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Formative and Summative Assessments
Introduction
Introduction
Eureka Mid-Module and End of Module Assessments allow me to see what Eureka skills my students are excelling at and which areas they might be struggling with. Since these assessments align directly to our curriculum, if a student has difficulty with a topic I can react by reviewing parts of a lesson from that topic in class either in whole group or individually depending on student need. I also discuss my students' results with my teaching team to see if there are any trends, and to compare notes on how to best teach certain content areas. These assessments are also useful to explain to parents what skills a student might need extra help with at home.
Grading
Grading
Rubric Source:
New York State Education Department. (2014). Kindergarten Mathematics. Retrieved from https://www.engageny.org/resource/kindergarten-mathematics.
Here is an example of one grading rubric as it would relate to Topic A discussed in the above powerpoint. With this rubric I can judge how complete a student's oral answer is in a way that is fair to all students. My fellow kindergarten teachers and I always norm on our expectations for each assessment before administering it. If a student produces an unexpected response which shows evidence of solid reasoning, for example, but due to a small error does not result in a correct answer, we may agree to give the student a half point. In this way we consider what the curriculum writers and students intended by their answer and see if there is any disconnect in the thinking. This allows us to consider what skills we may need to review in more detail
Conclusion
Conclusion
Eureka Mid-Module and End of Module Assessments are an essential way for me to gage how much of our curriculum content a student has been able to internalize and apply in a variety of situations. When students answer incorrectly during the test, because the test is one on one, after marking their answer I take the time to provide some immediate remediation. For example, if a student cannot explain how to sort a number of similar objects, after marking that they are unable to perform the task I may give them a hint, or scaffold, the question by saying "Which objects do you think are meant for school? Which ones might be meant for home?" Then, with this extra information they may be able to figure out the correct answer. While this does not count towards their official scores, having this informal check-in during the test is a chance for students to be engaged in their own growth and understand what they may have previously missed during the assessment. When I review that skill in more detail with them later on, whether in whole group, small group, or individual instruction, I can reference back to the question they struggled with on their test to help them conceptualize the importance of understanding this concept.
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