This section includes Individual Assessment resources. It is ideal to assess students understanding individually. If that is not possible, there is a group assessment that will give the instructor a great deal of information to determine remediation needs.
Included in the file is an assessment summary checklist for each student and a assessment script with data recording spaces. Use whatever one (or both) you are comfortable with. You will need one copy per student. There are also number cards 0-10 that will be needed for the assessment and and a student card that will be needed for the assessment. You will also need two different types of counters (i.e.frogs and bears). The following are instructions for the assessment. There is some space on the assessment script for observation notes.
1. Give the student number cards from 0-10. Have the student put the numbers in order. Make sure there is not a visible number line.
2. Give the student 7 counters in a scattered arrangement. Can the student count the objects?
3. Have student arrange the same counters in a line. Ask the student, “Without counting, can you tell me how many objects are in the group now. Does the student understand that the number of objects remains the same regardless of arrangement.
4. Give the student 9 objects. Can the student arrange and correctly count 9 objects in a ten frame?
5. Give the students the following numbers: 3, 9, 6, 0. Can the student tell what comes next? Make sure a number line is not visible.
6. Give the student the following numbers: 4, 2, 8. Can the student continue counting from the number? At this point the student would only need to count to 10. Make sure a number line is not visible.
7 Give the student two groups of counters (i.e.-frogs and bears), can the student tell which group has more when given three examples? It doesn't matter what combination the students are being given, but keep it the same from student to student. Also, pick a variety of numbers.
8.Give the student two groups of counters (i.e.-frogs and bears), can the student tell which group has less when given three examples? (Same as above)
9. Give the students a group of objects (frogs). Ask the student to make another group that is equal to the first (do not define equal-assessing understanding of the word)?
10. Show the student the pairs of numbers on the number card. Can s/he identify which number is more? Make sure a number line is not visible.
11. Show the student pairs of numbers on the number card. Can s/he identify which number is less?
I prefer using an individual assessment, but sometimes that is not possible or it is often nice to have information about how well a student can demonstrate knowledge when her or he is not in a one to one situation.
The Group Assessment is included as a PDF with this lesson. You will need one copy per student. You can use the checklist in the individual assessment to summarize what objectives the student has mastered. The group assessment does not provide for assessment of some objectives (i.e.-same group of objects, different configuration, comparing groups of objects-equal). You could pull the students and do just those components of the assessment.
I have the students move into testing positions. I do cover the number lines in the room as I want to assess their pure knowledge, not their ability to use learning tools in the classroom. I distribute the test and have them put their name at the top. I instruct them to complete a question and wait for further instructions. The following are the prompts for each question:
1. Count the number of dots in the ten frames. Write how many. Then circle the ten frame that has more. (Counting objects in ten frame)
2. Write the numbers 0-10. (Number order)
3. Count the stars. Write the number. Which group has more? (Count scatter configuration, compare groups of objects to determine more.)
4. Count the triangles. Write the number. Which group has less? (Count scatter configuration, compare groups of objects to determine less.)
5. Write the number that comes next. (Identify which numbers comes next.)
6. Write the next three numbers (Counting from any number.)
7. Circle the number that is more or greater in each box. (Comparing numbers-more.) I usually say...look at the first box, which one is less...look at the next box...etc.
8. Circle the number that is less. (Comparing numbers-less.)
9. Circle the numbers that are equal. (Comparing numbers-equal.)
It is important to remember you are assessing understanding of numbers, not their formation. If you are in doubt about a number a student has written, ask them what the number is before immediately marking it wrong.