Reflection: Performance Tasks Rocking Operations with Fractions - Assessment - Section 1: Application and Procedural Fluency


Overall, I was not pleased with the results of this assessment and have spent several days thinking about the questions and moving forward while still providing my students with opportunities to practice these fractions skills in order to become proficient.  I did learn how important language is and how that can be a barrier when students interpret test questions. I am feeling somewhat frustrated, but am also thankful that I still have 8 weeks left of school to work with these important concepts.  I have asked myself many times over the last few days, "what could or should I do differently?"  I am not yet sure I have solid answers to that.  One change that I would like to incorporate for next year is to use a calendar program like Everyday Counts, that exposes students to fraction concepts very early on in the school year. 

Click here to hear my thoughts about the test question below. 



 After choosing and correcting students work on the question below, I would NOT choose it again.  It did not help me know where my students need help if they missed the question and students could have guessed and got a correct answer.  Notice in this work sample below, the student does not show ANY work and I have no knowledge about strategies this student is using or not using.   This was a common problem with this question. Click here to hear additional thoughts about this question and other students' work. 


Click here to hear my thoughts about this question and general remarks about students' work. 


 My biggest surprise of this assessment came from this question.  Click here to hear my thoughts about how this ONE question is changing my thinking about LANGUAGE in math.  The work sample below was not yet graded, and after correcting about 20 assessments, I threw this question out of the graded portion of the assessment because of what I discovered about the way students interpreted the question on part c. 


Click here to hear my thoughts about these last two questions. Overall, they were the questions that had the highest percentage of students getting them questions correct.  





  Performance Tasks: Most students NOT proficient yet!
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Rocking Operations with Fractions - Assessment

Unit 5: Operations with Fractions
Lesson 14 of 14

Objective: SWBAT show proficiency level with standards 4.NF.1, 4.NF.2, 4.NF.3, and 4.NF.4 in a summative assessment.

Big Idea: In this lesson students spend the hour taking a written summative assessment of fraction concepts.

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2 teachers like this lesson
Math, Fractions, Number Sense and Operations, assessment, equivalent fractions, ordering fractions, comparing fractions, subtracting fractions, summative assessment, adding fractions
  50 minutes
fraction assessment
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