##
* *Reflection: Unit Exams
Time Midway Assessment - Section 1: Opener

It is worthwhile to repeatedly explain the purpose of assessments to students. Despite our shift away from letter grades, my third graders still hold on to traditional beliefs about grades.

Teacher: "Why do I give you assessments? Tests, quizzes..."

Student: "To give us a grade."

Teacher: "What is a grade?"

Student: "An A or a B or a 4 or a 5."

Teacher: "Why would tests be marked with a grade or a number?"

Student: "So we know if we did good."

Teacher: "Well. What does it mean to do well?"

Student: "It means you get, like, an A or a B or a 4 or a 5."

Teacher: "What does a 4 mean?"

Student: "That I did good. Well."

Teacher: "What does that mean?"

It's like a comedy routine. These conversations just keep cycling around. By the end of the year, if not earlier, I want students to understand that tests are what I use to guide my instruction. If students know something, I will not keep teaching them something they've already mastered.

Also, it alerts me to specific details of what I need to teach and reteach. Tests and quizzes are also an objective way for them to develop an understanding of their ability to apply a concept or skill without any assistance. This is all part of developing that critical ability to think about their own thinking and to become more aware and self-directed learners.

*Helping Students Understand the Purpose of Assessments*

*Unit Exams: Helping Students Understand the Purpose of Assessments*

# Time Midway Assessment

Lesson 11 of 11

## Objective: SWBAT express what they understand, how they have grown, and areas in which they still feel that they need more practice.

## Big Idea: Periodic checks are an important tool for directing further instruction and differentiation.

*75 minutes*

#### Opener

*5 min*

Prior to giving students the assessment, I ask them if there are any examples or strategies they'd like me to review. I give them these specific examples:

- Telling time and writing time to the minute on an analog clock, "Show me 12:47."
- Determining the end time using a number line, "If Jose starts walking to school at 7:11 and it takes him 17 minutes, when does he arrive at school?"
- Determining the start time using a number line, "If Amairany finished her homework at 7:35 p.m. and it took her 22 minutes, when did she start her homework?"
- Determining elapsed time using a number line, "Nancy helps her mom in the garden from 8:15 a.m. - 8:57 a.m. How long did she spend in the garden?"

I remind students that the dual purpose of an assessment is to help them understand what they have and have not mastered and to help me plan effective instruction.

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I do not give students any help on this elapsed time and analog clock assessment. I do not even read them the questions. At this point of the year trust has been developed and they know that if they cannot complete a question on the test, I will go over it with them/a group/ the class. They will get a chance to take the test again.

This assessment measures their ability to tell time to the minute on an analog clock.

I look for confusion with the hour hand, and for students who don't seem to be counting by fives correctly. This assessment also measures their ability to calculate elapsed time using a number line and to answer one and two step problems involving elapsed time.

#### Resources

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#### Wrap-Up

*5 min*

When the assessments have been collected, I project a blank copy on my document camera and ask them if there are questions they'd like me to go over. The more immediately they can have their thinking confirmed or redirected, the more effective the use of the assessment has been.

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#### Analysis

*15 min*

I review the tests as soon as possible, either during a planning period or after school. If a student is struggling I might take notes on the Time Assessment Individual Student Record or Note Page . These anecdotal notes are a helpful reference for me when I walking around the room to consult with students. It makes my questioning more effective and my reteaching more prompt. To get a sense of how the class is doing as a whole, I fill out the Time Assessment Class Snapshot Record. I calculate their mastery in percentages for myself because it's a good snapshot. The notes are where I keep track of more specific, qualitative details, including their ability or inability to explain their thinking.

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: It's Time We Begin
- LESSON 2: Time Pictures
- LESSON 3: Lucky Luggage Tags: Elapsed Time to the Hour
- LESSON 4: Lucky Luggage Tags: An International Challenge
- LESSON 5: Using Open Number Lines to Determine Elapsed Time
- LESSON 6: Fractional Parts of an Hour: An Investigation
- LESSON 7: Fractional Parts of an Hour (Day 1)
- LESSON 8: Fractional Parts of an Hour (Day 2)
- LESSON 9: Review of Telling Time to 5 Minutes
- LESSON 10: Time to the Minute
- LESSON 11: Time Midway Assessment