This lesson includes Individual Assessment Numbers 0-10 that can be used to make a quick check of a students understanding of numbers. This information coupled with the data gathered during the group assessment in the next section will allow the teacher to make a determination about students' mastery of the numbers 0-10.
To complete this assessment, you will need the individual student recording sheets included with this lesson. Print one sheet for each student and one assessment card per adult assessing the students. I like to laminate the assessment card for durability and future use. You will also need 10 counters (any kind, your choice--bears, frogs, etc.).
I pull each student and ask them to read the numbers, going across the row. If you look at the individual recording sheets, you can follow what the students are doing by going down each column of two numbers. This allows for ease of recording without the numbers being in order 0-10. I like to make notes about the students' responses such as SC-self corrected or writing the number the students said in error.
After the number identification part, we move to assessing one-to-one correspondence. I give the students the group of counters. For this introductory number unit, I like to arrange them in a row for the students to count. I instruct the students to count the counters and tell them to touch them as they are counting. I watch carefully to make sure they are touching each counter as they say the numbers. I record on the sheet what number the students are able to count to before making an error.
The results from this assessment are coupled with the group assessment described in the next section.
The group assessment allows the instructor to evaluate each individual student's understanding of numbers 0-10 through an assessment completed by the entire class together. I administer the assessment at two different times to reduce test fatigue and distraction. The students each have a "testing spot" in the classroom. This is where they sit to take group assessments. The spots are selected to stop students from "peeking" at others' papers. I make sure the students have a pencil before giving instructions.
We begin with the identifying quantities assessment. I draw a box on the board that is similar to one that is on the assessment. I explain to the students that they are going to count the number of objects in the box and then write that number in the box. I demonstrate for the students how to count the objects and then write the number in the box.
Before distributing the assessment, I say to the students, I want you to try your very best. It is important for me to know what you know about the numbers 0-10 and if anyone needs some extra practice. I then distribute the assessment to the students and walk around the room monitoring their work. After all of the students have completed the assessment, I collect it. We complete the second half of the assessment later in the day.
When it is time for the second half of the assessment, I again instruct the students to move into their testing positions. I have a sample similar to one on the test drawn on the board. I tell the students, now I want to know how well you can make a group with a certain number of items in it. The paper you will receive has boxes on it just like the other, but this time you are going to do something different. You are going to look at the number and color in that number of objects. Let's do one together on the board. What number do you see? That's right...it's three. I will count three circles and color them in. Are there more than three? Yes! I just leave those circles. I do not color them in.
I then distribute the test to the students and tell them to begin the test. The students begin working (see Unit Assessment Video). I walk around the room to monitor the students work on the assessment. After the students have completed the assessment it is collected.
Scoring the representing numbers is quite easy. Either the students have colored the correct number of objects or they have not. If students have items that are incorrect, I record this information. I often call the students up and give them a pile of counters and ask them to count out that number of items just to see if it was a careless error or if they truly do don't understand how to represent that number.
The identifying quantities is a little trickier to assess. Sometimes the fine motor skills of kindergarteners do not allow them to make the correct number. Reversals are fine at this age if the number is accurately represented. I do mark upside down 6 and 9s as incorrect. If I can discern what the number is, it is correct. I call the students up to tell me what number they were writing if I can not tell what the number is. If they are able to tell me the correct number, I mark it as being correct, but make a note that the student needs more practice forming the number. This is not an assessment of fine motor skills, but rather one of number knowledge.