CASE STUDY): MATHEMATICS ASSESSMENT PLAN: USING TRADITIONAL AND AUTHENTIC ASSESSMENT MEASURES

This assignment provides an opportunity for diagnosing, evaluating, and addressing mathematical abilities in elementary students as well as analyzing personal practices in utilizing the results of various assessment procedures in designing individualized mathematical instruction for elementary students. 

ELE502 assessment.docx

Download ELE502 assessment.docx

Task: The focus is on Collecting Data and identifying Error Patterns. You will:

· Create a rubric to grade student work.

· Score the provided student work samples.

· Identify the student’s strengths and error patterns.

· Determine the student’s readiness level for mathematical performance

For the student,

·

· identify a mathematics objective based on the initial diagnostic results,

· design developmentally-appropriate tasks related to the objectives to address higher-order thinking skills in mathematics

After completing the scoring of this student’s work, 
write an essay that includes the following information:

1. Introduction & purpose. (Here is where you add information on assessment from the literature)

2. The body of the essay: This should include the following headers:

·

·
Testing Instrument: identification and a brief description of the testing instrument and scoring rubric

·

·
Results: Specific results of the assessment, including scores and level of performance

·
Diagnosis & Evaluation:

· Overall statement of the student’s mathematical strengths and instructional needs.

· Design learning and performance strategies to address higher-order thinking skills in mathematics for this student/Instructional planning for ESOL/LEP)

·
Analysis and reflection on personal practices in assessing mathematical performance in elementary students (pay attention to the use of traditional assessment and authentic assessment measures in evaluating elementary student performance in mathematics)

· Concluding Thoughts/Conclusion

· References

· Appendix (if needed)

Scoring Rubric 

Introduction and purpose                                                        2 points

Testing Instrument/Scoring rubric & appropriateness            4 points

Diagnosis and evaluation/Student’s readiness level               4 points

Identifying strengths                                                                4 points

Identifying student error patterns                                           6 points

Design: Learning strategies/higher-order skills                       6 points

Instructional planning for ESOL/LEP                                       4 points

Reflection: Instructional application/personal practices         6 points

Conclusion                                                                               2 points

Completeness of Assignment                                                  2 points

Total Value:  40 Points