KAT2 Task 1.docx KAT2 Task 1: Assessment Evaluation Assessment for Student Learning Western Governors University 43841 Introduction As a math program specialist working with low performing schools, it is very im
...
KAT2 Task 1.docx KAT2 Task 1: Assessment Evaluation Assessment for Student Learning Western Governors University 43841 Introduction As a math program specialist working with low performing schools, it is very important to support teachers in evaluating assessments and student data. The four schools I support earned a state grade of a low level C or D. Students are performing one to three grade levels below their grade level. There are many challenges during math instruction for teachers, therefore it is valuable to use data to drive instruction to support student achievement. As a Math Program Specialist for the district, we create standards-based assessments based on the Florida Standards. I support teachers in building active engaging instruction for students to learn and own their learning. When students actively engaged and are able to process their learning they are able to apply their understanding successfully on the assessment. For the purpose of this paper I will use 4th grade data and an assessment from one of the schools I support. Objective-Based Section Identification The mathematics objective-based assessment assess students understanding of rounding to the nearest tens, hundreds, and thousands place. Students should be able to round a five-digit number. Students are given 6 five-digit number problems, then they are to round the number to the nearest tens, hundreds, and thousands. Each question is worth 1 point. Out of 24 students there is 79% of 19 students that ha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]
