Rounding to Nearest 10 or 100: Representational Level

More Teaching Plans on this topic: Concrete, Abstract

PHASE 3: Evaluation

Purpose: to provide you with continuous data for evaluating student learning and whether your instruction is effective. It also provides students a visual way to “see” their learning.

Materials:

Teacher -

• Appropriate prompts if they will be oral prompts
• Appropriate visual cues when prompting orally

Student -

• Appropriate response sheet/curriculum slice/probe
• Graph/chart

Description:

Steps for Conducting Continuous Monitoring and Charting of Student Performance:

1) Choose whether students should be evaluated at the receptive/recognition level or the expressive level.

2) Choose an appropriate criteria to indicate mastery.

3) Provide appropriate number of prompts in an appropriate format (receptive/recognition or expressive) so students can respond.

Based on the skill, your students’ learning characteristics, and your preference, the curriculum slice or probe could be written in nature (e.g. a sheet with appropriate prompts; index cards with appropriate prompts), or oral in nature with visual cues (e.g. teacher shows drawings and choices on overhead and then prompts students to say which ten or hundred the number should be rounded to,) or a combination of written curriculum slices/probes and oral prompts with visual cues (e.g. teacher shows drawings and choices on overhead and then prompts students to write which ten or hundred the number should be rounded to on a sheet of papered numbered 1-8).

4) Distribute to students the curriculum slice/probe/response sheet/.

5) Give directions.

6) Conduct evaluation.

7) Count corrects and incorrects/mistakes (you and/or students can do this depending on the type of curriculum slice/probe used – see step #3).

8) You and/or students plot their scores on a suitable graph/chart. A goal line that represents the proficiency (for representational level skills, this should be 100% – 8-10 out of 8-10 corrects) should be visible on each students’ graph/chart).

9) Discuss with children their progress as it relates to the goal line and their previous performance. Prompt them to self-evaluate.

10) Evaluate whether student(s) is ready to move to the next level of understanding or has mastered the skill at the abstract level using the following guide:

Representational Level: demonstrates 100% accuracy of (given 8-10 response tasks) over two to three consecutive days.

11) Determine whether you need to alter or modify your instruction based on student performance.

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