Reflection: Data Analysis Understanding Addition:Unit Review, Test, and Test Strategy - Section 2: Administering the Assessment


I do go through a process after every test that is very similar, though less formal usually, to what you can see on the test data table in the resource section.  I want to know what areas my students had the most difficulty in, so that I know what to go back and reteach. I reflect on how I taught that certain topic and try to decide if it could have been the method I used, the instructional tools I selected, or could it have been just a piece of the instruction and not the whole concept that was difficult.

For example, you can see by looking at this chart that all of these students had difficulty with labeling an expression as either T or F. At first, I thought they did not know how to add or that the equals sign meant the numbers should be the same.  But after thinking about how I taught them the meaning of true (T) and false (F), I think I did not go in-depth enough for them to understand how to use the T or F to label an expression.  I will go back and reteach this concept. There were 8 students who scored low in this area, so I will break them into two small groups and work with them for a short period of time to back over this concept.

  Data Analysis: Reviewing Testing Data
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Understanding Addition:Unit Review, Test, and Test Strategy

Unit 13: Understanding Addition
Lesson 10 of 10

Objective: SWBAT demonstrate their understanding of addition word problems, properties, and notation with numbers to 10.

Big Idea: Students must learn to persevere to solve problems and learn to set goals for achieving mastery. We assess them to have proof of their accuracy and to give the student an idea of how much success they have achieved.

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2 teachers like this lesson
Math, commutative property of addition, Number Sense and Operations, test, false, First Grade, joining, adding, assessment
  50 minutes
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