Pre-assessment

Pre-assessment Goal

The goal of our pre-assessment is to measure what students already know

and to measure what students do not yet know. Our goal is also to be able to
get a general idea about how our students feel about math, and what they like
or dislike about it. We would also like to know what the students think can make
math more fun. This way we can guide our instruction based on the needs and
interests of the students. We will collect this information by interviewing each
student individually. I plan to use all of the data collected from the pre-
assessment to guide what we teach and how we teach it in our instruction.

List of ideas and concepts included in the pre-assessment:

• Measuring the length and width of squares and rectangles.
• What is area, and how can I find the area of squares and rectangles?
• Multiplying single and double digit numbers.
• Dividing numbers.
• Counting square units to find area.
• Multiplying by solving word problems.
• Finding area by solving word problems.

List of ideas and concepts included in the interview:

• How students feel about math.
• Multiplying single and double digit numbers.
• What is area?
• What makes math hard or easy?
• Have you ever taught someone math?
• Using math in the real world.
• How to make math fun.
• Using graph paper.

Was the pre-assessment reliable, valid, and unbiased?

The pre-assessment is reliable, valid, and unbiased. We know that it is

reliable because it has stability. The assessment has stability reliability because
the pre-assessment is the same as the post-assessment. Therefore, both forms are
being compared to one another. The assessment also has criterion validity. The
assessment is measuring the mathematic criteria for third grade. It measures
what it claims to measure. Lastly, our assessment is unbiased. We know that it is
unbiased because the content covered on the assessment contains content
that is neither too far above or below their level of ability.
Administration Conditions

The pre-assessment was a written assessment that was administered to

each student individually. It was administered to students at approximately 9:00
A.M on Monday, November, 27. Every student had about 45 minutes to
complete the test. However, most of the students were pulled aside during
testing to be interviewed by Hattie. Unfortunately, there was not enough time to
interview each student individually during the duration of testing. I feel like the
students had an adequate amount of time to complete the written assessment.
Much of the content on the test required them to know skills and concepts that
they had not yet been taught. Therefore, they were unable and unsure how to
answer a majority of the questions. If the students were given more time, I do not
think that the results would have been any better.

Test Items that fall under each standard

Standard Test Items

CCSS.Math.Content.3.MD.C.5.b Questions:
A plane figure which can be covered • #2
without gaps or overlaps by n unit • #13
squares is said to have an area of n • #18
square units.
CCSS.Math.Content.3.MD.C.6 Questions:
Measure areas by counting unit • #15
squares (square cm, square m, square • #20
in, square ft, and improvised units).
CCSS.Math.Content.3.MD.C.7.a Question:
Find the area of a rectangle with • #15
whole-number side lengths by tiling it,
and show that the area is the same as
would be found by multiplying the
side lengths.
CCSS.Math.Content.3.MD.C.7.b Questions:
Multiply side lengths to find areas of • #3
rectangles with whole-number side • #7
lengths in the context of solving real • #9
world and mathematical problems, • #13
and represent whole-number • #15
products as rectangular areas in
mathematical reasoning.
CCSS.Math.Content.3.MD.C.7.c Question:
Use tiling to show in a concrete case • #20
that the area of a rectangle with
 whole-number side lengths a and b +
c is the sum of a × b and a × c. Use
area models to represent the
distributive property in mathematical
reasoning.
CCSS.Math.Content.3.MD.C.7.d Questions:
Recognize area as additive. Find • #10
areas of rectilinear figures by • #20
decomposing them into non-
overlapping rectangles and adding
the areas of the non-overlapping
parts, applying this technique to solve
real world problems.

Reflection of Pre-Assessment

Overall, I feel like our pre-assessment was not very good. It covers some of
the content that we are teaching, but it is worded in a way that is confusing for
children. The assessment also has word problems that are too long. When
children are given word problems that are too long they become overwhelmed
and typically have a hard time breaking them down. Therefore, if I was to make
this assessment again, I would shorten the word problems but still have it assess
the same skill or concept. Overall, the assessment itself was just too long and
many of the questions do not directly fall under a standard. I feel that some of
our questions did not fit in. For example, we threw in a couple of division
problems. Division is not a skill that we plan on teaching, so it was not necessary
to put on the assessment. For our interview questions, I would have shortened
the amount of questions asked. There was not enough time to ask all of the
children all the questions. I also regret not being able to be there that day, as I
was not able to do the interview with the children myself. However, I do think
that the assessment covers the concepts and skills that we taught in our lessons
for the most part. Some of the assessment contains questions on measuring,
finding area, and on tiling. These are the main skills that we have planned to
teach in our lessons so hopefully they do much better on the post-assessment.
However, I think we should have focused more on these skills than the
unnecessary ones. All in all, if I were to change this assessment and interview, I
would make it shorter while still assessing skills and concepts directly related to
the standards. I would also make sure that I was present the day of the pre-
assessment.

Pre-Assessment Results

Range of Scores

Mean: The average of the student’s scores is about 8.3 points.

Median: The median of the student’s scores is 7.5 points.
Mode: The mode of the student’s scores is 7 points.

Analyzing the Data:

The pre-assessment data tells us that the students know how to add
numbers, as well multiply and divide simple numbers to solve simple
mathematical problems and word problems. The students also know how to
measure the sides of rectangles and squares. However, the students do not
know what area is, and many of them struggle to multiply double digit numbers.
The students need to learn what area is, and the different ways that you can
find the area of squares and rectangles. They will need to learn what a square
unit is, how to find the area by counting square units, multiplying side lengths,
and tiling shapes. They will also need to learn how to find area by solving real
world word problems and by decomposing rectangles.
Based on the assessment items, I learned that most of the students
struggled being able to multiply double digit numbers. I also learned that many
of the students assumed that area meant that you add the side lengths. I
thought this was interesting. They had the right idea of how to find area, but
they were a bit off. Based off the results, I also realized which students would
probably need extra help, and which students would probably need learning
deepened or expanded for them.

Summary of the Data

Overall, it is evident that the students do not understand concepts relating

to what area is and how to calculate the area of shapes. However, the students
do know how to measure squares and rectangles, as well as how to multiply
and divide simple one digit numbers. All the students were able to measure the
side lengths of a rectangle and square, as well as solve at least one simple
multiplication problem on the pre-assessment.

Reflection of Results

Based on the pre-assessment data, our unit of instruction for teaching

area will need to be adjusted based on the students’ needs. Since we learned
that the students struggled to multiply double digit numbers on the pre-test, we
thought It would be beneficial to model these kinds of problems for them. The
students showed that they were competent multiplying single digit numbers so
we knew that modeling how to multiply double digits was the next step for
them. Collected data also showed that the students had mastered the ability to
measure rectangles and squares. This will help us in our instruction as we know
that the students will be able to measure side lengths of shapes in order to find
the area of the shape. The data changed the way that we are going to teach
as well. We made our unit a little bit more hands on so that the students had
more opportunities to practice the skills and concepts.

Post Assessment

Post Assessment Goal

The goal for our post-assessment is to see if the students will score higher
than they did on the pre-assessment. The goal is for the students to be educated
more about area after having been taught a variety of skills and concepts
pertaining to area. We will use data collected from the pre and post-assessment
to compare their scores obtained from both. It will be simple to compare the
scores from both assessments, as the test itself did not undergo major changes. If
the students finish the assessment early, we will have them go to a separate
area in the classroom to practice area even more. They will have the
opportunity to practice calculating area by rolling two dice, multiplying the two
numbers, and then by making an area of that number on a piece of graph
paper. All in all, our goal is to be able to see the progress each student has
made compared to what they knew before being taught the content.

List of ideas and concepts included in the post-assessment:

• Measuring the length and width of squares and rectangles.
• What is area, and how can I find the area of squares and rectangles?
• Multiplying single and double digit numbers.
• Dividing numbers.
• Counting square units to find area.
• Multiplying by solving word problems.
• Finding area by solving word problems.

Was the post-assessment reliable, valid, and unbiased?

The post-assessment is reliable, valid, and unbiased for the same reasons
as our pre-assessment. We know that it is reliable because it has stability. The
assessment has stability reliability because the pre-assessment is the same as the
post-assessment. Therefore, both forms are being compared to one another. The
assessment also has criterion validity. The assessment is measuring the
mathematic criteria for third grade. It measures what it claims to measure. Lastly,
our assessment is unbiased. We know that it is unbiased because the content
covered on the assessment contains content that is neither too far above or
below their level of ability.

Administration Conditions
 The post-assessment is a paper test that was administered to each student
individually. It was administered by both Hattie and myself at approximately 9:00
A.M on Wednesday, December 6. The students had about 40 minutes to
complete the assessment. The first five minutes of this day were used to review
the previous lesson. Each student was handed a worksheet with a word
problem, and we solved the problem together as a group. We thought this step
was necessary, as we were unsure how well the students mastered the content
from the previous lesson. Overall, I think the short review was beneficial as they
seemed to understand it much better. After the review the students were each
handed the post assessment in which they would have about 40 minutes to
complete. I feel like the students had an adequate amount of time to complete
the assessment. Six of the students finished early, and the rest of the students
finished right before the time was up. The amount of time the students had to
complete the assessment was adequate because they were given enough time
to think about and process each question. It is evident that they had enough
time considering they were all able to complete the assessment within the time
frame to the best of their abilities.

Test Items that fall under each standard

Standard Test Items

CCSS.Math.Content.3.MD.C.5.b Questions:
A plane figure which can be covered • #2
without gaps or overlaps by n unit • #13
squares is said to have an area of n • #18
square units.
CCSS.Math.Content.3.MD.C.6 Questions:
Measure areas by counting unit • #15
squares (square cm, square m, square • #20
in, square ft, and improvised units).
CCSS.Math.Content.3.MD.C.7.a Question:
Find the area of a rectangle with • #15
whole-number side lengths by tiling it,
and show that the area is the same as
would be found by multiplying the
side lengths.
CCSS.Math.Content.3.MD.C.7.b Questions:
Multiply side lengths to find areas of • #3
rectangles with whole-number side • #7
lengths in the context of solving real • #9
world and mathematical problems, • #13
and represent whole-number • #15
 products as rectangular areas in
mathematical reasoning.
CCSS.Math.Content.3.MD.C.7.c Question:
Use tiling to show in a concrete case • #20
that the area of a rectangle with
whole-number side lengths a and b +
c is the sum of a × b and a × c. Use
area models to represent the
distributive property in mathematical
reasoning.
CCSS.Math.Content.3.MD.C.7.d Questions:
Recognize area as additive. Find • #10
areas of rectilinear figures by • #20
decomposing them into non-
overlapping rectangles and adding
the areas of the non-overlapping
parts, applying this technique to solve
real world problems.

Reflection

Overall, I feel like our post-assessment was alright. It covers some content
that we taught, but it is worded in a way that is confusing for children. Several
times throughout the post-assessment the students would raise their hands and
simply just want an explanation of what the question was asking. The assessment
also has word problems that are too long. When children are given word
problems that are too long they become overwhelmed and typically have a
hard time breaking them down. Therefore, if I was to make this assessment
again, I would shorten the word problems but still have it assess the same skill or
concept. Overall, the assessment itself was just too long and many of the
questions do not directly fall under a standard. If I were to change some of the
questions, I would make sure that they directly correlate with what the standard
is asking for. I also feel that some of our questions did not fit in. For example, we
threw in a couple of division problems. Division is not a skill that we plan on
teaching, so it was not necessary to put on the assessment. However, I do think
that the assessment covers the concepts and skills that we taught in our lessons
for the most part. Some of the assessment contains questions on measuring,
finding area, and on tiling. These are the main skills that we have taught in our
lessons. However, I think we should have focused more on these skills than the
unnecessary ones. All in all, if I were to change this post-assessment, I would
make it shorter while still assessing skills and concepts that directly relate to the
standards.

Post-assessment Results
Range of Scores

Mean: The average of the student’s scores is about 15.6.

Median: The median of the student’s scores is 16.5.
Mode: The mode of the student’s scores is 16.5.

Analyzing the Data:

The post-assessment data tells us that the students know more than they
did when they took the pre-assessment. The post-assessment shows that all the
students now understand how to find area by counting unit squares. All the
students but one, also demonstrated the ability to find area by multiplying side
lengths of shapes. The majority of the students mastered these skills, in addition
to the skills and concepts (measuring, multiplying, dividing, and adding) they
already demonstrated understanding of the pre-assessment. However, many of
them still struggled to multiply double digit numbers as well as use their skills to
solve real world word problems. Something that most of the students need to
learn is how to tile shapes. Many of them were close to having it right, but some
did not even attempt to tile the rectangle on test item 15. Based on results, the
students also need to practice decomposing rectangles more. Most of the
students were able to answer the question correctly, but they had a hard time
labeling each part and using the distributive property to bring all the information
together.
Based on the assessment items, I learned that most of the students still
struggled being able to multiply double digit numbers. I also learned that one of
them needed much more attention than we thought she did. When looking at
all of the data, it is clear that she did not learn the skills and concepts that were
taught. To me this means that she must have needed more hands-on activities
to get her fully engaged in practicing these skills and concepts. I also learned
that almost all of the students needed more practice and exposure to
multiplying double digit numbers. Something I now realize about item 10 on the
assessment is that the students did not understand what they were supposed to
do. Many of them had the right idea, but did not fully understand how to solve
the problem and find the answer. Lastly, the students needed much more
practice learning how to tile shapes.

Summary of the Data

Overall, it is evident that the students understood more about area on the
post-assessment than they did on the pre-assessment. For the most part, the
students now understand that the area is the space inside of a shape. They also
understand that you can find the area of a shape by counting the unit squares
inside. All the students except one now understand that you can find the area
of a shape by multiplying the side lengths (length and width). However, many of
the students still struggle to multiply double digit numbers as well as apply skills
into solving real world word problems on area.

Reflection of Results

Based on the post-assessment data I would most definitely adjust the unit
if I were to teach it again. I would adjust the unit by using more manipulatives
and by making the lessons more hands on. I would also pay closer attention to
the students that sat quietly and did not participate as much. I feel that Celina
could have done much better, had we realized how far behind she was within
the first or second lesson. Overall, I learned how important it is to do pre-
assessments in order to know where the children stand academically. It was
easy to see where most of the students struggled after gathering data from the
pre-assessment. However, the student that struggled was gone the day of the
pre-assessment and I felt that we missed critical information we could have used
if she had the opportunity to take the pre-assessment. All in all, the students did
acquire skills they didn’t have before. According to all the data, it is obvious that
the students performed much better on the post-assessment than they did on
the pre-assessment.