Instructional Design and

Assessment Improvements
Erika Galewski
EDUW 693
November 2015

Instruction Before 693...

When planning and implementing instruction I would:

Consult third grade level content standards

Plan to differentiate instruction for struggling

students based on assessments

Instruction After 693...

When planning and implementing instruction I now:

Consult content and literacy standards for third grade as

well as the grades below and above

www.snapwiz.com

Knowledge of the progression of content and literacy standards helps provide a clearer
picture as to where students are coming from, where they currently are, and where they
should be by the end of their grade level in terms of skills.

Plan for differentiation for both struggling and high achieving students, as
well as multiple intelligences

Providing lessons and activities that appeal to a wide range of students allows students to
learn in the manner that best meets their needs, as well as, exposes students to different
methods of thinking and demonstrating understanding.

Assessment Before 693...

When giving an assessment I would:

Collect summative assessments to grade

myself

Give back written comments/grades within the

week

Use assessments to differentiate instruction for

struggling students

Assessment After 693...

When giving an assessment I now:

Provide students with opportunities to self-assess using coding

immediately following an assessment

Allows students to monitor their own understanding, look for patterns in errors, and
correct their own errors immediately following to solidify understanding and strengthen
skills

Provide verbal and written comments immediately following an

assessment

Immediate feedback helps students understand what skills are proficient and what skills
need strengthening

Use assessments to plan differentiated learning activities/assessments

that reflect multiple intelligences

Differentiated learning activities help all students progress

Before 693
Students were:

Unaware of errors made in assessments until the following day, or later.

Unaware of how to reflect on their learning and rate their skill, and
correct their errors
Not encouraged to connect their writing with math

Sample Assessment Before

Inventory math skills assessment

I collected and graded

Students looked over errors the
next day/week
Students had the choice to correct
for credit back
Used to group students into
differentiated math groups for
centers

After 693
Students were:

Given immediate feedback for

assessments
Able to reflect on their learning
and rate their skill, and correct
their own errors with teacher
scaffolding
Encouraged to connect their
writing skills within math
learning activities.

Sample of student writing in response to mathematical thinking

Source: Jubinville,L. (2002). Guide For Writing Responses In Mathematics. Unpublished Manuscript.

Most Significant Improvement

Connecting Literacy Standards to Math

First Method

Second Method

Most Significant Improvement

Connecting Literacy Standards to Math

Future Method to Work Towards

Sample Assessment After

Inventory math skills assessment

Students self-corrected using

coding with teacher scaffolding
Students looked over errors
immediately and corrected
Students reflected on their skill
level and used a 1-4 scale to rate
their understanding/comfort level.
Used to group students into
differentiated math groups for
centers

One Student Perception - Before

I cant do math. Its too hard.

~ 3rd grade student survey response September 15.

One student, who achieved lower scores on formative and

summative math assessments early in the year, often would:
refuse to try any new math concepts without one on one
support
use negative self-talk during work time
procrastinate completing math activities
not participate in whole/small group discussion
be unable to explain mathematical reasoning or problem
solving steps

One Student Perception - After

Math is still hard for me, but Im getting better at each piece
when I dont give up. I know how to look for clues.
~ Same 3rd grade student survey response Nov. 15

One student, who achieved lower scores on formative and

summative math assessments early in the year, would:
try to work on math independently after teacher scaffolding
use positive self-talk during work time
put forth more time in completing math activities
participate during whole/small group math discussions
write more detailed sentences explaining reasoning

Student Perceptions - After

I like grading my own work. It is

fun to give myself points for
answers that are right!
I like seeing right away if I am
right.
If I dont feel confident in my math
I can put a 1 or 2 on my paper and
I know Mrs. G will help me.
Its ok to make mistakes. As
long as you correct them.
Its easier to fix a mistake when
Mrs. G helps me at the board after
a test.

Student Perceptions - After

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I dont like putting a number on

my test. Im not sure what to put!
I dont like it when I make
mistakes.
I dont like my red pen on my
paper.
When I have to fix a mistake it
makes me feel dumb.
I want to be a 4 all the time.

Student Survey Data