Test Entry Artist Statement:

Where does it fit in the process?

This is the step in which we use all the knowledge weve gained
throughout this process to create a meaningful pre-assessment. My
pre-assessment items were reviewed by my peers in MTH 323 before
being tested by students in the classroom. After this stage, we begin
the design-thinking process all over again.

Who did I collaborate with?

I collaborated with four of my MTH 323 classmates to create our final
pre-assessment. Mrs. Steele gave us valuable feedback on ways to
improve the pre-assessment and she, along with a few of my MTH 323
classmates, administered the pre-assessment.

How did I do the work?

I was in charge of being an expert in standard 6.SP.B.4. My four fellow
collaborators were experts in the other four standards of 6.SP. We
developed questions for each standard, with the particular standard
expert facilitating the discussion, in order to create a well-rounded preassessment for the white team. We sought out Mrs. Steeles feedback
to make sure we were creating an appropriate pre-assessment for her
white team. Once the final changes were made, Mrs. Steele and a few
of my MTH 323 classmates administered the pre-assessment.

What did I learn?

I learned the importance of collaboration during this step of the designthinking process. We all brought in our own expertise and ideas as to
how the pre-assessment should look, which helped to create a
meaningful and well-rounded pre-assessment. We kept our focus on
our pre-determined goal of the pre-assessment. The solution to this our
initial problem of creating a pre-assessment was different for Mrs.
Steeles two different groups of students. Without this collaboration, we
wouldnt have been able to differentiate like we did or come up with as
meaningful of a pre-assessment as we did.