Assessment OF Learning is described as the summative piece of students learning, as it is assessed based upon the learning objectives and achievement standard.
Filming
An activity could be, to use the hundred chart to skip count by 5's, flipping over the card and then describing the pattern. The teacher would film the student when doing this as evidence of their learning and understanding of the concept. Filming is a fantastic alternative summative assessment as most students are engaged and motivated to tell their answers to the teacher and to be recorded. This video can be shown to students again when they may not understand a similar concept, to peer teach and at parent/teacher interviews. Hence, by filming students, teachers are able to be engaged in the learning and support the students if they do not understand the concept, as this "snapshot" of learning that can aid in planning or future assessments where the growth of students learning can be seen.
Through this describing, students are able to demonstrate their understandings of this concept to the teacher. If a student is not describing what they are doing or what they notice, the teacher could ask prompt questions such as:
What do you notice between the white cards and the red cards? What does this mean? How do you know that this is a pattern? How do you know this? What else do you notice? Would we get the same pattern if we skip counted in 5's starting from another number?
Through this describing, students are able to demonstrate their understandings of this concept to the teacher. If a student is not describing what they are doing or what they notice, the teacher could ask prompt questions such as:
What do you notice between the white cards and the red cards? What does this mean? How do you know that this is a pattern? How do you know this? What else do you notice? Would we get the same pattern if we skip counted in 5's starting from another number?
Rubric
An activity could be to skip count by 2 on a number line, using an object to physically identify the skip as well as describing the process. As the student is doing this, the teacher can record on the rubric to what degree the student understands the concept of skip counting. This is another great way to assess learning as teachers are able to have a measure at that point in time of the students learning which can be seen by the student, parents and other members of staff. By using a rubric, teachers are then able to give feedback to the students on their learning as well as their parents. They are also able to discuss the students learning with other teachers in moderation to ensure that all students are achieving success in their learning.
Through this describing, students are able to demonstrate their understandings of this concept to the teacher. If a student is not describing what they are doing or what they notice, the teacher could ask prompt questions such as:
What do you notice? What does this mean? How do you know that there is a pattern? How do you know this? What else do you notice? Would we get the same pattern if we skip counted in 2's starting from another number? What happens if we counted backwards?
Through this describing, students are able to demonstrate their understandings of this concept to the teacher. If a student is not describing what they are doing or what they notice, the teacher could ask prompt questions such as:
What do you notice? What does this mean? How do you know that there is a pattern? How do you know this? What else do you notice? Would we get the same pattern if we skip counted in 2's starting from another number? What happens if we counted backwards?
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