade level of student
– Justify why you think your assessment of computational skills is adequate for the age and grade level of your target student. Use the Common Core Georgia Performance Standards for Mathematics
[https://www.georgiastandards.org/Common-Core/Pages/Math.aspx](https://www.georgiastandards.org/Common-Core/Pages/Math.aspx) for justification purposes. You also can use curriculum guides recommended by your mentor teacher, etc. to support your justification. If you needed to move down a student’s grade level (expected grade level) provide the justification for doing so.
Report here how you designed your assessment of computational skills. Report where you located your probes/tests or how you went about their development. Report in what order you used your computational skills probes/tests, talk about the exact wording of directions given to the student and if the student made any pauses during working on their computational skills indicate the computational skills that this happened. If you needed to make any changes during the administration of this assessment provide your justification for doing so. Describe what scoring system you established to score the results (like percentages, rate, number correct, the number of correct digits (CD), and so on, as appropriate, for each math skill you assessed). Report where your assessment took place, how long it took for your target student to complete it, your student’s overall attitude toward this form of assessment, and describe any other relevant conditions related to the computational skills assessment. Do not engage here in your analysis and interpretation though. You will be asked to do so in your final report. So save all the detail for later.
– Skill: Problem Solving: Adequate assessment of problem-solving for age/grade level of student
– Justify why you think your assessment of problem-solving skills is adequate for the age and grade level of your target student. Use the Common Core Georgia Performance Standards for Mathematics
[https://www.georgiastandards.org/Common-Core/Pages/Math.aspx](https://www.georgiastandards.org/Common-Core/Pages/Math.aspx) for justification purposes. You also can use curriculum guides recommended by your mentor teacher, etc. to support your justification. If you needed to move down a student’s grade level (expected grade level) provide the justification for doing so.
Report here how you designed your assessment of problem-solving skills. Report where you located your problem-solving probes/tests or how you went about their development. Report in what order you used your problem-solving skills probes/tests, talk about the exact wording of directions given to the student and if the student made any pauses during working on their problems indicate the problems that this happened. If you needed to make any changes during the administration of this assessment provide your justification for doing so. Describe what scoring system you established to score the results (like percentages, rate, number correct, the number of correct digits (CD), and so on, as appropriate, for each math skill you assessed). Report where your assessment took place, how long it took for your target student to complete the probes/tests, your student’s overall attitude toward this form of assessment, and describe any other relevant conditions related to the problem-solving skills assessment. Do not engage here in your analysis and interpretation though. You will be asked to do so in your final report. So save all the detail for later.
– One-page Summary
– Provide a one-page summary of the math skills and the student’s performance. Do not provide any interpretations of the results on this page, just list the math skills assessed and report the student’s performance in numbers. The goal of this page is to report the student’s performance without any analysis or interpretation, so include only percentages, rate, number correct, or the number of correct digits (CD), as appropriate, for each math skill you assessed. I should be able to look at this page and see in a few seconds that the student demonstrated, for example, 60% accuracy on her addition facts 0-9. Depending on how many assessments you conducted, you may need more than one page to report your results and that is okay.
– Math assessment materials
– Scan your scored math assessments into separate two or more documents and submit them to the assignment dropbox. Be sure that your name is on each of these scanned documents.
Note: If you use other than your own developed probes and problem-solving tasks for this assignment make sure to cite their references following the APA Manual.
**## MathAssessment-SubmissionDirections.htm.zip**
## Math Assessment- Submission Directions.htm
Math Assessment- Submission Directions
Due by 11:30 P.M on April 5, 2022
Similar to comprehension assessment submission, it might be a good idea to have a one-word document that provides just your report and results of the math assessment and two or more documents that include only scanned materials. Make sure that each of the submitted documents is labeled with the name of the assignment and has your name. Number those documents in a sequence to help me make sense of them as I would be grading them. Finally, plan in advance your submission so that you are not late due to any last-minute technical problems (like scanner problems).
Your math assessment should include the following:
Your Name:
Date:
– The grade level of your student
– Skill: Number facts: Adequate assessment of facts (1 minute timed) for age/grade level of student
– Justify why you think your assessment of number facts is adequate for the age and grade level of your target student. Use the Common Core Georgia Performance Standards for Mathematics
[https://www.georgiastandards.org/Common-Core/Pages/Math.aspx](https://www.georgiastandards.org/Common-Core/Pages/Math.aspx) for justification purposes. You also can use curriculum guides recommended by your mentor teacher to support your justification. If you needed to move down a student’s grade level (expected grade level) provide the justification for doing so.
Report here how you designed your assessment of facts. Report where you located your probes/tests or how you went about their development. Report in what order you used your number facts probe/tests, talk about the exact wording of directions given to the student and if the student used “their fingers, tally marks, etc” during working on their math facts indicate the specific facts that this happened. Describe what scoring system you established to score the results (like percentages, rate, number correct, and so on, as appropriate, for each math skill you assessed). Report here your student’s overall attitude toward this form of assessment and describe any other relevant conditions related to the number of facts assessment. Do not engage here in your analysis and interpretation though. You will be asked to do so in your final report. So save all the detail for later.
– Skill: Computation: Adequate assessment of operations for age/grade level of student
– Justify why you think your assessment of computational skills is adequate for the age and grade level of your target student. Use the Common Core Georgia Performance Standards for Mathematics
[https://www.georgiastandards.org/Common-Core/Pages/Math.aspx](https://www.georgiastandards.org/Common-Core/Pages/Math.aspx) for justification purposes. You also can use curriculum guides recommended by your mentor teacher, etc. to support your justification. If you needed to move down a student’s grade level (expected grade level) provide the justification for doing so.
Report here how you designed your assessment of computational skills. Report where you located your probes/tests or how you went about their development. Report in what order you used your computational skills probes/tests, talk about the exact wording of directions given to the student and if the student made any pauses during working on their computational skills indicate the computational skills that this happened. If you needed to make any changes during the administration of this assessment provide your justification for doing so. Describe what scoring system you established to score the results (like percentages, rate, number correct, the number of correct digits (CD), and so on, as appropriate, for each math skill you assessed). Report where your assessment took place, how long it took for your target student to complete it, your student’s overall attitude toward this form of assessment, and describe any other relevant conditions related to the computational skills assessment. Do not engage here in your analysis and interpretation though. You will be asked to do so in your final report. So save all the detail for later.
– Skill: Problem Solving: Adequate assessment of problem-solving for age/grade level of student
– Justify why you think your assessment of problem-solving skills is adequate for the age and grade level of your target student. Use the Common Core Georgia Performance Standards for Mathematics
[https://www.georgiastandards.org/Common-Core/Pages/Math.aspx](https://www.georgiastandards.org/Common-Core/Pages/Math.aspx) for justification purposes. You also can use curriculum guides recommended by your mentor teacher, etc. to support your justification. If you needed to move down a student’s grade level (expected grade level) provide the justification for doing so.
Report here how you designed your assessment of problem-solving skills. Report where you located your problem-solving probes/tests or how you went about their development. Report in what order you used your problem-solving skills probes/tests, talk about the exact wording of directions given to the student and if the student made any pauses during working on their problems indicate the problems that this happened. If you needed to make any changes during the administration of this assessment provide your justification for doing so. Describe what scoring system you established to score the results (like percentages, rate, number correct, the number of correct digits (CD), and so on, as appropriate, for each math skill you assessed). Report where your assessment took place, how long it took for your target student to complete the probes/tests, your student’s overall attitude toward this form of assessment, and describe any other relevant conditions related to the problem-solving skills assessment. Do not engage here in your analysis and interpretation though. You will be asked to do so in your final report. So save all the detail for later.
– One-page Summary
– Provide a one-page summary of the math skills and the student’s performance. Do not provide any interpretations of the results on this page, just list the math skills assessed and report the student’s performance in numbers. The goal of this page is to report the student’s performance without any analysis or interpretation, so include only percentages, rate, number correct, or the number of correct digits (CD), as appropriate, for each math skill you assessed. I should be able to look at this page and see in a few seconds that the student demonstrated, for example, 60% accuracy on her addition facts 0-9. Depending on how many assessments you conducted, you may need more than one page to report your results and that is okay.
– Math assessment materials
– Scan your scored math assessments into separate two or more documents and submit them to the assignment dropbox. Be sure that your name is on each of these scanned documents.
Note: If you use other than your own developed probes and problem-solving tasks for this assignment make sure to cite their references following the APA Manual.