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.
You will: You will only have 1 student to do instead of 2 students. I will attach scores for the student I want selected for this assignment and an example of a test.
- Select one elementary student/subjects (1 must be ESOL/LEP);
- Select, administer, and score a diagnostic mathematics test to determine each student mathematical abilities;
- Determine each student’s readiness level for mathematical performance;
- Determine the language level of the ESOL student for instructional purposes;
- Design learning and performance strategies to address higher order thinking skills in mathematics for the two students;
- For each student,
- identify a mathematics objective based on the initial diagnostic results,
- design and implement developmentally-appropriate tasks related to the objectives,
- construct and score a teacher-made test to measure each student’s achievement of the identified mathematics objectives; and
- Develop a sample mathematics portfolio for the ESOL/LEP subject, include a rubric for assessing the overall portfolio.
After completing the administration and scoring of the above assessment tools, write a summary that includes the following information:
- Students’ names and ages;
- Date(s) of testing;
- Identification and brief description of testing instruments;
- Specific results of testing/assessment, including scores and level of performance;
- Overall statement of each student’s mathematical strengths and instructional needs;
- Analysis and reflection on personal practices in assessing mathematical performance in elementary student subjects;
- Description and reflective analysis of procedures used in reporting the performance results to student subjects and their parents, particularly addressing the issue of confidentiality in reporting test scores;
- Description and reflective analysis of how you plan and evaluate instructional outcomes for elementary students in math, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results;
- Position statement focusing on the use of traditional (tests) and authentic (student portfolio) assessment measures in evaluating elementary student performance in mathematics.
Total Value: 20 Points
Due: Session 5
Scoring rubric for assignment #2:
Form/style/accuracy/conventions 2 points
Appropriate assessment material selection 2 points
Appropriate scoring of assessment materials 2 points
Analysis of data 4 points
Instructional application 2 points
Instructional planning for ESOL 2 points
Evaluating instructional outcomes for ESOL 2 points
Completeness of Assignment 4 points