Assessments: Before & After

Sefora Coca
CONT 905 002
Original Assessment - Grade 1
Skip-counting & Adding and Subtracting:

The original assessment that I have chosen is a

grade 1 math assessment for skip-counting and
addition and subtraction.

This type of math assessment can be useful in

seeing where students are at, but it only
allows students to demonstrate what they know
through written input and representation
through drawing (Mercer, N.D.).

(Mercer, N.D.)
Inclusive Considerations
To adapt the math assessment to meet the needs of various learners, options for
students to use hands-on manipulatives or drawings to represent their answers need
to be provided (Inclusive Schools Network, 2015).

The original math assessment also seemed like it was intended to be completed in one
session. Breaking up the assessment into smaller tasks and allowing students to
complete them in more than one session can help students who can get overwhelmed by
too many questions and those who find time management challenging succeed (Martin,
2016).

Also, to support students who struggle with reading comprehension make sure to read
the questions out loud and model what students are supposed to do before having them
start the assessment (Inclusive Schools Network, 2015).
Adapted Assessment!
To adapt the assessment I
included space for students to
place counting collection items
to help them skip-count with
manipulatives and show their
thought process rather than
just having them fill in the
blanks.

I also kept the assessment

solely focused on skip-counting
and created a completely
different assessment for adding
and subtracting so not to
overwhelm and confuse students.

I also added an I Can statement

so that my students know what
the learning goal of the
assessment is.
Adapted Assessment
Continued
For the second assessment task,
students can use counters in a
ten frame to help them add and
show what they know in a hands-on
way. Students can also use
colours to fill in the boxes
instead if they would prefer.

I again also included an I Can

Statement so that my students
know what the learning goal of
the assessment is.

For the subtraction part of the

assessment I provided the ten
frame and included dots for
students to cross off to visually
help students solve the question.
References
Inclusive Schools Network. (2015). Make Mathematics Instruction Accessible and Engaging for
all Students. Retrieved from
https://inclusiveschools.org/make-mathematics-instruction-accessible-and-engaging-for-all-s
tudents/

Martin, S. (2016). How can I adapt my assessments to better meet the needs of my students
with LDs? Retrieved from https://www.ldatschool.ca/a-t-e-assessments/

Mercer, M (N.D.) 1st Grade Mid-Year Math Assessment. Retrieved from

https://www.teacherspayteachers.com/Product/1st-Grade-Mid-Year-Math-Assessment-718266?st=3f
76baa5b5b6b89c600f4529945bfc43