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ASSESSMENT FOR

THIS IS THE CLASS TRACKING SHEET I


COMPLETED AT THE BEGINNING OF THE
PATTERNING UNIT ON THE FIRST DAY OF
PLACEMENT.

FOLLOWING THE COMPLETION OF THIS


DIAGNOSTIC ASSESSMENT ON (NOVEMBER
13/2017) THE NEED FOR MORE OPPORTUNITIES
TO EXPLORE PATTERNING ATTRIBUTES WAS
APPARENT.

FROM THIS INFORMATION, THE PATTERNING FISH


LESSON PLAN (NOVEMBER 14/2017) WAS
DEVELOPED. THE LESSON FOCUSED ON
TEACHING THE STUDENTS ABOUT DIFFERENT
TYPES OF ATTRIBUTES THEY CAN USE WHEN
CREATING A PATTERN.

THIS ASSESSMENT ALSO HELPED WITH CREATING


A BASE LINE OF KNOWLEDGE FOR ME AS THE
EDUCATOR MOVING FORWARD WITH
PLANNING AND CREATING MY MATH LESSON
PLANS.
ASSESSMENT AS
THIS EXIT TICKET TOOK PLACE A DAY AFTER THE
PATTERN FISH ACTIVITY (NOVEMBER 15 2017).

IT WAS MEANT FOR THE STUDENTS TO CONVEY


THEIR UNDERSTANDINGS FROM THE PREVIOUS
THREE LESSONS ABOUT PATTERNING ATTRIBUTES.

THE PURPOSE OF THE EXIT TICKET WAS TO INFORM


ME WHETHER OR NOT STUDENTS NEEDED MORE
TIME TO PRACTICE THE CONCEPT OR IF THE
STUDENTS WERE KNOWLEDGEABLE ENOUGH TO
MOVE FORWARD WITH NEW CONCEPTS (EX. CORE,
GROWING AND SHRINKING PATTERNS, AND
NUMERICAL PATTERNS).

THE CONCLUSION PULLED FROM THIS ASSESSMENT


WAS MANY STUDENTS NEEDED MORE
OPPORTUNITIES TO WORK ON THIS CONCEPT
WHILE SOME NEED A CHALLENGE IN UPCOMING
LESSONS.
STUDENT
WORK
SAMPLE
NOVEMBER 27 AND 28 2017
ASSESSMENT FOR
THIS ASSESSMENT WAS CHOSEN AS A FORMATIVE
ASSESSMENT FOR THE EDUCATOR AND STUDENTS TO
REFLECT ON THEIR PRESENTATION SKILLS.

THE PRESENTATION RUBRIC WAS USED TO INFORM THE


EDUCATOR AND STUDENTS OF WHAT THEY DID WELL
AND WHAT CAN BE IMPROVED ON FOR FUTURE
PRESENTATIONS.

THE RUBRIC WAS CREATED FROM THE SOCIAL STUDIES


PRESENTATION LESSON PLAN SUCCESS CRITERIA ON
DECEMBER 1 2017.
ASSESSMENT AS
MRS. COLLINS’ GRADE 3 CLASS HAS NEVER
TAKEN PART IN A PEER EVALUATION
BEFORE.

MY THOUGHT PROCESS WAS THAT


CONSIDERING THE STUDENTS HAD NOT
COMPLETED A PEER ASSESSMENT IN THE
PAST, IT WOULD BE BENEFICIAL TO
GENERATE 2 STARS AND A WISH AS A
WHOLE GROUP.

THIS TYPE OF ASSESSMENT WAS TO


SHOWCASE THE STUDENTS ABILITY TO
REFLECT ON THEIR PEERS PRESENTATIONS.

THIS ASSESSMENT TOOK PLACE DIRECTLY


AFTER PRESENTATIONS ON DECEMBER 1
2017.
ASSESSMENT FOR
THIS TYPE ASSESSMENT WAS CHOSEN TO
DETERMINE WHETHER OR NOT THE
STUDENTS ARE MEETING ALL SUCCESS
CRITERIA AND ACHIEVEMENT CHART
REQUIREMENTS FOR THE LESSON ON
NOVEMBER 24 2017.

HAVING IT SET UP LIKE A GRID ALLOWED


ME TO RECORD ANECDOTAL NOTES
OBSERVED DURING THE CONFERENCING
WITH STUDENTS OR DURING THE WORK
PERIOD.

THIS ASSESSMENT INFORMED ME IF MORE


LEARNING OPPORTUNITIES WERE NEEDED
OR IF STUDENTS WERE READY FOR A
CULMINATING ACTIVITY FOR THIS
SPECIFIC EXPECTATION.