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Tracking student progress in measurement

Assessing a Student

i) Prepare an assessment for ratio, proportion, or measurement to administer to an elementary student.

ii) Administer the assessment to the elementary student.

iii) Based on the assessment findings, create a chart to demonstrate the student's understanding and areas needing support.

(1) Within the chart, designate objectives and strategies of instruction to support the student's needs, based on the results of the assessment findings.

(2) Does the student need differentiation? What types of strategies and instructional support would support learning?

(3) What types of informal and formative assessments will be used to gage learning?

iv) In an analysis, discuss the assessment process, including the data from the chart.

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PLEASE NOTE THIS STATEMENT: The attached document preserves the formatting of charts and tables, which this text box often distorts, but I have copied and pasted it here for you, anyway, to see. The attachment has the charts and tables in the CORRECT format! These answers are given the in the exact order as the professor's handout so as not to confuse you.

i) Prepare an assessment for ratio, proportion, or measurement to administer to an elementary student.
An assessment that addresses measurement would have items that check student understanding in linear measurement and volume, for instance, and either Metric system or English Standard measuring systems, or perhaps both. Test items would perhaps cover inches and feet (and fractions of inches), millimeters, centimeters and meters. Volume measurement would address ounces and pounds, cups pints, quarts and gallons, milliliters, liters, grams, and kilograms. Sample assessment items might include performance items, such as giving the student a ruler or meter stick and items to measure with that instrument, or questions that address the relationship between such items. Sample items might include:

1. How many inches are in one foot? a. 10 b. 12 c. 15 d. 18

2. Identify the following measurement: I__________I___________I___________I___________I
0 inches 1 inch

3. How many quarts are in one gallon? a. one b. two c. three d. four e. five

4. How many ounces are in one pound? a. 6 b. 8 c. 12 d. 16 e. 20

5. How many feet are in one yard? a. one b. two c. three d. four e. five

You will need at least one item for each topic of measurement that you wish to address. These five, for instance, address inches, feet and yards, ounces ...

Solution Summary

Discussion of how to design an assessment dealing with measurement (linear and/or volume) with suggested sample assessment items, how to construct a chart to track student performance,and how to address specific student deficits as revealed by the assessment.