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The goal is to collect data to drive our instruction. The plan for
collecting the data is to start by playing the game Red Light Green
Light. The teacher will ask a question if the student agrees their light is
green if the student somewhat agrees their light is yellow, and if the
student does not agree then the students light is red. The teacher will
ask questions to gain understanding about how each child feels about
math, how they learn best, and what they enjoy. The teachers will then
teachers clock and write the time down on their white board, show the
board. The data sources include: observation, test, and two activities.
• Time Interval
• Measurement Units
• What does milliliters and litters measure?
• Count by fives
During red light green light we struggled to record the data. The game
went faster than we could keep up with. Mrs. Pyper was recording the
data during the game and Mrs. Barrick was calling out the questions.
The data may not be valid because she was recording so quickly. Also
calling them by the wrong name constantly and Mrs. Pyper was trying
desperately to remember names while recording the data. This may also
lead for our data to be unreliable and thus not valid. Another
time recording. I felt as if our questions were reliable the students did
little delay when a question was asked. When we handed out the paper
test student said, "this is really long." There are to many questions
when in reality the students were only asked to answer eight questions.
We went through the test and highlight the ones that the students
needed to complete. There were lots that they did not do. This may
have intimidated the students. I feel like if we would have copy and
pasted the questions that they needed to do on one piece of paper it may
Administration Conditions:
AM until 9:30 AM. The students finished the assessment much quicker
how much time it would take and it took be forty minutes. Anne
typically takes longer than other students. I noticed that when the other
students were done she started putting question marks on the questions
that she had left. The next day I asked her to try those questions again.
She did and was able to complete them. The content showed us a lot
about what they knew and didn't. I wish that we would have developed
more questions to test each skill at least twice. The students were
idea if they did not understand the question or if they did not know the
material. The assessment was administered to the whole group. The
Ahrendsen's class. The students were very talkative. The test was
environment for most of the students. Another group was also in the
2. 30 Minutes
3. litters or milla-litters
5. 9:32
6. 20& 35
Students were asked to complete questions number (5, 6, 9, 10, 11, 16,
and 19)
Key:
5. C Pan balance
9. 2 grams
150 KG
50 mL
1L
10. There were fewer liters than milliliters and there were more
19. 200 mL
Student Work:
Student#4
Student #5
Student #6:
Reflection: