Kylie Kuhn

ELIS 3703

Formative Assessment #1: Math

1. Learning Objective

a. Standard: 2.G.1 Recognize and identify triangles, quadrilaterals, pentagons,

and hexagons based on the number of sides or vertices. Recognize and identify

cubes, rectangular prisms, cones, and cylinders.

b. Objective: After identifying the various shapes through a whole-class activity,

the students will identify between and match triangles, quadrilaterals,

pentagons, hexagons, cubes, rectangular prisms, cones, and cylinders and their

characteristics with 80% accuracy.

2. Short Description of Assessment

a.
 b. Provided an exit slip and pencil, the students will first match the correct shape

to its name by drawing a line from the shape visual to the written name. Next,

the students will identify the characteristics of the given shape (sides, vertices,

faces, etc.) by writing the correct quantity on the lines provided. Students

engage with identifying the attributes of both 2D and 3D shapes.

3. Short Rationale for why this assessment is aligned with the learning objective

a. In this assessment, students are tasked with matching the geometric shape to

its name, including triangles, quadrilaterals, pentagons, and hexagons, cubes,

rectangular prisms, cones, and cylinders. Each of these shapes to be matched

and identified are aligned with the 2.G.1 curriculum standard for second grade,

and the students are not tasked with writing the names of the shapes (which

may be a struggle for their grade level and abilities), but instead they will draw

a line to match the shape to its name. Additionally, students are tasked with

classifying the shape's number of sides, vertices, and faces of a 2D and 3D

shape, and they do so by simply just writing the number. They are not tasked

with writing the characteristics/attributes for each of them, but are prompted to

classify those of two shapes, one is 2D and one is 3D, ensuring that the

standard is met for the second grade. They will simply write the number of

sides, faces, and vertices which allows them to directly focus on identifying

the key attributes without having to form a detailed explanation. As a whole,

by the end of the lesson students will have engaged with, classify, and identify

each shape mentioned in the objective.

4. Description of each scoring guide

a. Scoring Guide 1:
b.

i. The scoring guide presented is a checklist rubric. The teacher will use

the students' turned in assessment and check the box if the student

identifies the correct match for the designated shape, if they did not

meet the criteria, they will leave the box blank. The same process will

occur with the shape attributes with the sides, the box will be checked

if they met the criteria or not. The total check marks will then be used

to tally the students total number of points.

c. Scoring Guide 2:
 i.

1. In this rubric scoring guide, the teacher candidate is tasked with

assessing whether or not the student matched the shape to its

name correctly (image presented), and can leave notes to

indicate their points. Additionally, the teacher candidate would

repeat the same process for whether the student identified the

correct number of sides and vertices of the given shape, and

mark their points in the attached notes section. The teacher

candidate can then write any notes or written feedback for the

student, and add their total points score, located in the bottom

right quadrant of the scoring guide.

d. Child Friendly Scoring Guide: Checklist

 i.

1. Students are tasked with placing a checkmark in the box based

on whether or not they have fillined in a match for the item or

not. Students are also tasked with placing a checkmark in the

box if they have identified the given characteristic of the 3D

shape, such as sides, vertices, etc. Additionally, they can leave

any notes for the teacher if needed and the teacher can leave

written feedback on their checklist scoring guide.

5. Differentiation: Discuss how you may have differentiated the assessment and/or the

scoring guide

a. Student 1: Student has a Learning Disability (LD)

i. To differentiate for this student, the teacher candidate first pulled him

(another other struggling learners) into a small group. To complete the

worksheet, the teacher candidate orally reads the directions and the

names of the shapes, and the student can verbally identify their match
 and draw the line. The teacher candidate also reads the attributes

section and the student can choose to write or verbally give their

answers. He was also provided with a set of manipulatives, physical

2D and 3D shapes to work with and aid his learning. The student was

also provided with his mandatory accommodations and modifications,

such as graphic organizers/anchor charts, extended time, read aloud,

models, visual aids, manipulatives, graphic organizers, verbal cues,

repetition of information, and simplified directions to support learning,

etc.

b. Student 2: General Education Student

i. To differentiate for this student, the teacher candidate provided them

with copies of graphic organizers and manipulatives. Throughout the

semester, this student has shown a need for multimodal learning that

combines visuals, tactiles, and auditory learning. The teacher candidate

will also read the student the questions in the test and briefly go over

them, to help with auditory learning. Additionally, the student can be

provided with extra time, repetition of information, and verbal cues.