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* *Reflection: Qualitative Evaluations
Rounding - Unit Assessment - Section 2: Assessment

In the belief that it was the most conscientious thing to do, I spent my early years of teaching grading everything, and I'm not exaggerating. Not only did I grade tests, quizzes and writing assignments, I also graded classwork and homework. I had grades in every subject in every day. I thought that was what responsible teacher needed to do. I've changed my practice significantly, and it's not because I've become lazy. I work as hard now as I did when I first began, but I work more efficiently. First, I discovered that a student's grade almost never changed if I graded 8 or 35 assignments. Secondly, I realized, as we all do, that grading is not teaching! Truly, the only point of assessments and whatever grading system one uses is to communicate to the child, the family, and to inform yourself about their mastery of given content over the course of time. This is as tough for students and parents to assimilate as it was for me. An "A" (though this is our first year away from grades, now they receive 1-5) was seen as SUPERIOR regardless of the subjective criteria or the student or parent's own different sense of mastery or lack there of. I work very hard now to keep meaningful notes on student progress that allow me to plan differentiated instruction and to communicate with the student and their family/caregiver about their progress. The record sheet I use for this lesson is one example of informal record keeping. I write a fraction in the first column to show total mastery (the figure that would have been used to calculate a grade in the past) because it is one frame of reference. At a glance, I know that a child who correctly answers 18/20 questions is in a very different place than a child who answers 5/20. The additional columns allow room for me to take notes, or even just make a mark for myself (sometimes I just use a smiley face, check plus, check, check minus or a zero w/a line through it) on more specific aspects of their performance on this mid-unit assessment. I use this record as something to jog my memory when talking with students or parents, or when planning revisions to my lessons, which are constantly changing, as no two classes are ever the same!

*Record Keeping*

*Qualitative Evaluations: Record Keeping*

# Rounding - Unit Assessment

Lesson 7 of 7

## Objective: SWBAT demonstrate practical skills and critical thinking that reflects their growing understanding of how to round to the closest ten and hundred, and why.

*61 minutes*

#### Introduction

*4 min*

Prior to giving any formal looking assessment, I always have a brief discussion with students about the purpose of assessments. For this group of students that is in an environment which still has a lot of standardized testing, it's important that they know that these are but one measure of their ability and that, in my classroom at least, their primary purposes is to help me know what and how to teach!

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#### Assessment

*54 min*

I do not use necessarily use this Rounding Assessment as a “final grade” and all students do not take all parts of the assessment. Based on prior formatives and teacher observations, I have students complete only the necessary sections. For example, there were a handful of children in my class that could round to the closest ten and hundred before I’d taught a single lesson. There is no reason to continually assess them on what they already know.

A purpose for this assessment is a convenient snapshot of student skills and ability to explain their reasoning. Sometimes administrators and parents cannot easily access information from a teacher checklist, anecdotal notes, or rubrics and this format may seem to them to be a more friendly/familiar way to see evidence of their child’s progress in their understanding of how and why to round to the closest ten or thousand.

In my class, what worked well was to have students work on this assessment task for about 50 minutes. Students who finish early get to choose from a number of independent math activities, including basic fact practice or addition and subtraction with regrouping.

I save them, record the information, continue to assess and reassess, often informally, and then **all** of that data is what I use to report standards mastery on report cards.

I evaluated this using a flexible mini rubric. I recorded relevant details onto this form: Rounding Assessment Student Record.

Here are some examples of student work and my thoughts about their levels of understanding:

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#### After Test Transition

*3 min*

When the test is over, I give them a short stretch break. I tend to do things such as this:

*"Pretend you are snorkeling for this many strokes across the ocean - 7 x 5"*

*"Walk through deep snow. There is a hard, crunchy layer of ice coating the top so you need to step like this* (I demonstrate) *very deliberately, or you might get stuck or fall over like this* (demonstrate) - *you MAY pretend to almost fall. If you crash to the floor, that's not safe, you'll have to walk on the road, which has been plowed. Now go, for this many steps: for 8 x 6 steps. Lift your knees HIGHER!"*

*"Hop on two feet while flapping your arms like a bird learning to fly for 4 x 4."*

They seem to enjoy the silly directions but this would work just as well with jumping jacks, knee bends, or circling their arms.

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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: Rounding to the Ten's Place
- LESSON 2: Rounding to the Hundred's Place
- LESSON 3: Stories in Stone (Rounding to the Tens Place)
- LESSON 4: Rounding to the Closest Ten Above One Thousand
- LESSON 5: Colossal Fossils
- LESSON 6: A Trip Through Time (Word Problems, Including Rounding)
- LESSON 7: Rounding - Unit Assessment