Academic Language in Diverse Classrooms: Mathematics, Grades K-2 by Gottlieb Margo;Ernst-Slavit Gisela; & Gisela Ernst-Slavit

Author:Gottlieb, Margo;Ernst-Slavit, Gisela; & Gisela Ernst-Slavit
Language: eng
Format: epub
ISBN: 1994612
Publisher: Corwin Press
Published: 2013-12-03T00:00:00+00:00

Assessment Across the Unit’s Lessons

A major purpose for assessment across the unit is accountability for learning, with both students and the teacher engaged in the process. Lynne strives to be a highly reflective teacher looking critically at both student learning and her own practice and to adjust her instruction as needed. She is also very well aware that routine and ongoing assessment can easily take a back seat to the sometimes hectic daily operations of a kindergarten classroom. Therefore, she has spent a great deal of time researching and evaluating many assessment routines.

During the building-level book study around Teaching Student Centered Mathematics: Grades K–3 (Van de Walle & Lovin, 2006), Lynne was excited about what she learned. Based on the use of performance and problem-based teaching, she has adapted her observation and scoring rubrics as well as her monitoring notes. Figure 2.13 is an example of a rubric that Lynne developed, based on the Van de Walle & Lovin text (p. 31), to use with students around “I can” statements. It enables her to easily identify students who are on track toward reaching the content target (“got it”) and those who need more support (“not yet”).

In addition, this 4-point rubric is aligned with her school district’s common assessments across curriculum areas as well as the standards-based report cards the district uses for families. Streamlining classroom rubrics to better align with the big picture assessments creates a more efficient dialogue around data collection, especially with her kindergarten PLC team and with the ELL paraeducator.

Figure 2.13 A Sample Rating Scale for a Mathematics Content Target Across Lessons

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