Practicum 3a

EPC 3403

Task 4. Observe an Assessment

Introduction:
The formal test that I was observed was in week two. Regards the math topics, the
concept that being assessed are: rounding, multiplication, division, and long division. Students
assessment was based on the new curriculum given for students recently in this year. The
assessment was not too hard or easy to do. Most students can do it, because it includes both
problem solving and practical questions. All five graders have a midterm exam week and every
day they will be assessed (figure 1). This was an opportunity for me to notice their performance
in exams.

Caption Figure 1: Students have an assessment

paper given from the ministry of education for
all five graders. They wrote for them the lessons
that students must focus on.

Before assessment:
However, in the assessment session the teacher go through three stages with purposes.
Before the assessment, during the assessment and after the assessment. In terms of before
assessment stage, students will be given instructions and directions to follow before starting
the exam. My mentor as I observed her, she was saying do not forget to write your names,
write your section, and do not rush in the exam. These instructions were given before giving
out the papers. After that, she hands out the papers by saying I do not want to hear any voice,
keep quiet and focus on your papers only . The types of the directions given are more likely to
be for students attention on their assessment and on the most important details like their
names and section. When my MST wants to ensure that all students are listening, she just
distributes her eye contact and give them the instructions directly and in out loud voice.
1

Practicum 3a

EPC 3403

During assessment:
Regards the assessment time, the teacher check and gives students time and
opportunity to ask and she explains the questions as much as she can. For example, when a
student raises his hands to ask a question, she find out where is the question and reread it to
illustrate the important thing in question and she tell the student the required thing that you
must do is to write the order of operation in operation question. The teacher redefined the
questions for those who do not focus in the exam, she try to direct them to keep paying
attention on questions. Unfortunately, some students struggling reading the problem solving.
They still have issues with reading skill and that is one of the obstruct that students must
overcome. When students ask the teacher how to read this question or Miss, I did not
understand the question. Because the teacher realize that most students still suffering with
reading, but she is solving this problem by rereading and repeating the question twice. There
are some hints that given for students, to concentrate in the difficult questions. For instance,
the problem solving questions, the teacher asks students to follow up the procedure that they
follow it in the review lesson (figure 2).

Caption Figure 2: The procedure in the

problem solving, are more likely to Polyas 4
steps: Understand problem, planning strategy,
implementing strategy, and check answers.

During the exam, the teacher move around the classroom to check that all students are
working on writing the answers properly. She does not sit in her desk as you can see in (figure
3). She is checking, scanning papers, and giving some hints and advices for five graders. The
mobility that she was used is to move around the class row by row. Sometimes, she stands
behind the students shoulders to look at students procedures writing answers (figure 4).

Caption Figure 3:
Here is my MST
position, she is not
sitting in her desk
and give orders. But,
she moves around
them.

Caption
Figure 4: The
teacher
sometimes
stands after the
student to scan
and look at his
answers.

Practicum 3a

EPC 3403

The whole grouping time was when the teacher considers the announcements like
check this specific topic. When she moves around and looks that most student have the same
mistake, she warn them to focus on the question to recheck it. Also, some of them write
random answers to just finish the exam early. So, for those who finished early, the teacher asks
them to check their answers for 15 minutes. After that, she gives them a feedback or asks them
how to do this question to let them fix their wrong answers.
After the assessment:
Nevertheless, the ending of the exam session is when the teacher tells them the time.
When she said There are 20 minutes, you can check all answers again. Do not get panic, and
write carefully and in process. She just tries to let them relaxed with the exam for those who
do not finish yet. While, for those who finish the exam she orders to check and check for the
last time. She does not let students feels nervous and making distraction for those who have
issue with some questions.
So, the class time finished up, she collects the papers from students who finished. She
move row by row, and takes the closed papers. Those who do not finish yet, she asks them
finishing the exam and they have only five more minutes to finish and wrap up. She said make
sure that you do not put any question empty, fill in the gaps and blanks.
Reflection about Assessment:
The type of assessment that students given were appropriate and fit with their age. I
think it was worked with five graders, because only two or three students do not finish on the
time. The teacher also deals with students carefully in each stage of the exam. Something that
works, when the special need teacher sits behind the special need student and she help him
writing the answers. He was an excellent student, but he needs support (figure 5).
However, my MST practices with them every day and she gives them more work to do
which is good opportunity to implement their practical work in the exam. The class works
feasibly and smoothly in normal classes, so student performance was reflects that in the exam.
Students improve their math concept in the class, and their progress appears in the
assessment.

Caption Figure 5: The student over

there works with the special need
teacher because he needs support. The
teacher stands in the middle of the
class to explain for all students.