Assessment
Portfolio Exemplar Cover Sheet
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Summative Assessment
Portfolio Category: _______I _______II _______III ____X___IV _______V
ACEI Standard: A.4 Assessment
ACEI Standard Elements: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
Semester: 4 Date: 4/ 19/13
1. This math unit ended with a summative assessment to see if students had developed effective and accurate subtraction methods. I chose two problems that, if solved correctly, would sum up what was learning in this unit. One problem was subtracting from 100, the other was subtracting from a number smaller than 100. I made sure to use a temperature check after practice problems to gauge understanding. The practice problems used were similar to the problems in the actual assessment to help remind students of subtraction methods. The summative assessment linked directly to the objectives for this unit (see below).
2. Using summative assessment strategies has been a learning process in my teaching. I have learned to match up the standards/objectives directly to the assessment content. The goal is to get each student to meeting the benchmark which means lessons must be tiered as students need differentiation to learn in the best way for the individual.
Teacher Candidate: Alexa Donovan Cohort: 402
Title of Exemplar: Subtraction Math Unit: Summative Assessment
Portfolio Category: _______I _______II _______III ____X___IV _______V
ACEI Standard: A.4 Assessment
ACEI Standard Elements: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
Semester: 4 Date: 4/ 19/13
1. This math unit ended with a summative assessment to see if students had developed effective and accurate subtraction methods. I chose two problems that, if solved correctly, would sum up what was learning in this unit. One problem was subtracting from 100, the other was subtracting from a number smaller than 100. I made sure to use a temperature check after practice problems to gauge understanding. The practice problems used were similar to the problems in the actual assessment to help remind students of subtraction methods. The summative assessment linked directly to the objectives for this unit (see below).
2. Using summative assessment strategies has been a learning process in my teaching. I have learned to match up the standards/objectives directly to the assessment content. The goal is to get each student to meeting the benchmark which means lessons must be tiered as students need differentiation to learn in the best way for the individual.
Subtraction Unit: Summative Assessment
Subtracted in 10’s and then 1’s
Differentiation: Allowed to use 100’s chart to solve equations.
Extension: This student needs to know her 10’s. She cannot count back using tens staring at 2-digit numbers such as 58,48,28, and so on. She also has trouble counting up by tens when second digit is not 0. She needs a lot of repetition and practice when it comes to learning strategies. She also struggles with conceptual knowledge when it comes to adding and subtracting. My plan is to speak with her parents and implement 10’s extra practice. I also plan to sit with her for 5-10 minutes at the beginning of their work session and make sure she understands and practices concepts and strategies. I know she will get caught up but it will take extra effort.
Differentiation: Allowed to use 100’s chart to solve equations.
Extension: This student needs to know her 10’s. She cannot count back using tens staring at 2-digit numbers such as 58,48,28, and so on. She also has trouble counting up by tens when second digit is not 0. She needs a lot of repetition and practice when it comes to learning strategies. She also struggles with conceptual knowledge when it comes to adding and subtracting. My plan is to speak with her parents and implement 10’s extra practice. I also plan to sit with her for 5-10 minutes at the beginning of their work session and make sure she understands and practices concepts and strategies. I know she will get caught up but it will take extra effort.
Student B finished very quickly and went on to work on her more challenging subtraction problems in her math packet. She has some questions but enjoys the extra work.
Student C is progressing greatly teacher to student dialogue. I will continue to explain this verbally and assign her to have a math buddy until she feels capable to comprehend story problems on her own.
