FRIT 7236: KA1 McFatridge 10/16/16

Key Assessment 1: Improving Assessment

Lee McFatridge
FRIT 7236 Technology-Based Assessment and Data Analysis
Dr. Lee
FRIT 7236: KA1 McFatridge 10/16/16

KA1 Part A: Multiple Choice

Condition, Behavior, and Criteria (all questions): After instruction and practice, 5th grade students
will add or subtract decimals to the hundredths place using strategies such as place value,
properties of operations, and/or the relationship between addition and subtraction with 90%
accuracy.

Question 1:
Mary-Jane is adding 5.32 and 4.1. Which digit is added to the 1 in 4.1?
A. 2
B. 3
C. 4
D. 5
Level and type: Students have to apply concept knowledge.

Question 2:
Mr. Mac wants to buy 3 hot dogs for lunch. Each hot dog costs $1.57 without any toppings.
Toppings cost $0.45 each. He wants to have mustard as a topping on all 3 hot dogs. How much
will his lunch cost?
A. $1.95
B. $4.71
C. $5.16
D. $6.06
Level and type: Students have to apply procedural knowledge.

Question 3:
Zane weighs 75.5 pounds. When he steps on a scale holding his dog, the scale reads 97 pounds.
How much does his dog weigh?
A. 21.5 pounds
B. 22.5 pounds
C. 65.8 pounds
D. 85.2 pounds
Level and type: Students have to apply procedural knowledge.
FRIT 7236: KA1 McFatridge 10/16/16

Assessment Plan

Reliability
Reliability is determined by how consistent the results remain over repeated uses of an
assessment procedure (Bookhart & Nitko, 2015). In order to show the reliability of these
assessment questions students will be pre-assessed with the same concept questions before the
unit standards are taught. Pre-assessment questions should be either identical or representative
of the questions the students will be given to assess full understanding on a post test. Pre-
assessment data should show any student misconceptions or lack of understanding that will guide
instruction. If students are assessed in class using same types of questions and even less formal
questions and show understanding yet do not do well on summative assessments, then the test
items should be checked for any discrepancies or poorly written questions.

Validity
Validity is determined by the comparison of the assessment results and your interpretations and
uses of the data collected (Bookhart & Nitko, 2015). The test questions assess how students
apply their knowledge of adding and subtracting decimals from classroom discussions and
practice. The choices do reveal if the students have set up the problems correctly. Some choices
are the answers students would come up with if they did not line up place values correctly.
Students could then be retaught the concept and more practice given to correct any
misconceptions.

Differentiation of Instruction
Differentiated instruction is taking into account the different student needs, their varying
abilities, interests and motivations and then using different, specific, and well thought out
instructional practices to meet them at their level. (Brookhart & Nitko, 2015). During
instruction, students will receive different levels of differentiation based on their needs in class.
Within the confines of this mathematical concept students who need higher levels of
differentiation will be in small groups with a smaller teacher-to-student ratio. The need for
differentiation will be assessed using less formal formative assessments while instructing such as
guided questions, modeling, and whiteboard use to show understanding. After students with
misconceptions are identified more one-to-one instruction can take place. If students have
documented modifications, then those would determine things such as removal of a choice,
extended time, or questions read to them.
FRIT 7236: KA1 McFatridge 10/16/16

Improving Student Learning

Teacher feedback is essential in improving student learning with this concept. Student
misconceptions or lack of understanding of place value of digits in a number are one of the
biggest hurdles to this learning objective. Some students may have gaps in their understanding
from previous years and also not know how to regroup when subtracting numbers. Students
must be given ample time to repair these misconceptions or lack of understanding in order to
break them. Students must also be shown how this works in real-world situations so they can
connect it to their lives and it be less abstract concepts. Students do not always know the correct
questions to ask about their misunderstanding or misconceptions so I as the teacher need to
watch closely for them. I also like to discuss how to set up word problems and test taking
strategies in order for them to be successful.

Improving Future Assessments

In order to improve future assessments, I would like to find ways to make questions more about
analyzing concept knowledge as well as procedural knowledge. Multiple choice questions are
harder to write to get these higher order thinking applications, however, they could be written
from the perspective of one student working a problem incorrectly and students have to
determine the steps that problem set up wrong.

KA1 Part B: Short Answer/Essay

5th Grade Math

1. MGSE5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.
2. MGSE5.NBT.3: Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names,
and expanded form, e.g., 347.392 = 3 100 + 4 10 + 7 1 + 3 (1/10) + 9 (1/100) +
2 (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.

Objective Level and Type Short Answer

FRIT 7236: KA1 McFatridge 10/16/16

Students will Apply John ran 2.4 miles on Saturday and 3.9
complete the steps Procedural knowledge miles on Sunday. After solving, write a
of a word problem sentence telling how many miles he ran
using drawings and on Saturday and Sunday.
strategies to solve.
(1)

Students will Apply The garden club raised $92 to buy bird
complete the steps Procedural Knowledge feeders and birdseed for the new garden.
of a word problem Some members bought one bag of bird
using drawings and seed for $5.75. Each bird feeder costs
strategies to solve. $8. How many bird feeders can the club
(1) buy?

Students will Apply Mr. Mac wants to purchase a video game

complete the steps Understand that costs $49.49. He has $19.37 in his
of a word problem Procedural Knowledge pocket and his wife gives him $22.50.
using drawings and Does he have enough money to purchase
strategies to solve. the game? Solve using a strategy from
(1) class and explain if he can buy the game
or not?

Essay

Students name the Create There are eight rolls of paper towels in
four steps to Conceptual knowledge one package. There are four packages of
solving a word paper towels in one box. There are ten
problem and boxes. How many rolls of paper towels
explain each step. are there? List the four steps to the
(1) problem-solving plan in order. Tell what
you would do at each step as you solve
this problem.

Students will Remember The four highest mountains in Colorado

explain how to Procedural knowledge are Mount Massive (14,421.75 feet),
order whole Mount Harvard (14,420 feet), Mount
FRIT 7236: KA1 McFatridge 10/16/16

numbers and Elbert (14,421.921 feet), and Mount

decimals. (2) Jericho (13,999.09 feet). Which
mountain has the greatest height?
Explain in detail the steps needed to
order the mountains heights from
greatest to least.

Students will Apply Using the decimal number 512.456,

explain the Procedural knowledge explain the differences between writing
differences Conceptual knowledge numbers in standard form, word form,
between standard and expanded form. Give examples of
form, word form, how each form can help a student
and expanded compare whole numbers and decimals.
form. (2a)

Assessment Plan

Reliability
Reliability is the degree to which students results remain consistent over replications of an
assessment procedure. (Bookhart & Nitko, 2015). In order to show the reliability of these
assessment questions students will be pre-assessed with the same concept questions before the
unit standards are taught. The questions used for the pre-assessment do not need to be essay or
short answer to determine any prior understanding. The pre-assessment questions could be
multiple choice questions to determine understanding. The students will then have short
formative assessments during the instruction on parts of the standards being addressed. The
formative assessments will then show if students have any misconceptions that need to be
addressed with re-teaching. Data will be collected along the way so when students take the
summative (post) assessment if there were any misconceptions or material that may not have
been learned. However, those misconceptions should have been noticed and proper
understanding clarified before the full summative has been given.

Validity
Validity is determined by the comparison of the assessment results and your interpretations and
uses of the data collected (Bookhart & Nitko, 2015). There are several ways to strengthen the
FRIT 7236: KA1 McFatridge 10/16/16

validity of this assessment. The first is that each question should be graded for all students
before the next question is assessed. This will help alleviate any issues such as the halo effect.
Since there are two teachers in this grade level that teach math, the teachers should be able to
grade the other teacher's class to alleviate any issues that preconceived notions about a student
could cause. The teachers could also make sure to cover the names of the students as well has
having a set scoring rubric to use when grading.

Differentiation of instruction
Differentiated instruction is taking into account the different student needs, their varying
abilities, interests and motivations and then using different, specific, and well thought out
instructional practices to meet them at their level. (Brookhart & Nitko, 2015). During
instruction, students will receive different levels of differentiation based on their needs in class.
Within the confines of this mathematical concept, students who need higher levels of
differentiation will be in small groups with a smaller teacher-to-student ratio. The need for
differentiation will be assessed using less formal formative assessments while instructing such as
guided questions, modeling, and whiteboard use to show understanding. After students with
misconceptions are identified more one-to-one instruction can take place. If students have
documented modifications, then those would determine things such as scaffolding, extended
time, or questions read to them.

Improving student learning

Making sure to use various less formal assessment practices while still teaching the standards
will allow students to see various ways they may be assessed in the future. The teacher should
also use audible modeling of how arrive at answers so students have a knowledge of the proper
order to address a problem. Teacher feedback is essential in improving student learning with this
concept. Student misconceptions or lack of understanding of place value of digits in a number
are one of the biggest hurdles to this learning objective. Some students may have gaps in their
understanding from previous years and also not know how to regroup when subtracting numbers.
Students must be given ample time to repair these misconceptions or lack of understanding in
order to break them. Students must also be shown how this works in real-world situations so
they can connect it to their lives and it be less abstract concepts. Students do not always know
the correct questions to ask about their misunderstanding or misconceptions so I as the teacher
need to watch closely for them. I also like to discuss how to set up word problems and test
taking strategies in order for them to be successful.
FRIT 7236: KA1 McFatridge 10/16/16

Improving future assessments

To better improve on assessments, it would be a good idea to have other teachers look over the
assessments and data collected to determine if they agree in reliability and validity. These
teachers should teach at or above the grade level being assessed since lower grade levels may not
deal with standards to the same degree. By using the assessment blueprints that were introduced
earlier, it would be a good practice to assess the student data occasionally and determine if the
blueprints should be altered in any way or teaching of a concept be altered to have more
reliability.

KA1 Part C: Higher-order Thinking

Objective: After this math unit, students will analyze, evaluate, and create information based on
place value and adding and subtracting decimals.

5th Grade Math

1. MGSE5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.
2. MGSE5.NBT.3: Read, write, compare decimals to thousandths.
b. Compare two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
c. Compare decimals to the hundredths after rounding.

Your family is wanting to buy a new PlayStation 4, Black Ops 3 Bundle for $395.79. Everyone
is busy so they asked if you would please manage your familys checkbook for the next two
weeks. Over the next two weeks, you will need to make deposits, withdrawals, and write checks
for all the various bills your family has. The balance of the family account when you take over is
$595.

Record transactions in the register provided making sure to use the correct
operations for the transactions.
At the end of each week find the balance. Make sure that Week 2 balance
begins with the ending balance of Week 1.
FRIT 7236: KA1 McFatridge 10/16/16

Reflect and answer the questions posed after the task.

Week 1

5/10 You start a lawn mowing business. You are charging $15.00 per lawn. You
mowed 2 lawns, your brother mowed 3 lawns, and your sister only mowed
half a lawn before she broke the mower. You deposit all the money into the
family checking account.

5/11 Your mom buys your brother a dog for his birthday. Write Check #101 to
PetSmart for the new dog, Oliver, for $79.00 and all his supplies which cost
$19.89.

5/12 On the way home from school you find a $20.00 bill. You stop buy the store
and buy a snack for $2.27. You deposit the rest of the money into the family
checking account.

5/13 Dads car has a flat tire. He had to withdraw $78.89 for the new tire.

5/14 It is your sisters birthday and she wants to go to a baseball game. Each ticket
costs $13.65. Your mom took out money for her and your sister to go to the
game.

5/15 Your grandmother sends birthday cards with present money in them for your
brother and sister. Each present is $35.00. They decide to give you the money
to deposit toward the new PlayStation.

Week 1 Checking Account Register

Date Check Description Amount of Amount of Balance

# of payment Payment Deposit Beginning Weekly Balance
or deposit $595 . 00

Payment/Deposit

Balance

Payment/Deposit

Balance
FRIT 7236: KA1 McFatridge 10/16/16

Payment/Deposit

Balance

Payment/Deposit

Balance

Payment/Deposit

Balance

Payment/Deposit

Balance

Ending Balance

Week 2

5/17 You write check #102 for the electric bill. The bill was $132.86.

5/18 It is family movie night. Tickets for adults cost $9.67 each and children
tickets cost $6.67 each. Your mom writes check #103 to pay for dad and her
(both adult tickets) and your sister, brother and you (all childrens tickets).

5/19 Oliver breaks his leash while walking. You write check #104 to PetSmart for a
new leash in the amount of $9.95.

5/20 Your sister babysits the neighbors little boy from 5 PM until 7 PM. She earns
$5.25 per hour. She gives you the money to deposit for the new PlayStation.

5/21 Your brother breaks open is ceramic piggy bank. He counts up eighty-four
dollars and sixty-one cents. He asks you to deposit the money for the new
PlayStation.

Week 2 Checking Account Register

Date Check Description Amount of Amount of Balance

# of payment Payment Deposit Beginning Weekly Balance
or deposit (from ending balance
week 1)
$ .
FRIT 7236: KA1 McFatridge 10/16/16

Payment/Deposit

Balance

Payment/Deposit

Balance

Payment/Deposit

Balance

Payment/Deposit

Balance

Payment/Deposit

Balance

Payment/Deposit

Balance

Ending Balance
Use the information you have collected to answer the following questions.

1. If you were to round your ending balance from Week 2 to the nearest dime (tenth),
what is the difference from your beginning balance from Week 1 until you finished Week
2? Explain how you solved this, including how you round decimals.
(Evaluate, Procedural Knowledge)

2. Within the last two weeks, how much money has Oliver cost your family including
supplies?
(Analyze, Conceptual Knowledge)

3. Your family has been saving to buy a new PlayStation 4, Black Ops 3 Bundle. If the
cost is still $395.79 at Target, does your family have enough money to make the
purchase? Using pictures, concrete models, and words show a strategy for determining
how you know if you can purchase it or not. Make sure to use place value and
comparison vocabulary in your explanation.
(Apply, Evaluate, Create, Metacognitive Knowledge)
FRIT 7236: KA1 McFatridge 10/16/16

Assessment Plan

Reliability
Reliability is determined by how consistent the results remain over repeated uses of an
assessment procedure (Bookhart & Nitko, 2015). In order to show the reliability of these
assessment questions students will be pre-assessed with the same concept questions before the
unit standards are taught. The questions used for the pre-assessment do not need to be essay or
short answer to determine any prior understanding. The pre-assessment questions could be
multiple choice questions to determine understanding. The students will then have short
formative assessments during the instruction on parts of the standards being addressed. The
formative assessments will then show if students have any misconceptions that need to be
addressed with re-teaching. Data will be collected along the way so when students take the
summative (post) assessment if there were any misconceptions or material that may not have
been learned. However, those misconceptions should have been noticed and proper
understanding clarified before the full summative has been given.

Validity
Validity is determined by the comparison of the assessment results and your interpretations and
uses of the data collected (Bookhart & Nitko, 2015). There are several ways to strengthen the
validity of this assessment. The first is that each question should be graded for all students
before the next question is assessed. This will help alleviate any issues such as the halo effect.
Since there are two teachers in this grade level that teach math, the teachers should be able to
grade the other teacher's class to alleviate any issues that preconceived notions about a student
could cause. The teachers could also make sure to cover the names of the students as well has
having a set scoring rubric to use when grading. Another way to check for validity is if the
assessment shows that the content taught affected learning. The assessment has to reflect the
content that has been taught. In other words it has to measure exactly what it was meant to
measure.

Differentiation of instruction
Differentiated instruction is taking into account the different student needs, their varying
abilities, interests and motivations and then using different, specific, and well thought out
instructional practices to meet them at their level. (Brookhart & Nitko, 2015). During
instruction, students will receive different levels of differentiation based on their needs in class.
Within the confines of this mathematical concept, students who need higher levels of
FRIT 7236: KA1 McFatridge 10/16/16

differentiation will be in small groups with a smaller teacher-to-student ratio. The need for
differentiation will be assessed using less formal formative assessments while instructing such as
guided questions, modeling, and whiteboard use to show understanding. After students with
misconceptions are identified more one-to-one instruction can take place. If students have
documented modifications, then those would determine things such as scaffolding, extended
time, or questions read to them.

Improving student learning

Making sure to use various less formal assessment practices while still teaching the standards
will allow students to see various ways they may be assessed in the future. The teacher should
also use audible modeling of how arrive at answers so students have a knowledge of the proper
order to address a problem. Teacher feedback is essential in improving student learning with this
concept. Student misconceptions or lack of understanding of place value of digits in a number
are one of the biggest hurdles to this learning objective. Some students may have gaps in their
understanding from previous years and also not know how to regroup when subtracting numbers.
Students must be given ample time to repair these misconceptions or lack of understanding in
order to break them. Students must also be shown how this works in real-world situations so
they can connect it to their lives and it be less abstract concepts. Students do not always know
the correct questions to ask about their misunderstanding or misconceptions so I as the teacher
need to watch closely for them. I also like to discuss how to set up word problems and test
taking strategies in order for them to be successful.

Improving future assessments

To better improve on assessments, it would be a good idea to have other teachers look over the
assessments and data collected to determine if they agree in reliability and validity. These
teachers should teach at or above the grade level being assessed since lower grade levels may not
deal with standards to the same degree. By using the assessment blueprints that were introduced
earlier, it would be a good practice to assess the student data occasionally and determine if the
blueprints should be altered in any way or teaching of a concept be altered to have more
reliability.

KA1 Part D: Performance Based

5th Grade Math

FRIT 7236: KA1 McFatridge 10/16/16

Objective: After this math unit, students will analyze, evaluate, and create information based on
place value and multiplying and dividing whole numbers as well as decimals up to the
hundredths.
MGSE5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Constructed Response (Apply, Procedural knowledge, Conceptual knowledge)

1. Jordan is setting up a fish tank for his goldfish. The tank holds 18 gallons of water. If each
gallon weighs 8.73 pounds, how much will the total of water weigh in Jordans fish tank?
Use the space below the rubric to show your work.

2 points 1 point 0 points

Response is correct. Work Response is correct. Work indicates Response

indicates a complete
understanding of the problem.
Final explanation of how to
solve the problem is in complete
sentences and shows
understanding. Appropriate
strategy is shown with correct
analysis.
partial understanding of the problem OR is
response is incorrect because of irrelevant
calculation errors. Work and strategy or not
indicates a clear understanding of the provided.
problem. Final explanation is either
incorrect due to calculation errors or is
correct but not in complete sentences to
show understanding.

MGSE5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm (or
other strategies demonstrating understanding of multiplication) up to a 3-digit by 2-digit factor.

MGSE5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Extended Response (Apply, Procedural knowledge, Conceptual knowledge)

FRIT 7236: KA1 McFatridge 10/16/16

2. Mr. Mac and Mrs. Adcox drive to the North Beach Elementary School each day, 5 days per
week. Mr. Macs round trip for one day is 37 miles. Mrs. Adcoxs round trip for one day is 23
miles. For parts A, B, and C count only their round trips to school and back home.

Part A

How many miles does Mr. Mac drive during a 5-day week? Show your work and indicate your
strategy.

Part B

How many more miles does Mr. Mac drive than Mrs. Adcox drives during a 4-week period?
Show your work and indicate your strategy.

Part C

Mr. Mac uses 9.75 gallons of gas each week and Mrs. Adcox uses 5.7 gallons of gas each week.
If they both pay $2.00 per gallon during the week, how much more did Mr. Mac pay than Mrs.
Adcox? Show your work and explain your answer in complete sentences.

4 3 2 1 0
Distinguished Proficient Developing Beginning

Meets all Correctly Meets 2 of Meets 1 of Meets

proficient criteria answers Part A the 3 criteria the criteria none of
AND uses more Correctly for for the criteria
than one strategy answers Part B proficient. proficient. or did not
to justify answers. Correctly attempt.
answers Part C
AND provides
accurate
justification with
words, numbers,
and/or pictures

MGSE5.NBT.6: Fluently divide up to 4-digit dividends and 2-digit divisors by using at least one
of the following methods: strategies based on place value, the properties of operations, and/or the
FRIT 7236: KA1 McFatridge 10/16/16

relationship between multiplication and division. Illustrate and explain the calculation by using
equations or concrete models (e.g. rectangular arrays, area models).

MGSE5.NBT.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain
the reasoning used.

Extended Response (Apply, Procedural knowledge, Conceptual knowledge)

3. The table below shows the price of tickets to the water park for groups of 15 and 25 students.
Use the data from the table to answer Part A, B, C, and D. Please answer all parts in complete
sentence form after doing calculations.

Student Group Prices

Number in group Total Cost

15 students $120.00

25 students $162.50
Part A

How much does it cost per student for a group of 15 students?

How much does it cost per student for a group of 25 students?

Part B

How much more does it cost per student for a group of 15 students than a group of 25 students?

Part C

Explain the strategy you used for parts A and B.

Part D

Which deal is better? Explain how you know.

4 3 2 1 0
Distinguished Proficient Developing Beginning

Meets all proficient Selects the Selects the Meets 1 of Meets

FRIT 7236: KA1 McFatridge 10/16/16

criteria AND correct correct the criteria none of

correctly answers operation and operation and for the
and justifies Part D uses it to solve uses it to solve proficient. criteria or
to show Parts A and B. Parts A and B. did not
understanding. Correctly attempt.
answers Part C.

Assessment Plan

Reliability
Reliability is the degree to which students results remain consistent over replications of an
assessment procedure. (Bookhart & Nitko, 2015). In order to show the reliability of these
assessment questions students will be pre-assessed with the same concept questions before the
unit standards are taught. Pre-assessment questions should be either identical or representative
of the questions the students will be given to assess full understanding on a post test. Pre-
assessment data should show any student misconceptions or lack of understanding that will guide
instruction. If students are assessed in class using same types of questions and even less formal
questions and show understanding yet do not do well on summative assessments, then the test
items should be checked for any discrepancies or poorly written questions.

Validity
Validity is determined by the comparison of the assessment results and your interpretations and
uses of the data collected (Bookhart & Nitko, 2015). In making sure the assessment items
remain constant pre-, during, and post-instruction should strengthen the validity of the
assessment results. The assessment items do not have to be identical but should closely represent
what students will have to produce in a summative assessment. If students are only given short
calculation problems, or only multiple choice items, they will not have enough exposure to
answer more extended response questions that they will have to apply information learned. The
results from extended response questions would not show learning growth since the students
were not properly prepared to discuss how they arrive at answers.

Differentiation of instruction
Differentiated instruction is taking into account the different student needs, their varying
abilities, interests and motivations and then using different, specific, and well thought out
FRIT 7236: KA1 McFatridge 10/16/16

instructional practices to meet them at their level. (Brookhart & Nitko, 2015). During
instruction, students will receive different levels of differentiation based on their needs in class.
Within the confines of this mathematical concept, students who need higher levels of
differentiation will be in small groups with a smaller teacher-to-student ratio. The need for
differentiation will be assessed using less formal formative assessments while instructing such as
guided questions, modeling, and whiteboard use to show understanding. After students with
misconceptions are identified more one-to-one instruction can take place. If students have
documented modifications, then those would determine things such as scaffolding, extended
time, or questions read to them.

Improving student learning

Making sure to use various less formal assessment practices while still teaching the standards
will allow students to see various ways they may be assessed in the future. The teacher should
also use audible modeling of how arrive at answers so students have a knowledge of the proper
order to address a problem. Teacher feedback is essential in improving student learning with this
concept. Student misconceptions or lack of understanding of place value of digits in a number
are one of the biggest hurdles to this learning objective. Some students may have gaps in their
understanding from previous years and also not know how to regroup when subtracting numbers.
Students must be given ample time to repair these misconceptions or lack of understanding in
order to break them. Students must also be shown how this works in real-world situations so
they can connect it to their lives and it be less abstract concepts. Students do not always know
the correct questions to ask about their misunderstanding or misconceptions so I as the teacher
need to watch closely for them. I also like to discuss how to set up word problems and test
taking strategies in order for them to be successful.

Improving future assessments

To better improve on assessments, it would be a good idea to have other teachers look over the
assessments and data collected to determine if they agree in reliability and validity. These
teachers should teach at or above the grade level being assessed since lower grade levels may not
deal with standards to the same degree. It is also important to expose students to the types of
questions they will be given during summative assessments. It would also be beneficial to start
and maintain a bank of test questions after checking to see if the questions used were reliable and
valid in previous assessments. The questions have been vetted and proven to show growth as
well as inform a teacher about misunderstandings or misconceptions more readily. By using the
FRIT 7236: KA1 McFatridge 10/16/16

assessment blueprints that were introduced earlier, it would be a good practice to assess the
student data occasionally and determine if the blueprints should be altered in any way or
teaching of a concept be altered to have more reliability.