Mathematics
ECE 455 Grand Canyon University Assessment Tools in Mathematics Essay

ECE 455

Grand Canyon University

ECE

### Question Description

I’m working on a Mathematics question and need guidance to help me study.

High‐quality math teaching and learning begins with the end in mind, including identification of how learning will be assessed during and after learning activities are completed.

For this assignment, you will create developmentally appropriate pre‐assessments for the group learning activities you designed in Topic 2. For each of the three activities, describe a summative assessment you could create to measure student learning of the objectives of that activity.

In addition, write a 250‐500 word rationale that discusses:

• The use and importance of formative and summative assessments in a math lesson.
• Two developmentally appropriate strategies for making accommodations in assessments and testing conditions for students with language barriers.

Support your reflection with 1‐2 resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using documentation guidelines,

### Unformatted Attachment Preview

1 Bernadette Ross ECE - 455 06/03/2020 Stacy Mergener Development of Math Lesson Instruction At an early age we are introduce to the method of letter recognition and sounds of letters that help us to and spell and write are essential helping children to begin reading words. Learning numbers are also essential to young children. Counting is a learning activity young children need to know when adding or taking away objects to determine the sum or how many are left when doing mathematics. The standard objective in counting is to enable every student to count a variety of objects. This activity, students in the group will have the task of counting different manipulative materials and the images containing a group of cars and animals. The manipulative and vocabulary used in the counting lesson are based on student's developmental level and recognize materials previous familiar to them. Students use several of students culturally strategies and materials known to the diverse learners. To include families in lessons, the teacher will include related language and background experiences. Language commonly used by parents when communicating real world topics. Community knowledge will be integrated into learning activities and this includes the most common things in the community (Leonard, 2018). Cultural norms will be included by avoiding the illustrations of biased language and illustrations that can affect the students emotionally. In addition, the teacher will show interest in the student’s cultural background in the course of learning. Each student will take part in the counting activities during each lesson, interact with each other and count objects on the images provided. 2 This will encourage the students to actively participate the counting activities and problem solve through communication. This will give some insights to students who are struggling with math lessons and peers can help those who struggle. To be successful provided will be writing, counting, and pictures materials for write what they have learned in the group activity. The availability of various resources and materials is essential for the success of group activity. The differentiation will include rearranging the classroom to support the needs and development of every student (Nemeth, 2017). Technology based includes addition and subtraction software. This activity forms the essential foundation of math for the upper grades. The activity will include the use of devices like tablets and computers for subtraction and addition based games. Numerous games have been designed to ensure that kindergarten students can successfully maneuver and understand these mathematical concepts such as reading and counting numbers grouping, differences and similarities. The standard objective students will be able to complete various mathematic games with devices provided. This activity includes software based games will be set at a level that is appropriate for students level and ensure students can complete various games and different levels without difficulties. The computer programs selected will use objects familiar to students. A variety of community and cultural learning customized computer-based programs will be integrated in provided devices. The diverse group of students in the classroom will be supplied with materials and tools for learning that have disabilities. Activities will include educational, community, and family activities. Incorporating activities that are common in the community and family enhances the student understanding. The cooperative strategy includes the competition between students. Students will complete the game lesson and the teacher will award the winner. As the other group members 3 compete, the remaining group members will be required to add and subtract various objects presented in the tablets collaboratively (Leonard, 2018). Resources needed are relaxing area and laptops for students to use computer programs and complete different customized programs activities. The teacher will assist group activities to help students understand the games. The primary role of the teacher is to make it enjoyable and not stressful to practice while engaging students in their number mathematic development. The differentiation strategy includes a variety of games to satisfy the needs of different students (Nemeth, 2017). This problem solving activity, students will separate various wrap candies and count them. The teacher will provide 20 with colors of blue, black, white, and red. After separating these candies into their distinctive colors, students will count them and provide final numbers for each color. The standard-based objective is students will be able to separate candies into distinctive colors and count them. The teacher will use simple instruction to ensure students understand every step suitable for kindergarteners. To bring in the family experience, students will complete the same activity at home under the supervision of their parents and present solutions at school. The use of local resources is one of the strategies that will be used to give students community experience. Cultural norms include the use of language and values of culturally groups in the classroom. Each student will be giving one color among the four, separate these candies from the test, and count them (Colorín Colorado, 2020). This activity will allow students to work together and each group member has done their part. This promotes essential social and collaboration skills. Resources in this activity include writing materials, candies, and plastic containers to allow the students to separate candies and count them. The use of tables and comfortable surfaces for materials such as rugs. Appropriate differentiation method is to change the materials and adjust the setting (Nemeth, 2017). 4 References Nemeth, K. (2017). Make Math Meaningful for Diverse Learners. https://www.naeyc.org/resources/pubs/tyc/oct2017/make-math-meaningfuldiverse-learners Leonard, J. (2018). Culturally specific pedagogy in the mathematics classroom: Strategies for teachers and students. Routledge. Colorín Colorado. (2020, February 10). Cooperative Learning Strategies. Retrieved from https://www.colorincolorado.org/article/cooperative-learning-strategies Course Code ECE-455 Class Code ECE-455-O500 Criteria Criteria Scaling Percentage 100.0% Pre-Assessments 25.0% Summative Assessment 15.0% Rationale: Formative/ Summative Assessment Explanation 20.0% Rationale: Accommodation Strategies for Language Barriers 20.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0% Mechanics (spelling, punctuation, grammar, and language use) 10.0% Total Weightage 100% Assignment Title Assessment Tools in Mathematics No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 35.0 Insufficient (65.00%) Pre-assessments developed for each activity are inappropriate. Summative assessment is ineffective for measuring student learning of the objectives. Explanation of use and importance of formative and summative assessments is minimal. Strategies that can be used for math assessments to accommodate students with language barriers are not appropriate for students. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Approaching (75.00%) Appropriate pre-assessments developed for each activity are simplistic. Summative assessment adequately measures student learning of the objectives. Explanation of use and importance of formative and summative assessments is simple. Strategies that can be used for math assessments to accommodate students with language barriers are adequate. Sources are documented, as appropriate to assignment and style, although some formatting errors are present. Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. Acceptable (85.00%) Developmentally appropriate pre-assessments developed for each activity are effective. Summative assessment effectively measures student learning of the objectives. Explanation of use and importance of formative and summative assessments is detailed. Developmentally appropriate strategies that can be used for math assessments to accommodate students with language barriers are effective. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and contentrelated language. Target (100.00%) Developmentally appropriate pre-assessments are expertly developed for each activity. Summative assessment proficiently measures student learning of the objectives. Explanation of use and importance of formative and summative assessments is thorough. Developmentally appropriate strategies that can be used for math assessments to accommodate students with language barriers are insightful. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Comments Points Earned ...
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## Final Answer

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Outline
Topic: Assessment Tools in Mathematics
Thesis statement: Education programs incorporate the efforts of teachers and the policies
introduced to enhance the success of the learning procedures. Teachers take the initiative of
helping the students in attaining education prowess as well as prepare the students for a better
future. For example, developmental programs have been implemented in the math lessons, which
have seen the effectiveness of the programs in administering educational success.

1. Pre-assessment strategies in math activities
2. Summative assessment for the math learning activities
3. Importance of summative and formative assessment strategies
4. Developmentally appropriate strategies
5. Accommodation of students with disabilities
6. References

Running head: ASSESSMENT TOOLS IN MATHEMATICS

Assessment Tools in Mathematics

Name

Institution

1

ASSESSMENT TOOLS IN MATHEMATICS

2

Assessment Tools in Mathematics
Education programs incorporate the efforts of teachers and the policies introduced to
enhance the success of the learning procedures. Teachers take the initiative of helping the
students in attaining education prowess as well as prepare the students for a better future. For
example, developmental programs have been implemented in the math lessons, which have seen
the effectiveness of the programs in administering educational success (Leonard, 2018). Math
lesson instructions can involve developmentally appropr...

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