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Focused Mathematics Assessment

Due 11/22/07

Develop
1) Develop one assessment tool to be used to inform instruction and measure children’s
development over time. You may use one of the following assessment systems:
• Checklist, rating scale or rubric
• Performance based assessment (work samples collected over time to create a
portfolio)
• And, in combination with one of the above anecdotal notes may be collected and
interpreted

a) Briefly describe why you selected this assessment system. Explain how you will use the
assessment tool to document a child’s development over time.

b) Describe what worked, what did not, and how effective your assessment system was in
gathering data on identified learning objectives/trajectory after implementing selected
activities. Attach the pre- and post-assessment data and the assessment tool to your
assignment.

Implement
2) Select at least two activities that will be implemented; focus on a specific learning
objective/trajectory. Identify the connections between the selected activities and the
Massachusetts Curriculum Frameworks and/or the Guidelines for Preschool Learning
Experience in the content area of mathematics. Identify which strand the learning trajectory
addresses. The following can be used as a reference point:

• Number sense: developmental level for Counting, Comparing and Ordering
Numbers, Recognizing Numbers and Subitizing, Composing (knowing combinations
of numbers), Adding and Subtracting, and Multiplying and Dividing
• Measurement: developmental levels for Measuring
• Geometry: developmental level for Recognizing Geometric Shapes, Composing
Geometric Shapes, Comparing Geometric Shapes, and Levels of Spatial Sense and
Motion.
• Patterns and Relations: developmental levels for Patterning and Early Algebra
• Data Collection & Analysis: developmental levels for Classifying and Analyzing
Data.

5. Describe the Building Blocks weeks or curriculum being used. Look through the unit and the
two activities you selected as the focal point for your assessment. Make sure both activities
have the same learning objective/trajectory as the main focus. There should be a least two
weeks between the pre- and post-assessment data.
• Select one activity to be your pre-assessment and briefly describe what will be
assessed and the behaviors you plan to observe.
• Select a second activity to be the post-assessment and briefly describe what will be
assessed and the behaviors you plan to observe.
• Be sure both activities focus on developing a single learning objective/trajectory.
Grading Rubrics for Focused Mathematics Assessment
Course Link to Exceeds Meets Incomplete
objective Assignment 10-7 points 7-5 points 4-0 points
Guidelines
Demonstrates 4, 5 Identifies focused Clearly identifies Does not clearly identify
developmentall learning trajectories learning the learning trajectories
y effective in selected activities trajectories that are target through the
approaches to and identifies embedded in selected activities.
instruction in additional concepts selected activities.
mathematics for and skills embedded
children birth-2. in activities.
Identify 1,4,5 Exceeds expectation Develops Does not develop
instructional in development of assessment assessment methods for
objectives for assessment methods methods to documenting children
mathematics that documents document progress overtime.
and develop children’s progress children’s progress
methods to over time. over time. Does not identify
assess children’s Clearly identifies Identifies instructional objectives
understanding instructional instructional aligned to learning
of concepts. objectives aligned to objectives aligned trajectories.
learning trajectories. to learning
trajectories.
Demonstrate 4 Exceeds expectations Identifies the Does not identify the
knowledge of for clearly connection connection between state
the connection documenting the between state standards and curriculum
between the connections between standards and objectives.
Massachusetts state standards and curriculum
Curriculum curriculum objectives.
Frameworks objectives.
and the
Guidelines for
Preschool
Learning
Experiences and
use both
documents as a
tool for
planning and
evaluating
curriculum in
mathematics.
Develop 1,2,3 Exceeds expectations Develops pre-and Does not develop an
assessment tools for developing post-assessment assessment tool to monitor
and methods to assessment tools to tools to monitor progress of a specific skills
monitor monitor children progress of a overtime.
children’s progress through specific learning
progress in multiple sources of skill.
math. information.
Documents 3, 5 Exceeds expectations Documents clinical Does not document clinical
clinical for clearly experience through experiences using work
experience documenting clinical narrative and work samples or assessment
experience and samples or tool.
including multiple assessment tool.
sources of
documentation or
assessment.