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:
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.
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.
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.
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.