Time Midway Assessment

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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.


5 minutes

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.

Mid-Assessment - Written and Oral

50 minutes

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.


5 minutes

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. 


15 minutes

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.