Reflection: Developing a Conceptual Understanding Assessing Measurement Techniques - Section 2: Introducing the Measuring Assessment


I have included a video of a student taking this assessment and his written assessment sheet.  I have also included the rubric sheet that has his results on it.  On this rubric sheet, you will also see the results of three other students.

Task:  Watch the video first.  Then look at Cooper's sheet.  He was successful in all aspects of this assessment and used the 1/2 notation when recording his measurement.  

*Note*  For the kids that measured right over the box, I asked them to move the tiles to below the edge of the box.  We have been measuring bigger objects in class and did not have the problem of covering up the object we were measuring.  I felt like this was a reminder that didn't take away from the assessment itself.


Rubric:  You will see that I used two check marks for him on the rubric sheet.  The two checks is what I use to indicate done with fluency.  You can also see that two students saw that it was between 7 and 8 tiles and rounded up.  They indicated that the answer was a little less than 8 not heir sheets (using the less than sign).  I only had three kids that didn't use a fraction.  At this point I am fine with a student using the < or >  signs in lieu of a fraction.

  Developing a Conceptual Understanding: Using the Rubric and Assessment Task
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Assessing Measurement Techniques

Unit 8: Non Standard Measuring
Lesson 4 of 8

Objective: SWBAT use accurate measuring techniques on an assessment task. SWBAT solve a three addend story problem.

Big Idea: Today you will get an opportunity to conduct an assessment interview that will look at how well your students are measuring with inch tiles.

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