Assessment Plan for Kindergarten Math

Purpose and Learning Outcome

            The purpose of this assessment is to teach kindergarteners how to count from 0-10.  I will do this by having the children write the numbers in order and also using one to one matching to count. The children will first trace pre written numbers in order and then be asked to write them on their own. The second activity, One to One matching, is when a child matches objects to a number and vice versa. The children will use bear figurines for this activity. They will match the correct number of bears to the number shown and then once they have mastered that skill, they will match the number to the correct number of bears laid out. The learning outcome of this assessment is:  the
children will be able to count in order from 0-10. This is first step to the children being able to count to 100, which is a requirement in later years.

 

Assessment Context

            I will teach the children how to count from 0-10 using work sheets, hands on manipulatives and then a test. Along with the in classroom assignments, the children will also have homework assignments, weekly tests and a final test at the end of the month. The first assignment the children will be given is a tracing worksheet. The children will trace the already provided numbers on their own. The second assignment given will be similar to the first, but the children will be copying the number they see below it. Instead of having the guidance of tracing, the children will have to write out the number 0-10 on their own. The third assignment will require the students to remember and write the numbers 0-10, without tracing or having a number line to look at on their first try. The first three weekly tests will involve the children mastering these skills. Test one will be just like their tracing worksheets, test two just like their copying worksheets and test three will be memory of the numbers. For the memory test I will be looking to see that the child remembered the numbers 0-10, they do not have to be in the correct order. Their grades will be based on tracing accuracy, ability to write the numbers correctly on their own and memory. Since these children are in Kindergarten the classroom assignments and homework assignments will be similar, helping the children to memorize the numbers. The final test at the end of the month will incorporate tracing, copying and memory. The children will be asked to trace and copy numbers similar to their classroom and take home work sheets, but for the memorization, the children will sit with me and tell me the numbers in order from 0-10, followed by them writing them on a number line, in order from 0-10. The first half of the test the children will be given 35 minutes to complete and then they will individually be working with me to complete the memorization portion of the test.

            To make sure that the children are completely all of the worksheets they will each have a classroom folder and a homework folder. At the end of each class I will look through the children’s classroom folders to see how they are doing. If the children are not keeping up with the daily papers, they will be asked to sit and finish the papers that are incomplete before they are able to move onto the worksheet for that day. For the homework, we will go over them as a class each morning. The children will be able to make corrections and ask questions that will help them develop this skill. The night before the test I will ask the parents to go over the numbers with the children using flash cards or other manipulative they see fit to help their child practice and remember the order of numbers 0-10.

 

Holistic Rubric

Remembering (Knowledge)	2/10 POINTS	The students demonstrate mastery by correctly verbalizing the numbers 0-10 in order.
Understand (Comprehension)	3/10 POINTS	The students demonstrate mastery by completing the entire test.
Apply (Application)	5/10 POINTS	The students demonstrate mastery by correctly tracing and writing the numbers 0-10.

 

 

Grading Rubric

            For all of the assignments and final test I will use a 3, 2, 1 scale. This makes a very basic rubric that can be used to clearly state whether or not the child understands the concept given and whether or not they are able to successfully complete the task. This is very similar to the letter grading scale that is traditionally used; I just feel that it is a better way to mark children of a young age.

 

3	The child works independently, understands the concept and has mastered the task.
2	The child works independently and understands the concept, but is unable to complete the task.
1	The child has the ability to independently work but does not fully understand the concept.

 

Test Constraints

            For the first portion of the test the children will have 35 minutes to complete the paper test. They will all be given one copy of the test and be allowed one #2 pencil on top of their desk. Everything else must be inside of their desk or in their backpack. I will read the instructions to the class and set a timer for 35 minutes. The children will not be able to ask me questions and they will not be allowed to talk to their neighbors. Those caught talking or sharing answers will be moved and asked to start over on their test.

For the second portion of the test, the individual verbal assessment, I will take the children individually out into the hall and ask them to tell me the numbers in order from 0-10. After they have done this I will ask them to write on a number line the numbers, in order, from 0-10. “Performance tests, on the other hand, use direct measures of learning rather than indicators that simply suggest cognitive, affective, or psychomotor processes have taken place.” (Kubiszyn & Borich, 2012) Although they will not do much practicing out loud in the classroom, the children will have prior knowledge of the numbers from their classroom and homework assignments. As we are counting something on paper we usually count inside our head saying the number names, or even mouthing them. They will get the most practice doing this with the one to one matching and working with their parents at home.

 

 

Works Cited

Kubiszyn, T., & Borich, G. (2012). Educational Testing and Measurement: Classroom Application and Practice, 10th Edition. Hoboken: John Wiley & Sons, Inc.

Test Items Rationale

I chose the test items that I chose because they are hands on. I remember growing up and learning better when I was doing hands on work, not just reading from a text book. I wanted to make worksheets that the children could work on and take home once they were completed. I think that this will help them to be excited about learning and showing their parents what they are learning. One of the guidelines given in the text for writing test items was “Match items to intended outcomes at the proper difficulty level to provide a valid measure of instructional objectives. Limit the question to the skill being assessed.” (Borish & Kubiszyn, 2010, p. 151) I feel that this mirrors what I was trying to do with my test items. I wanted them to be to the point and very easy for the children to understand.

I think that imagination is important so although I was trying to make it so there was only 1 possible answer for the questions, with the essay question I have hopes that the children will use their imagination and tell me 10 things that they have seen their parent(s) get at the store, or just list 10 of their favorite things at the store. It gives them a little bit of a break, but still requires them to count to make sure they have 10 things, incorporating the skills they were working on in the 4 previous test items.  


Kubiszyn, T. (2012). Educational Testing and Measurement: Classroom Application and Practice, 10th Edition (1st ed). John Wiley & Sons. Retrieved from http://online.vitalsource.com/books/9781118562253/page/151