Assessment for Kindergarten Math

Assessment for Kindergarten Math

Formative assessment occurs during the learning process. It is used by the teacher to gauge the progress of learners in terms of understanding the content being taught in that particular lesson (Moyo et al., 2022). This type of assessment can take several forms. For instance, the teacher can ask students to write a few sentences to identify the main points of the lesson. Additionally, the teacher can administer short quizzes specifically drawn from the content of the lesson. From these approaches, the teacher can get a clear picture of what the learners have grasped and what they have not, thus tailoring instructional approaches and teaching aids to support the needs of the students.

Summative assessment is more comprehensive compared to formative assessment. As noted by Ismail et al. (2022), it occurs at the end of a lengthy learning period such as a unit, semester, or course. This assessment has high stakes and contributes to the comes with high point value. Here, instructors administer exams, give students projects, or even require students to do presentations that are graded. The aim of this assessment is to gauge students’ learning and understanding of the material, not a single instruction lecture or lesson. Summative assessment is used to provide a final grade or evaluation (Carnegie Mellon University, 2022). In some countries, it is used to place students in the next class or education level.

A pre-test or pre-assessment is a kind of assessment that instructors give before kicking off an instructional unit (Lazarus et al., n.d.). Teachers use it as a tool for gauging what the students know or understand about the material that is about to be taught. With such knowledge, the teacher can know how to deliver the content based on the prior knowledge of the learners. Pre-tests can take many forms, such as quizzes, surveys, or observations.

Post-test or post-assessment is administered after the teacher completes delivering content in a particular lesson (The Ohio State University, n.d.). Through this assessment, the teacher is able to gauge what the students grasped in that given lesson. The teacher can then make a decision whether to revisit the content again if the students do not understand it, or to proceed with the next material if the students seem to have understood the content. Post-tests can take many forms, such as exams, projects, or presentations.

In my kindergarten Math class, I can have a lesson aiming to teach the concepts of greater than, equal to, and less than as far as numbers are concerned. During the lesson, I can employ a wide range of formative assessments in an effort to gauge the level of understanding among my learners. For instance, I can utilize quick check-ins using visual aids to assess my students’ understanding of the concepts of greater than, equal to, and less than. After introducing the concept, I would have three big columns on the board conspicuously labeled greater than, equal to, and less than. I would then display two numbers side by side, such as 4 and 7, using flashcards or large number cards. The next step would be to ask my students to point to the column (greater than, equal to, or less than) that best represents the relationship between the two numbers. I would continue this procedure using several sets of different numbers. This quick check-in not only assesses their understanding but also provides immediate feedback, allowing me to adjust my teaching accordingly.

Another formative assessment I can employ in the same lesson to gauge the level of understanding of my learners would be preparing a set of large cards, each with a number written on it (e.g., 3, 8, 5, 2, 6, 1). I would then have three large bins or boxes labeled ‘Greater Than,’ ‘Equal To,’ and ‘Less Than.’  I would then display a number on the board and ask the students to decide whether the number on their cards is greater than, equal to, or less than what I have displayed. For example, I can give each learner a card with the number 4 on it. On the board, I would write the number 6 and let the learners decide if what they have on their cards is greater than, equal to, or less than what is written on the board. After they have made their decision, they would proceed to put their cards in the box they believe best aligns with their answer. This process would be repeated using different numbers. Standing and watching as my learners place their cards in the boxes, I can have a clear picture of their understanding. If the majority were getting it right, I would know that the lesson was a success. If there are a few students who are consistently getting wrong, I can identify them and offer them some remedial lessons on the subject. This activity not only reinforces the concept but also allows for visual and kinesthetic learning styles to be accommodated.

References

Carnegie Mellon University. (2022). Formative vs summative assessment – Eberly Center – Carnegie Mellon University. Www.cmu.edu. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html#:~:text=The%20goal%20of%20summative%20assessment

Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4

Lazarus, S., Brookhart, S., Ghere, G., & Liu, K. (n.d.). Improving local assessment practices for students with disabilities. https://files.eric.ed.gov/fulltext/EJ1370346.pdf

Moyo, S. E., Combrinck, C., & Van Staden, S. (2022). Evaluating the impact of formative assessment intervention and experiences of the standard 4 teachers in teaching higher-order-thinking skills in mathematics. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.771437

The Ohio State University. (n.d.). Post-assessment. Teaching and Learning Resource Center. https://teaching.resources.osu.edu/glossary/term/post-assessment#:~:text=An%20assessment%20given%20after%

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For this assignment, I have provided the CH7 PowerPoint and the instructions. along with the book link to help with this assignment. Please read the instructions carefully in file 2. The last file is the main part of the assignment and has the book link included.

Assessment for Kindergarten Math

See the Impact on Student Learning Instructions document.

In this Module, we will focus on Part 3: Assessment. Again, the goal here is not to complete the entire Part 3 within the document. Just familiarize yourself with it. You will complete this entire Impact on Student Learning Key Assessment later in your program.

Impact on Student Learning Instructions-AY 22-23.pdfDownload Impact on Student Learning Instructions-AY 22-23.pdf
Directions for this assignment:
In a 3-6 page paper (1 title page, 1 page of written body, 1 reference page, however many appendix pages you need for your assessments), address the following:
1.) Use the same grade level and subject area from your previous assignment.
2.) Define and describe: formative assessment, summative assessment, pre-test (or pre-assessment), & post-test (or post-assessment).
3.) In 1-2 paragraphs, describe a formative assessment that you can use that connects to your grade level and subject area. Keep it simple.
4.) Create a simple pre-test (or pre-assessment) and a simple post-test (or post-assessment) that connects to your chosen grade level and subject area. Keep it simple. It can be a quiz, a simple test, etc… Put these in your appendix.
5.) Use APA format to create your title page and reference page. Use 2-3 outside resources for your reference page.